Table 1 Initial needs assessment and summary of stakeholders
Stakeholder | Needs assessment findings |
|---|---|
Patients | - Central stakeholder in medical education |
- Impacted by racism, homophobia, sexism, etc. in the clinic | |
- Impacted by rising healthcare costs and poor access to healthcare | |
- Impacted by poverty and access to preventive health resources | |
- Impacted by lack of cultural perspective, and humanism/connection in the clinic | |
Students | - Understanding SDH might mitigate burnout long-term |
- No preconceived notions about how healthcare delivery takes place | |
- Likely more versed in SDH concepts than faculty | |
- Many passionate students willing to build/develop curricula | |
- Heavy workload, already stressed about board exams and content load | |
Faculty/Course Directors | - Make decisions with regards to education content and scheduling |
- Beholden to LCME standards and administrative expectations | |
- Limited time to develop curricula due to academic and clinic responsibilities | |
- Many passionate faculty who are excited to partner with students | |
- Some resistant faculty who do not see how or why to change classical teaching | |
- Faculty can serve as learners to educate themselves about this material | |
Administration | - Responsibility to ensure curricula is universal, regularly assessed, and adhering to LCME standards |
- Many competing priorities for curricular time | |
- A number of passionate administrators who are willing to allow students to take lead with curricular development | |
- UVM Larner has created environment that is willing to adjust and change |