Medical students’ experiential learning on social determinants of health: a constructivist qualitative study
Background In addressing health disparities, it is crucial to train doctors who can understand the social contexts of their patients. While experiential learning has been shown to enhance medical students’ understanding of Social Determinants of Health (SDH), few studies have examined its impact on...
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| Veröffentlicht in: | BMC medical education Jg. 25; H. 1; S. 771 - 12 |
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BioMed Central
26.05.2025
BioMed Central Ltd Springer Nature B.V BMC |
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| Abstract | Background
In addressing health disparities, it is crucial to train doctors who can understand the social contexts of their patients. While experiential learning has been shown to enhance medical students’ understanding of Social Determinants of Health (SDH), few studies have examined its impact on students’ cognitive, emotional, and personal growth. This study aims to explore how experiential learning influences medical students’ understanding of SDH and fosters growth in cognition, emotion, and social responsibility.
Methods
Since 2015, an 8-week elective course at Juntendo University School of Medicine has aimed to help third-year students understand SDH through direct engagement with marginalized groups. Using a constructivist thematic analysis approach, we analyzed reports from 33 students and collaborative videos from 2015 to 2021.
Results
The analysis revealed five key themes: (1) Awareness of social issues, (2) Changes in personal perspectives, (3) A deeper understanding of SDH, (4) Exploration of future roles and actions, and (5) Personal growth through experiential learning and reflection.
Conclusion
Experiential learning led to significant emotional and cognitive shifts, enhancing students’ understanding of how social factors affect health and strengthening their sense of social responsibility. However, students also expressed complex emotional reactions to social inequalities. Future research should explore how to convert these insights into long-term behavioral changes and enhance the integration of reflection and collaborative learning in medical education. |
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| AbstractList | Abstract Background In addressing health disparities, it is crucial to train doctors who can understand the social contexts of their patients. While experiential learning has been shown to enhance medical students’ understanding of Social Determinants of Health (SDH), few studies have examined its impact on students’ cognitive, emotional, and personal growth. This study aims to explore how experiential learning influences medical students’ understanding of SDH and fosters growth in cognition, emotion, and social responsibility. Methods Since 2015, an 8-week elective course at Juntendo University School of Medicine has aimed to help third-year students understand SDH through direct engagement with marginalized groups. Using a constructivist thematic analysis approach, we analyzed reports from 33 students and collaborative videos from 2015 to 2021. Results The analysis revealed five key themes: (1) Awareness of social issues, (2) Changes in personal perspectives, (3) A deeper understanding of SDH, (4) Exploration of future roles and actions, and (5) Personal growth through experiential learning and reflection. Conclusion Experiential learning led to significant emotional and cognitive shifts, enhancing students’ understanding of how social factors affect health and strengthening their sense of social responsibility. However, students also expressed complex emotional reactions to social inequalities. Future research should explore how to convert these insights into long-term behavioral changes and enhance the integration of reflection and collaborative learning in medical education. BackgroundIn addressing health disparities, it is crucial to train doctors who can understand the social contexts of their patients. While experiential learning has been shown to enhance medical students’ understanding of Social Determinants of Health (SDH), few studies have examined its impact on students’ cognitive, emotional, and personal growth. This study aims to explore how experiential learning influences medical students’ understanding of SDH and fosters growth in cognition, emotion, and social responsibility.MethodsSince 2015, an 8-week elective course at Juntendo University School of Medicine has aimed to help third-year students understand SDH through direct engagement with marginalized groups. Using a constructivist thematic analysis approach, we analyzed reports from 33 students and collaborative videos from 2015 to 2021.ResultsThe analysis revealed five key themes: (1) Awareness of social issues, (2) Changes in personal perspectives, (3) A deeper understanding of SDH, (4) Exploration of future roles and actions, and (5) Personal growth through experiential learning and reflection.ConclusionExperiential learning led to significant emotional and cognitive shifts, enhancing students’ understanding of how social factors affect health and strengthening their sense of social responsibility. However, students also expressed complex emotional reactions to social inequalities. Future research should explore how to convert these insights into long-term behavioral changes and enhance the integration of reflection and collaborative learning in medical education. In addressing health disparities, it is crucial to train doctors who can understand the social contexts of their patients. While experiential learning has been shown to enhance medical students' understanding of Social Determinants of Health (SDH), few studies have examined its impact on students' cognitive, emotional, and personal growth. This study aims to explore how experiential learning influences medical students' understanding of SDH and fosters growth in cognition, emotion, and social responsibility.BACKGROUNDIn addressing health disparities, it is crucial to train doctors who can understand the social contexts of their patients. While experiential learning has been shown to enhance medical students' understanding of Social Determinants of Health (SDH), few studies have examined its impact on students' cognitive, emotional, and personal growth. This study aims to explore how experiential learning influences medical students' understanding of SDH and fosters growth in cognition, emotion, and social responsibility.Since 2015, an 8-week elective course at Juntendo University School of Medicine has aimed to help third-year students understand SDH through direct engagement with marginalized groups. Using a constructivist thematic analysis approach, we analyzed reports from 33 students and collaborative videos from 2015 to 2021.METHODSSince 2015, an 8-week elective course at Juntendo University School of Medicine has aimed to help third-year students understand SDH through direct engagement with marginalized groups. Using a constructivist thematic analysis approach, we analyzed reports from 33 students and collaborative videos from 2015 to 2021.The analysis revealed five key themes: (1) Awareness of social issues, (2) Changes in personal perspectives, (3) A deeper understanding of SDH, (4) Exploration of future roles and actions, and (5) Personal growth through experiential learning and reflection.RESULTSThe analysis revealed five key themes: (1) Awareness of social issues, (2) Changes in personal perspectives, (3) A deeper understanding of SDH, (4) Exploration of future roles and actions, and (5) Personal growth through experiential learning and reflection.Experiential learning led to significant emotional and cognitive shifts, enhancing students' understanding of how social factors affect health and strengthening their sense of social responsibility. However, students also expressed complex emotional reactions to social inequalities. Future research should explore how to convert these insights into long-term behavioral changes and enhance the integration of reflection and collaborative learning in medical education.CONCLUSIONExperiential learning led to significant emotional and cognitive shifts, enhancing students' understanding of how social factors affect health and strengthening their sense of social responsibility. However, students also expressed complex emotional reactions to social inequalities. Future research should explore how to convert these insights into long-term behavioral changes and enhance the integration of reflection and collaborative learning in medical education. Background In addressing health disparities, it is crucial to train doctors who can understand the social contexts of their patients. While experiential learning has been shown to enhance medical students’ understanding of Social Determinants of Health (SDH), few studies have examined its impact on students’ cognitive, emotional, and personal growth. This study aims to explore how experiential learning influences medical students’ understanding of SDH and fosters growth in cognition, emotion, and social responsibility. Methods Since 2015, an 8-week elective course at Juntendo University School of Medicine has aimed to help third-year students understand SDH through direct engagement with marginalized groups. Using a constructivist thematic analysis approach, we analyzed reports from 33 students and collaborative videos from 2015 to 2021. Results The analysis revealed five key themes: (1) Awareness of social issues, (2) Changes in personal perspectives, (3) A deeper understanding of SDH, (4) Exploration of future roles and actions, and (5) Personal growth through experiential learning and reflection. Conclusion Experiential learning led to significant emotional and cognitive shifts, enhancing students’ understanding of how social factors affect health and strengthening their sense of social responsibility. However, students also expressed complex emotional reactions to social inequalities. Future research should explore how to convert these insights into long-term behavioral changes and enhance the integration of reflection and collaborative learning in medical education. Background In addressing health disparities, it is crucial to train doctors who can understand the social contexts of their patients. While experiential learning has been shown to enhance medical students' understanding of Social Determinants of Health (SDH), few studies have examined its impact on students' cognitive, emotional, and personal growth. This study aims to explore how experiential learning influences medical students' understanding of SDH and fosters growth in cognition, emotion, and social responsibility. Methods Since 2015, an 8-week elective course at Juntendo University School of Medicine has aimed to help third-year students understand SDH through direct engagement with marginalized groups. Using a constructivist thematic analysis approach, we analyzed reports from 33 students and collaborative videos from 2015 to 2021. Results The analysis revealed five key themes: (1) Awareness of social issues, (2) Changes in personal perspectives, (3) A deeper understanding of SDH, (4) Exploration of future roles and actions, and (5) Personal growth through experiential learning and reflection. Conclusion Experiential learning led to significant emotional and cognitive shifts, enhancing students' understanding of how social factors affect health and strengthening their sense of social responsibility. However, students also expressed complex emotional reactions to social inequalities. Future research should explore how to convert these insights into long-term behavioral changes and enhance the integration of reflection and collaborative learning in medical education. Keywords: Social determinants of health, Constructivist theory, Thematic analysis, Kolb's experiential learning theory In addressing health disparities, it is crucial to train doctors who can understand the social contexts of their patients. While experiential learning has been shown to enhance medical students' understanding of Social Determinants of Health (SDH), few studies have examined its impact on students' cognitive, emotional, and personal growth. This study aims to explore how experiential learning influences medical students' understanding of SDH and fosters growth in cognition, emotion, and social responsibility. Since 2015, an 8-week elective course at Juntendo University School of Medicine has aimed to help third-year students understand SDH through direct engagement with marginalized groups. Using a constructivist thematic analysis approach, we analyzed reports from 33 students and collaborative videos from 2015 to 2021. The analysis revealed five key themes: (1) Awareness of social issues, (2) Changes in personal perspectives, (3) A deeper understanding of SDH, (4) Exploration of future roles and actions, and (5) Personal growth through experiential learning and reflection. Experiential learning led to significant emotional and cognitive shifts, enhancing students' understanding of how social factors affect health and strengthening their sense of social responsibility. However, students also expressed complex emotional reactions to social inequalities. Future research should explore how to convert these insights into long-term behavioral changes and enhance the integration of reflection and collaborative learning in medical education. In addressing health disparities, it is crucial to train doctors who can understand the social contexts of their patients. While experiential learning has been shown to enhance medical students' understanding of Social Determinants of Health (SDH), few studies have examined its impact on students' cognitive, emotional, and personal growth. This study aims to explore how experiential learning influences medical students' understanding of SDH and fosters growth in cognition, emotion, and social responsibility. Since 2015, an 8-week elective course at Juntendo University School of Medicine has aimed to help third-year students understand SDH through direct engagement with marginalized groups. Using a constructivist thematic analysis approach, we analyzed reports from 33 students and collaborative videos from 2015 to 2021. The analysis revealed five key themes: (1) Awareness of social issues, (2) Changes in personal perspectives, (3) A deeper understanding of SDH, (4) Exploration of future roles and actions, and (5) Personal growth through experiential learning and reflection. Experiential learning led to significant emotional and cognitive shifts, enhancing students' understanding of how social factors affect health and strengthening their sense of social responsibility. However, students also expressed complex emotional reactions to social inequalities. Future research should explore how to convert these insights into long-term behavioral changes and enhance the integration of reflection and collaborative learning in medical education. |
| ArticleNumber | 771 |
| Audience | Academic |
| Author | Takeda, Yuko Ariga, Makie Ge, Yurong |
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| Keywords | Social determinants of health Kolb’s experiential learning theory Constructivist theory Thematic analysis |
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In addressing health disparities, it is crucial to train doctors who can understand the social contexts of their patients. While experiential... In addressing health disparities, it is crucial to train doctors who can understand the social contexts of their patients. While experiential learning has been... Background In addressing health disparities, it is crucial to train doctors who can understand the social contexts of their patients. While experiential... BackgroundIn addressing health disparities, it is crucial to train doctors who can understand the social contexts of their patients. While experiential... Abstract Background In addressing health disparities, it is crucial to train doctors who can understand the social contexts of their patients. While... |
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| SubjectTerms | Beliefs, opinions and attitudes Cognitive Structures Community Community Resources Consciousness Constructivist theory Cooperative Learning Core curriculum Course Content Curriculum Development Data Analysis Economic Factors Education Education, Medical, Undergraduate - methods Educational aspects Educational research Elective Courses Experiential learning Female Foreign Nationals Health Health disparities Humans Knowledge Kolb’s experiential learning theory Learner Engagement Learning Processes Learning Theories Male Medical Education Medical practices Medical students Methods Research Personal development Problem-Based Learning - methods Qualitative Research Reflection Research Design Seminars Social aspects Social Determinants of Health Social Environment Social exclusion Social Experience Social Problems Social Responsibility Students, Medical - psychology Thematic analysis Theory of Medicine/Bioethics |
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| Title | Medical students’ experiential learning on social determinants of health: a constructivist qualitative study |
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| Volume | 25 |
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