How do we understand the determinants of health? An exploration of distributed knowledge and interprofessional health sciences education

Impact of Teaching Social Determinants of Health on PIF in the Health Professions

OBJECTIVE

To address the lack of methods for assessing learning on social determinants of health, particularly from a health systems perspective. Using a conceptual framework of professional identity formation applied across 3 professions (athletic training, occupational therapy, and pharmacy), the study aimed to describe students' level of professional identity when applying knowledge of structural factors' impact on health.

METHODS

This study was a deductive content analysis of students' written reflections. Identified themes explored how students explained sociopolitical influences on health as well as their assessed level of professional identity.

RESULTS

Students were inclined to author narratives focused on the ways in which structural factors influence individual outcomes and aspects within the health care system. Most students were assessed to be at the initial levels of professional identity formation, but those with a comparatively higher level of professional identity expressed a commitment to professional behaviors that address social determinants of health.

CONCLUSION

This analysis created a foundation for future pedagogical work in health care system-related structural learning outcomes within and between different health professions. Findings suggest that across professions, most first-year students demonstrated the ability to reconcile different perspectives and were in the early stages of aligning personal values with professional values. The use of reflection has the potential to assess professional identity formation among a range of health professional students.

Identifying Future Health Professionals' Understanding of the Determinants of Health

BACKGROUND

An understanding of the determinants of health is essential for all health professionals to be able to contribute to health promotion and disease prevention.

METHOD

This project sought to explore first-year students' understanding of determinants of health through a photograph essay assessment.

RESULTS

Approximately one third of the students chose to depict social determinants of health, such as poverty and homelessness. Other determinants, such as individual human behavior, physical determinants, and policy, were less frequently selected. Content analysis of the students' photograph essay indicated two themes regarding approaches they believed could be used to improve equity- Education, and The Role of the Government.

CONCLUSION

Given the expectations of health professionals to contribute to health promotion and disease prevention in their communities, the findings from this study provide evidence for the need to develop new teaching and learning strategies to more effectively prepare health professional students for the future. [J Nurs Educ. 2018;57(12):756-759.].

Pharmacy student and pharmacist perceptions of professional socialism and communication in a real-life clinical setting

OBJECTIVES

To determine the impact of authentic clinical tasks on student confidence in interprofessional communication and assess the perceptions of pharmacists and pharmacy undergraduate students on how their degree prepares them to communicate and integrate with other healthcare professionals.

METHODS

Pharmacists completed a questionnaire regarding how their degree prepared them to communicate with other healthcare professionals. Third- and fourth-year pharmacy undergraduate students completed a modified questionnaire with questions relating to interprofessional learning and their experiences of reflective interprofessional communication tasks whilst on hospital placement. The questionnaires produced a combination of qualitative and quantitative data.

KEY FINDINGS

Pharmacists (n = 36) and pharmacy students (n = 186) were in agreement that interprofessional training is important for undergraduate pharmacy students. Over 80% of student respondents viewed the interprofessional communication skills task as a useful method to develop communication skills with an increase in confidence following completion of the task. A variety of methods ranging from classroom- to practical-based sessions may be used to develop communication skills and professional socialism.

CONCLUSIONS

Interprofessional learning has an important role for all working within the multidisciplinary healthcare team and contributes to the development of collaborative working relationships. It should be introduced and reinforced throughout undergraduate studies and continued in the workplace.