Table 4 Association between representative responses and S/H content in the curriculum and the importance of S/H in medical education according to medical school representatives (n = 150)
Having any S/H content in the curriculum (Logistic Regression) | |||
|---|---|---|---|
OR | 95% CI | p ** | |
Lack of time | 0.18 | 0.03–0.92 | 0.03 |
Having prepared medical teachers | 5.29 | 1.03–27.14 | 0.04 |
Having required and/or elective courses addressing only S/H in the curriculum (Logistic Regression) | |||
OR | 95% CI | p ** | |
Lack of knowledge | 0.35 | 0.14–0.84 | 0.01 |
Topic not included in the teaching plan of the curriculum | 0.19 | 0.06–0.59 | 0.004 |
More S/H content is needed in the curriculum | 0.17 | 0.05–0.62 | 0.007 |
Having prepared medical teachers | 3.27 | 1.23–8.66 | 0.01 |
Aiming to have standardized national competency requirements | 8.29 | 2.14–32.08 | 0.002 |
Importance of including S/H content in medical education (Linear Regression) | |||
Estimate | SE* | p ** | |
Lack of time | -0.41 | 0.20 | 0.003 |
Topic not included in the teaching plan of the curriculum | -0.69 | 0.22 | 0.002 |
Content should be included in general, nonspecific S/H courses | -0.45 | 0.19 | 0.02 |
Influence on patients’ health | 2.94 | 0.57 | < 0.0001 |
Aiming to have national S/H guidelines | 0.99 | 0.29 | < 0.0001 |
Feeling that there is a lack of institutional support | 0.62 | 0.27 | 0.02 |
Feeling that others have preconceptions regarding the topic | 0.48 | 0.23 | 0.03 |
Students consider it important | 0.77 | 0.20 | 0.0001 |