Abstract
Purpose. Medical education falls short of training students to understand and act upon systems that shape patients’ health. Physicians consistently report the importance of addressing social issues in medicine, while at the same time express a lack of confidence in their ability to meet their patients' social and emotional needs, leading to burnout in the face of these challenges.
Method. We implemented a six-week structural competency curriculum with 120 fourth-year medical students at The University of Queensland Medical School - Ochsner Clinical School (UQ-OCS) in New Orleans, LA, from January to November 2021. We assessed knowledge, attitude, awareness, and skill using the Clinical Cultural Competency Questionnaire at three points: before, immediately after, and two years post-intervention. Qualitative Peer Led Teaching & Learning Closure Activity involved written reflections analyzed using thematic analysis.
Results. Significant improvements were observed in knowledge (p
Conclusions. This study is the first longitudinal demonstration of the impact of a structural competency curriculum on medical education and subsequent residency practice. Healthcare professionals must grasp the political, economic, and social factors affecting patient care. Integration of this curriculum at UQ-OCS effectively trained students in structural competency and enhanced its application in clinical settings. Institutions lacking such curriculum can use this model for implementation.
Recommended Citation
Shawley, Audrey; Gault, Emily; Yacoubian, Ann; Kooi, Grace; Yoshikawa, Minna; Boudreaux, Madison; Zia, Abdul; and Carstarphen, Kathy Jo
(2025)
"Empowering Future Physicians: The Role of Structural Competency Education to Improve Patient Care and Prevent Burnout,"
Health Professions Education: Vol. 11:
Iss.
3, Article 1.
DOI: 10.55890/2452-3011.1334
Available at:
https://hpe.researchcommons.org/journal/vol11/iss3/1
