Other Publications

Education Columns

Shifting Perspectives: Educating Medical Students and Residents to Partner With Patients to Develop Better Clinical Interventions

By Elena Rosenbaum, MD and Angela Antonikowski, PhD, MA

Introduction
Treatment and prevention of obesity have centered on healthy lifestyle counseling, and this approach has been the focus of teaching for our medical students and family medicine residents. Research shows that environmental, financial, and social factors contribute to dietary habits1,2,3; cost is often cited by families as a major barrier to healthy eating.1 According to the American Academy of Family Physicians member survey, 85% of physicians state they believe unmet social needs are directly related to worse health, but 80% are not confident in their ability to address these needs.4 Our residency and medical school training practice is working to shift perspectives and address social factors that impact chronic health issues. We hypothesized that reducing the financial barriers to healthy eating by providing produce coupons redeemable in a local mobile market will increase consumption of vegetables and fruits.              

Methods

A pilot study was performed at Albany Family Medicine, the site of a residency and medical school training program. Eighteen families with 6month-old infants were recruited and randomized to intervention and control groups. Participants in the intervention group received 3 months of weekly $21 coupons to the local mobile produce market at four well-child checkups over the span of 9 months. Both groups filled out surveys assessing infant and family intake of fresh vegetable consumption at their 6, 9, 12, and 15-month well-child visits, and received routine nutritional counseling and well-child anticipatory guidance at each visit. Medical students and residents involved in the study were asked to read educational material that included information on infant solid food introduction, food safety, and baby food preparation.  

Results

The study had a high dropout rate (39% of all participants) and low well-child visit attendance rate (33% of participants attended all well-child visits and 22% completed surveys during the study period). Coupon redemption rate was low (60% of participants attempted redemption on at leastone occasion and 20% of participants redeemed more than 8% of the coupons provided). Reasons cited for low redemption included families moved to zip codes that were inaccessible to the mobile food market and one family moved into a shelter where a kitchen was unavailable. Families stated that the mobile food market schedule or location were not convenient, that they forgot to go, or did not have enough time or knowledge for food preparation.

Conclusions

Despite addressing financial constraints on healthy eating, some families were not able to use the coupons. Time constraints, transportation, and other stressors related to caring for infants were barriers to picking up the free vegetables and fruits. Targeting food access in isolation of other social factors was not successful in our practice, although the number of participants and length of the study were both limited. These results may differ in other patient populations or where more supportive services are available, as demonstrated in a community health center study of adult patients with diabetes.5

Further medical student, resident, and practicing physician education on social determinants of health is important because many have not been trained to incorporate plans to mitigate these disparities into their clinical practice.4 As we attempt to introduce routine clinical screening for social determinants of health, we should also consider the role of physicians within the existing infrastructure of community and public health resources. Most importantly, we need to teach our students and residents about community participatory interventions and research. If we truly want to reduce health disparities, we must incorporate participants’ points of view when planning and implementing interventions.6

References

  1. Taylor JP, Evers S, McKenna M. Determinants of healthy eating in children and youth. Can J Public Health. 2005: 96: S20-6, S22-9.
  2. Sallis JF, Glanz K. The role of built environments in physical activity, eating, and obesity in childhood. Future Child. 2006;16(1):89-108. https://doi.org/10.1353/foc.2006.0009
  3. Pearson N, Biddle SJ, Gorely T. Family correlates of fruit and vegetable consumption in children and adolescents: a systematic review. Public Health Nutr. 2009;12(2):267-283. https://doi.org/10.1017/S1368980008002589
  4. American Academy of Family Physicians. Social Determinants of Health (SDoH): Family Physicians’ Role. https://www.aafp.org/dam/AAFP/documents/patient_care/everyone_project/sdoh-survey-results.pdf. Accessed May 8, 2019.
  5. Cavanagh M, Jurkowski J, Bozlak C, Hastings J, Klein A. Veggie Rx: an outcome evaluation of a healthy food incentive programme. Public Health Nutr. 2017;20(14):2636-2641. https://doi.org/10.1017/S1368980016002081
  6. Macaulay AC. Promoting participatory research by family physicians. Ann Fam Med. 2007;5(6):557-560. https://doi.org/10.1370/afm.755
Ask a Question
AI Chatbot Tips

Tips for Using STFM's AI Assistant

STFM's AI Assistant is designed to help you find information and answers about Family Medicine education. While it's a powerful tool, getting the best results depends on how you phrase your questions. Here's how to make the most of your interactions:

1. Avoid Ambiguous Language

Be Clear and Specific: Use precise terms and avoid vague words like "it" or "that" without clear references.

Example:
Instead of: "Can you help me with that?"
Try: "Can you help me update our Family Medicine clerkship curriculum?"
Why this is important: Ambiguous language can confuse the AI, leading to irrelevant or unclear responses. Clear references help the chatbot understand exactly what you're asking.

2. Use Specific Terms

Identify the Subject Clearly: Clearly state the subject or area you need information about.

Example:
Instead of: "What resources does STFM provide?"
Try: "I'm a new program coordinator for a Family Medicine clerkship. What STFM resources are available to help me design or update clerkship curricula?"
Why this is better: Providing details about your role ("program coordinator") and your goal ("design or update clerkship curricula") gives the chatbot enough context to offer more targeted information.

3. Don't Assume the AI Knows Everything

Provide Necessary Details:The STFM AI Assistant has been trained on STFM's business and resources. The AI can only use the information you provide or that it has been trained on.

Example:
Instead of: "How can I improve my program?"
Try: "As a program coordinator for a Family Medicine clerkship, what resources does STFM provide to help me improve student engagement and learning outcomes?"
Why this is important: Including relevant details helps the AI understand your specific situation, leading to more accurate and useful responses.

4. Reset if You Change Topics

Clear Chat History When Switching Topics:

If you move to a completely new topic and the chatbot doesn't recognize the change, click the Clear Chat History button and restate your question.
Note: Clearing your chat history removes all previous context from the chatbot's memory.
Why this is important: Resetting ensures the AI does not carry over irrelevant information, which could lead to confusion or inaccurate answers.

5. Provide Enough Context

Include Background Information: The more context you provide, the better the chatbot can understand and respond to your question.

Example:
Instead of: "What are the best practices?"
Try: "In the context of Family Medicine education, what are the best practices for integrating clinical simulations into the curriculum?"
Why this is important: Specific goals, constraints, or preferences allow the AI to tailor its responses to your unique needs.

6. Ask One Question at a Time

Break Down Complex Queries: If you have multiple questions, ask them separately.

Example:
Instead of: "What are the requirements for faculty development, how do I register for conferences, and what grants are available?"
Try: Start with "What are the faculty development requirements for Family Medicine educators?" Then follow up with your other questions after receiving the response.
Why this is important: This approach ensures each question gets full attention and a complete answer.

Examples of Good vs. Bad Prompts

Bad Prompt

"What type of membership is best for me?"

Why it's bad: The AI Chat Assistant has no information about your background or needs.

Good Prompt

"I'm the chair of the Department of Family Medicine at a major university, and I plan to retire next year. I'd like to stay involved with Family Medicine education. What type of membership is best for me?"

Why it's good: The AI Chat Assistant knows your role, your future plans, and your interest in staying involved, enabling it to provide more relevant advice.

Double Check Important Information

While the AI Chat Assistant is a helpful tool, it can still produce inaccurate or incomplete responses. Always verify critical information with reliable sources or colleagues before taking action.

Technical Limitations

The Chat Assistant:

  • Cannot access external websites or open links
  • Cannot process or view images
  • Cannot make changes to STFM systems or process transactions
  • Cannot access real-time information (like your STFM Member Profile information)

STFM AI Assistant
Disclaimer: The STFM Assistant can make mistakes. Check important information.