Table 2 Summary table of the eight articles curricula content, structure, and the learning competencies of SDOH curricula
From: Effectiveness of alternative approaches to integrating SDOH into medical education: a scoping review
Study  | Medical School | Program title  | Program enrolment | Program structure | Program content | Program Length | Educational method(s) | Learning Competencies | Quality assessment reviewer 1 | Quality assessment reviewer 2 |
|---|---|---|---|---|---|---|---|---|---|---|
Denizard-Thompson et al. 2021 [16] | United States (The Wake Forest School of medicine) | The health equity curriculum | Mandatory | Two days of simulation training 15 min session three times weekly for three weeks for the student's reflection, learning tasks, and group discussions | Module(1): Internal medicine and poverty/access to care Module(2): Psychiatry and food insecurity Module(3): Paediatrics and educational disparities Module(4): Obstetrics and gynaecology and women, infant health Module(5): Anaesthesiology and Implicit bias in pain Module(6): Family medicine and Transportation Module(7): Surgery and Environment/discharge planning Module(8): Neurology and Social network Module(9): Emergency medicine and housing The first 4 modules only contained community-based learning activities | Full-year for third year medical student | 1. Didactic online or in-person 2.Experiential Learning 3. Reflective assignments and presentations | • Inter-professional learning experience • Critical thinking • Community engagement and exposure to diversity in realistic situations • Recognition of the community priorities and the impact of health outcomes • Reflective skills | 15 | 14.5 |
Rockey et al. 2021 [11]  | United States (Mayo Clinic Alix School of Medicine) | Student-run clinic | Mandatory | The clinic runs weekly over two and half days | Students take an initial assessment of the patients, then present to the physician, where he prescribes any further investigation or prescriptions needed | Full year for Second-year medical students | Experiential Learning | • Community engagement and exposure to diversity in realistic situations • Inter-professional experience and working with a multidisciplinary team • Recognition of the community priorities and the impact of health outcomes • Understanding the responsibilities of healthcare physicians towards patient's care • Basic health screening skills | 12.5 | 13 |
Sagi et al. 2020 [18]  | Israel (Azrieli Faculty of Medicine at Bar-Ilan University) | Etgar course * | Mandatory | A full-day introductory session Four tutorials within the clinical rotations Home visits within one week of discharge and follow up the phone within two weeks of the home visit Reports for their home-visits experience | Lectures and simulation-based training Tutorials include case simulation for patients to help recognise the SDOH Home-visit post-discharge, using a semi-structured report to evaluate the barriers for healthcare in underprivileged areas Planning a discharge plan and liaison with any services required | Full year for third and the fourth-year students | 1. Didactic 2.Experiential Learning | • Realistic care experience • Early recognition of the healthcare equity barriers through home visits • Experience of community service with the broader context of SDOH • Reflective skills | 12.5 | 12 |
Moffett et al. 2019 [12]  | United States (New Jersey Medical School)  | Social Determinants of Health course | Mandatory | Two orientation sessions for a small group of students Three learning activity stages over 4 weeks | 15–20 min orientation session twice at the start to set the program layout and at the end for the student's reflection and oral presentations Learning activity(1): students-patients interview regarding patient's condition, their reflection on the hospital process starting from the E.D, social aspects and the discharge plan Learning activity(2): Small group discussions to generate research plan for each patient interviewed, explore SDH factors and offering solutions presented with PowerPoint presentation Learning activity(3): Oral presentation as a team facilitated by the faculty member to present the suitable plan and reflection | Four weeks for fourth-year medical students | 1. Didactic 2. Experiential learning 3. Reflective | • Inter-professional workplace learning experience • Reflection skills • Recognition of the community priorities and the impact of health outcomes • Ability to apply this knowledge for appropriate referrals to relevant resources • Critical thinking | 9.5 | 9 |
Gostelow et al. 2018 [17]  | U.K (University College London Medical School) | Social determinants of the health curriculum | Mandatory | Online Self-paced learning for one week 90 min simulated scenarios discussions with a facilitators | The online self-directed learning consists of reading, videos like TED talks and small quizzes The discussion sessions with the simulated patients enable students to explore more into the social history, and pauses are made to highlight the main points regarding the health advocacy and health equity barriers | Full-year for fourth-year medical students | "Flipped classroom learning": pre-class reading or videos, followed by in-class case-based discussion, tutorials or simulation Collaborative learning | • The ability to understand health equity barriers in the U.K • Recognise the suitable interventions to overcome those barriers at various levels • Understanding the concepts of lifestyle drift and LifeCourse Concept • Recognition of the role of healthcare in reducing health inquiries on a local and global level • Recognise the suitable interventions to overcome those barriers at various levels • Apply the acquired knowledge to decrease health inquiries and apply health advocacy | 10 | 9.5 |
Addy et al.2015 [13]  | United States (University of South Carolina) | Interprofessional Education Program | Elective | Three live meetings Six web-based modules completed individually or with small group The six modules, integrated into the comprehensive courses at medicine and nursing schools, presented as independent pharmacy, public health, and social work schools | Module(1): introduction to inter-professional learning, team collaboration and patient safety Module(2): The roles of each disciplines in the health system towards patients Module(3): Innovation approach suggested by the student to improve healthcare Module(4): Cultural variation and its impact on healthcare decision, and cultural believes and communications Module(5): a devoted movie and reading to related topics Module(6): Case analysis and plan management to overcome healthcare barriers and students' reflection on the entire course | Variable according to each discipline .Medicine (first year) 2.Nursing 3. Pharmacy 4. Public Health 5. Social Works 6. Other disciplines | 1. Didactic 2. Experiential learning | • The values of Inter-professional workplace experience • Roles of each health discipline toward the patients • Cultural competency • Identifying, analysis and planning for barriers regarding health equity | 11 | 11 |
Gonzalez et al. 2015 [15]  | United States (Albert Einstein College of Medicine in Bronx, New York)  | Health Disparities elective  | Elective | 13 sessions, each one lasts for one and half hour Eight sessions are focusing on health disparities, and five sessions focusing on advocacy skills | Three sessions: Introductory of the health disparities Three sessions: Focusing on the factors contributing to the health disparities One practical clinical session: cultural competency skills practising such as open-ended questions, management methods, bias recognition, and management Five sessions: Advocacy skills, community perspectives on health disparities | Three months for first-year medical student | 1. Didactic 2.Reflective assignments and presentations 3.Experiential Learning | • Legislative visits experience and community engagement • Collaborative learning • Recognition of the community priorities and the impact of health inequity on health outcomes • Creating advocacy skills and patient-doctor relationship skills and Writing and interview skills with simulated cases • Overcome the future health disparities factors | 10.5 | 11.5 |
Drake et al. 2017 [14] | United States (Tulane University School of Medicine)  | Social Contexts in Medicine | Elective | Six seminars/one and half hours each Four home visits(minimum) Three mentorship sessions Reflection exercise | Six seminars include: An introduction of the SDOH, Healthcare barriers and the infrastructure, Implicit bias of the healthcare providers, Interprofessional health responsibilities, and SDOH context Home-visit- kit and interview skills. a minimum of four home visits, each visit lasts about one to one and half hours, where the second-year student accompanies the first-year students to explore the healthcare barrier, connect with the patients on a social level, identify the suitable interventions and apply the basic health screening practices Mentorship sessions with one physician mentor and four students for reflection and discussion on the experience and the possible solutions for the health equity barriers | Eighteen months for first and second-year medical students | 1. Didactic 2.Experiential Learning 3. Support and guidance learning | • Inter-professional workplace experience • Roles of each health discipline toward patients • Cultural competency • Identifying, analysis and planning for barriers regarding health equity within the local community • Basic health screening skills | 12.5 | 12 |