Medical journal of the Islamic Republic of Iran · 2026
Social Determinants of Health (SDH) History Taking in Medical Students' Curriculum; Challenges and Opportunities.
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Kabir Kourosh, Ahmadi Seyyed Amir Yasin, Yousefzadegan Sedigheh, Mahdavynia Soheila, Zare Mahmoudabadi Ramin, Rampisheh Zahra, SoleimanvandiAzar Neda, Sadr Zahra, Tayebi Ali, Vafapour Maryam, Mousavi Ashraf, Nojomi Marzieh
Аннотация
BACKGROUND: The aim of the current study was to evaluate the feasibility of implementing SDH history taking by medical students using a checklist, as well as to identify the advantages and barriers associated with this implementation. The checklist was developed during the first phase of an action research study, which comprised three phases: development, implementation, and assessment of SDH history taking during the clerkship course of medical education.
METHODS: The implementation of history taking of SDH by medical students involved a briefing session on the importance of SDH for medical students, utilizing a developed checklist for taking SDH history, presenting interesting cases during morning reports, conducting community medicine consultations, and establishing connections with community organizations to support cases. Medical students were instructed to take SDH history alongside routine patient history taking in the pediatric ward of a teaching hospital during their clerkship rotation.
RESULTS: One hundred SDH history-taking forms were collected and reviewed following a briefing session conducted by medical students during their pediatrics ward rotation. The briefing session concluded with a question-and-answer segment, providing an opportunity for discussion and clarification. The complex cases identified in the history-taking forms were presented during the morning report. Of these, five cases were referred for community medical counseling. When necessary, patients were referred to a community mental health center.
CONCLUSION: Despite several implementation challenges, the incorporation of SDH history taking by medical students using the checklist was feasible during the clerkship course. The program supported the integration of education with patient care and enabled students to acquire practical experience in identifying and addressing SDH in clinical settings.
METHODS: The implementation of history taking of SDH by medical students involved a briefing session on the importance of SDH for medical students, utilizing a developed checklist for taking SDH history, presenting interesting cases during morning reports, conducting community medicine consultations, and establishing connections with community organizations to support cases. Medical students were instructed to take SDH history alongside routine patient history taking in the pediatric ward of a teaching hospital during their clerkship rotation.
RESULTS: One hundred SDH history-taking forms were collected and reviewed following a briefing session conducted by medical students during their pediatrics ward rotation. The briefing session concluded with a question-and-answer segment, providing an opportunity for discussion and clarification. The complex cases identified in the history-taking forms were presented during the morning report. Of these, five cases were referred for community medical counseling. When necessary, patients were referred to a community mental health center.
CONCLUSION: Despite several implementation challenges, the incorporation of SDH history taking by medical students using the checklist was feasible during the clerkship course. The program supported the integration of education with patient care and enabled students to acquire practical experience in identifying and addressing SDH in clinical settings.