1. Assessment of a Peer-Taught Structural Competency Course for Medical Students Using a Novel Survey Tool
- Author
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Mariah J. A. Racicot, Molly R. Rabinowitz, Melanie Prestidge, Michelle Beam, Glenn Kautz, Mary Clare Bohnett, Brianna Muller, and Atif Zaman
- Subjects
Medical education ,020205 medical informatics ,business.industry ,media_common.quotation_subject ,education ,Medicine (miscellaneous) ,Survey tool ,02 engineering and technology ,Health equity ,Education ,Likert scale ,Test (assessment) ,03 medical and health sciences ,0302 clinical medicine ,0202 electrical engineering, electronic engineering, information engineering ,Medicine ,In patient ,030212 general & internal medicine ,business ,Curriculum ,Cultural competence ,Diversity (politics) ,media_common - Abstract
Structural competency is an emerging framework for teaching health disparities from a systems-level perspective. A group of medical students piloted a peer-taught course on applying structural competency to patient care. Measuring the impact of educational innovations is critical, yet no literature quantitatively assessing structural competency curricula currently exists for the medical school setting. Students adapted an existing cultural competency assessment instrument to create the Clinical Structural Competency Questionnaire, a 52-item Likert-based survey tool. This tool was used to assess students’ self-reported knowledge, skills, and attitudes before, immediately after, and 6 months after the course. Data were analyzed using the Wilcoxon signed-rank test. Response proportion immediately after the course was 84% (n = 114). Of these, 34% (n = 39) could be matched for all survey time-points. Students reported increases in knowledge of structural competency (p
- Published
- 2017