Develop an understanding of the ways IDPs are used by medical trainees and physicians for personal and professional growth by watching this video.
Explain the components of an IDP after reviewing this slide set (presentation has a voice-over, please download presentation and open in PowerPoint to hear audio).
Use this IDP template throughout your medical education.
SOAP-Q is a communication tool designed to encourage providers to address health care quality effectively within oral case presentations and in note writing. This summary handout covers the basics of the SOAP-Q approach.
This video demonstrates a third-year medical student modeling the case presentation in SOAP-Q format and this clinical note demonstrates SOAP-Q in note writing.
In both examples, the student implements strategies to advocate for quality patient care, optimal patient care systems, and safety culture within the context of a patient encounter while maintaining psychological safety in the setting of academic hierarchy.
These IHI modules are optional – IHI online open school. Supplementary activity to provide greater detail and context for the material covered in class. Recommended for students pursing a certificate in quality and safety.
- PS 101
- This module provides additional detail regarding organization culture, safety culture, high reliability organizations, and reporting systems.
- PS 102 Lessons 1- 3
- This module provides additional discussion of the Swiss Cheese Model, active and latent failures, unsafe acts, and harm.
- PS 103 Lesson 1
- This module describes human factors contributing to error and distinguishes between internal and external human factors.
These modules are intended for students working to complete the certificate program.
In this session, we will consider how the environment influences the health of individuals and populations, and how the local geography of the place we live and the places we and others travel to can impact our well-being. The relationship between geography and health was recognized as far back as the time of Hippocrates, who stated that “airs, waters, and places” all had a significant impact on human health. In Week 1, we learned about the cholera outbreak in London in 1854, and how John Snow’s study of the homes of people who had died and where they got their water led to a ground-breaking understanding of how public health interventions can interrupt an epidemic.
Environmental health concerns often are areas where public health and policy are important tools, and progress in protecting health requires the concerted efforts of a large number of concerned stakeholders.
To gain an understanding of how the environment impacts health, please complete the following before class:
As you view the report, CONSIDER…
- What was the cause of the problem and why did it take so long to acknowledge there was a problem?
- What role did physicians play in helping to identify and address the problem?
- Who came together to make sure that the problem was recognized, investigated, and acted upon
- READ about the 2015 explosion in Tianjin, China and its implication for human health:
In the first part of this session, we will consider how the relationship between gender, sexual orientation and health by examining the historical and present-day influences of sexism, cissexism and heterosexism on disparities in health status and care. Gender, like race, is considered a “master status” in US society: one of the first things we notice about someone is their gender and gender is central to our perceptions of self and our attribution of characteristics and qualities to others. Medicine is not immune to these social influences and in many ways, has perpetuated inequities based on gender.
In the second part of this session, we will explore the effects of gender-based violence as an example of how social determinants of health interact with gender and other social determinants of equity.
To gain an understanding of the relationship between gender and health, please complete the following before class.
Goal: Establish baseline definitions of gender, sex, and sexual orientation in preparation for in-class speaker.
NOTE: there are graphic descriptors of sexual and physical violence in this reading.
Goal: Describe how historical and cultural factors contribute to disproportionate impact of violence on indigenous women. Describe health impacts of gender based violence.
(4) Optional: For further exploration of how these ideas intersect with concepts in medicine, explore:
As you read the article, CONSIDER…
- What is your gender identity? How do you know this about yourself? What does this identity mean to you?
- Imagine not being able to see your anatomy or chromosomal makeup. Pause and reflect on how this does and/or does not impact your identity?
- How has your gender identity affected your experiences as a patient and as a care provider?
In this session, we will continue learning about the social determinants of health with a focus on social class and neighborhood effects. Students were introduced to social class/classism as a fundamental cause of health inequity in Week 1. This week, we expand on the SES-health relationship by describing what it is about social class that effects health both in relative and absolute terms. We also cover key aspects of environments and theories of how environmental conditions affect health. We close by offering anecdotes from faculty and community members on risk factors, protective factors, resilience, and prevention.
- Access to Health Services
- Crime and Violence
- Environmental conditions
- Language and Literacy
- Quality of Housing
- Social cohesion