Curricular Interventions in Medical Schools: Maximizing Community Engagement Through Communities of Practice.

This article explains the importance of a communities of practice (CoP) model for continually aligning medical education and clinical transformation with contemporary health issues. It describes the evolution and advantages of using CoP as a model for transforming medical education and clinical practice and applies the CoP methodology to addressing the changing needs of socially vulnerable populations (LGBTQ [lesbian, gay, bisexual, transgender, and queer/questioning], persons experiencing homelessness, and migrant farm workers). In conclusion, this article describes CoP-led activities, achievements, and value creation in medical education by the National Center for Medical Education Development and Research established at the Meharry Medical College.

Transforming Medical Education to Provide Gender-Affirming Care for Transgender and Gender-Diverse Patients: A Policy Brief.

Transgender and gender-diverse (TGD) patients experience a greater burden of health disparities compared with their heterosexual/cisgender counterparts. Some of the poorer health outcomes observed in these populations are known to be associated with the prevalence of implicit bias, bullying, emotional distress, alcoholism, drug abuse, intimate partner violence, sexually transmitted infections (eg, human immunodeficiency virus and human papilloma virus), and cancer. The TGD populations face unique barriers to receiving both routine and gender-affirming health care (acquiring hormones and gender-affirming surgeries). Additional barriers to implementing affirming care training for TGD patients are lack of expertise among medical education faculty and preceptors both in undergraduate and in graduate medical education programs. Drawing on a systematic review of the literature, we propose a policy brief aimed at raising awareness about gender-affirming care among education planners and policy makers in government and advisory bodies.

Affirming and Inclusive Care Training for Medical Students and Residents to Reduce Health Disparities Experienced by Sexual and Gender Minorities: A Systematic Review.

Purpose: Providing inclusive and comprehensive gender-affirming care is critical to reducing health disparities (gaps in care) experienced by sexual and gender minorities (SGM). Currently, little is known about how medical students and residents are being trained to address the health needs of SGM persons or of the most effective methods. Methods: We conducted a systematic review of the research literature from 2000 to 2020 on the effectiveness of teaching medical students and residents on knowledge, attitudes, and skills in addressing the health of SGM persons and the strength of the research sample, design, and methods used. Results: We identified a total of 36 articles that assessed the impact of medical student and resident education on knowledge, comfort, attitudes, confidence, and skills in working with SGM patients. All studies utilized quasi-experimental designs, and found efficacious results. No study examined the impact of training on patient outcomes. Conclusion: Future studies will need to be powered and designed to assess the impact of training on patient outcomes.

The COVID-19 Vaccine and Pregnant Minority Women in the US: Implications for Improving Vaccine Confidence and Uptake.

The American College of Obstetricians and Gynecologists (AGOG) recommends the FDA-approved Pfizer and Moderna mRNA COVID-19 vaccines and boosters for all eligible pregnant women in the US. However, COVID-19 vaccine confidence and uptake among pregnant minority women have been poor. While the underlying reasons are unclear, they are likely to be associated with myths and misinformation about the vaccines. Direct and indirect factors that deter minority mothers in the US from receiving the mRNA COVID-19 vaccines require further investigation. Here, we examine the historical perspectives on vaccinations during pregnancy. We will examine the following aspects: (1) the influenza and tetanus toxoid, reduced diphtheria toxoid, and acellular pertussis (Tdap) vaccinations during pregnancy; (2) the exclusion of pregnant and lactating women from COVID-19 vaccine trials; (3) COVID-19 vaccine safety during pregnancy, obstetric complications associated with symptomatic COVID-19 during pregnancy, COVID-19 vaccine hesitancy among pregnant minority women, and racial disparities experienced by pregnant minority women due to the COVID-19 pandemic as well as their potential impact on pregnancy care; and (4) strategies to improve COVID-19 vaccine confidence and uptake among pregnant minority women in the US. COVID-19 vaccine hesitancy among minority mothers can be mitigated by community engagement efforts that focus on COVID-19 vaccine education, awareness campaigns by trusted entities, and COVID-19-appropriate perinatal counseling aimed to improve COVID-19 vaccine confidence and uptake.

Pre-Exposure Prophylaxis Training among Medical Schools in the United States.

Pre-Exposure Prophylaxis (PrEP) has been shown to be an effective method of HIV prevention for men who have sex with-men (MSM) and -transgender women (MSTGWs), serodiscordant couples, and injection drug users; however fewer than 50 000 individuals currently take this regimen. Knowledge of PrEP is low among healthcare providers and much of this lack of knowledge stems from the lack or exposure to PrEP in medical school. We conducted a cross sectional survey of medical schools in the United States to assess the degree to which PrEP for HIV prevention is taught. The survey consisted Likert scale questions assessing how well the students were prepared to perform each skill associated with PrEP delivery, as well as how PrEP education was delivered to students. We contacted 141 medical schools and 71 responded to the survey (50.4%). PrEP education was only reported to be offered at 38% of schools, and only 15.4% reported specific training for Lesbian, Gay, Bisexual, and Transgender (LGBT) patients. The most common delivery methods of PrEP content were didactic sessions with 11 schools reporting this method followed by problem-based learning, direct patient contact, workshops, and small group discussions. Students were more prepared to provide PrEP to MSM compared to other high-risk patients. Few medical schools are preparing their students to prescribe PrEP upon graduation. Further, there is a need to increase the number of direct patient contacts or simulations for students to be better prepared.

Recommendations for Increasing Physician Provision of Pre-Exposure Prophylaxis: Implications for Medical Student Training.

There is growing evidence that pre-exposure prophylaxis (PrEP) prevents HIV acquisition. However, in the United States, approximately only 4% of people who could benefit from PrEP are currently receiving it, and it is estimated only 1 in 5 physicians has ever prescribed PrEP. We conducted a scoping review to gain an understanding of physician-identified barriers to PrEP provision. Four overarching barriers presented in the literature: Purview Paradox, Patient Financial Constraints, Risk Compensation, and Concern for ART Resistance. Considering the physician-identified barriers, we make recommendations for how physicians and students may work to increase PrEP knowledge and competence along each stage of the PrEP cascade. We recommend adopting HIV risk assessment as a standard of care, improving physician ability to identify PrEP candidates, improving physician interest and ability in encouraging PrEP uptake, and increasing utilization of continuous care management to ensure retention and adherence to PrEP.

Communities of Practice: Transforming Medical Education and Clinical Practice for Vulnerable Populations.

The report defines the theory behind communities of practice as a model to transform medical education and clinical practice for vulnerable populations (LGBTQ, persons experiencing homelessness, and migrant farm workers). It also offers lessons learned from this model to demonstrate value creation by communities of practice in medical education.

Systematic Review of Opioid Use Disorder Treatment Training for Medical Students and Residents.

BACKGROUND: Opioid use and overdose represent a major public health crisis in the United States. Training in opioid use disorder treatment is a complex and multi-faceted endeavor with topics that range from harm reduction and overdose reversal to medication-assisted treatment. METHODS: We conducted a systematic review of literature on medical school opioid training to assess the current state of medical student and resident training to treat opioid use disorder. RESULTS: Seven total studies were identified that evaluated medical student or resident trainings. All the studies showed some positive change in knowledge, confidence, attitudes, and/or practice behavior of the participants. DISCUSSION: Six of the seven studies were conducted among medical residents, and only two included medical students. The reviewed studies effectively addressed specific aspects of effective opioid use disorder treatment. More studies are needed that include medical students, and on effective, all-inclusive training strategies for opioid use disorder curricula.

Leveraging Collective Impact to Promote Health Equity.

The purpose of this paper is to describe how the Academic Units for Primary Care Training and Enhancement (AU-PCTE) used the Collective Impact Model to promote health equity. The Collective Impact Model and its five conditions provided a framework for the Academic Units for Primary Care Training and Enhancement (AU-PCTE), representing multiple universities in the United States, to promote health equity. Through the establishment of shared measurement, continuous communication, mutually reinforcing activities, and the guidance of the backbone support organization, the work of each AU contributed to the collective impact on health equity. It is important to underscore that collective impact is an iterative process with both challenges and successes.

Curricular Interventions in Medical Schools for Assessing Adverse Childhood Experience.

Scientific evidence is accumulating about the range of adverse health, mental health, and risky behavioral sequelae across the life continuum arising from exposure to Adverse Childhood Experiences (ACEs). Research findings show a clear relationship between the number of ACEs experienced by a person during childhood and the adverse health outcomes of adulthood. The purpose of this systematic review was to assess the extent to which medical schools are teaching medical students about ACEs. Published articles were identified through searches of several databases using a combination of major and minor MeSH terms. Out of a total of 715 publications screened, 13 studies were identified that focused on medical education efforts to address ACEs. Educational interventions were conducted in a variety of formats, including lectures, perspective-taking exercises, and small group discussions. Our systematic review found little evidence to suggest that medical schools are teaching students how to address ACEs among their patients.