Posters
Presenting Author Academic/Professional Position
Medical Student
Academic Level (Author 1)
Medical Student
Academic Level (Author 2)
Faculty
Discipline/Specialty (Author 2)
Internal Medicine
Academic Level (Author 3)
Faculty
Discipline/Specialty (Author 3)
Internal Medicine
Presentation Type
Poster
Discipline Track
Community/Public Health
Abstract Type
Research/Clinical
Abstract
Background: Social determinants of health (SDOH) training is a critical component of medical education, equipping physicians to address factors such as economic stability, education, and health care access. Kirkpatrick’s model categorizes training outcomes into four levels—Reaction, Learning, Behavior, and Results—offering a validated framework to assess impact. Despite its importance, the evaluation of SDOH curricula often focuses on lower-level outcomes, such as learner satisfaction and knowledge assessment, with limited emphasis on behavioral change and patient outcomes.
By applying Kirkpatrick’s model, this study seeks to address evaluation in SDOH training evaluation and provide insights into designing effective curricula that produce measurable improvements in physician behavior and patient care outcomes.
Methods: This study will analyze the efficacy of SDOH training programs in graduate and postgraduate medical education using studies identified in two recent scoping reviews conducted by Nour et al., 2024 and Hunter & Thomson, 2019. Studies only from North America will be included for regional relevance. Studies will be categorized into two groups based on their highest reported Kirkpatrick level: Levels 1 and 2 (Reaction and Learning) or Levels 3 and 4 (Behavior and Results). If a study spans multiple levels, it will be categorized at the highest level. Key variables, including curriculum type, duration, and assessment methods, will be extracted. Quantitative analysis will explore relationships between program characteristics and outcome levels, while qualitative thematic analysis will identify recurring strengths and limitations in evaluation approaches.
Results: Our results are in progress and will be completed by the time of the symposium. Over 30 published studies are included and will be categorized into low-level (Level 1 and 2) or high-level (Level 3 and 4). Simple statistical comparisons will be produced. This may reveal patterns in the types of SDOH training programs associated with higher-level outcomes, such as improvements in clinical practice and patient outcomes.
Conclusions: This analysis aims to identify critical gaps in current assessment methods and propose actionable strategies for advancing SDOH training evaluations. This is a novel review of SDOH curricula using Kirkpatrick’s model to categorize assessment methods.
Recommended Citation
Namboodiri, Surya; Chang, Chelsea; and Mifuji Lira, Roque, "Assessing Social Determinants of Health Training in Medical Education: A Literature Review using Kirkpatrick’s Model" (2025). Research Symposium. 162.
https://scholarworks.utrgv.edu/somrs/2025/posters/162
Included in
Assessing Social Determinants of Health Training in Medical Education: A Literature Review using Kirkpatrick’s Model
Background: Social determinants of health (SDOH) training is a critical component of medical education, equipping physicians to address factors such as economic stability, education, and health care access. Kirkpatrick’s model categorizes training outcomes into four levels—Reaction, Learning, Behavior, and Results—offering a validated framework to assess impact. Despite its importance, the evaluation of SDOH curricula often focuses on lower-level outcomes, such as learner satisfaction and knowledge assessment, with limited emphasis on behavioral change and patient outcomes.
By applying Kirkpatrick’s model, this study seeks to address evaluation in SDOH training evaluation and provide insights into designing effective curricula that produce measurable improvements in physician behavior and patient care outcomes.
Methods: This study will analyze the efficacy of SDOH training programs in graduate and postgraduate medical education using studies identified in two recent scoping reviews conducted by Nour et al., 2024 and Hunter & Thomson, 2019. Studies only from North America will be included for regional relevance. Studies will be categorized into two groups based on their highest reported Kirkpatrick level: Levels 1 and 2 (Reaction and Learning) or Levels 3 and 4 (Behavior and Results). If a study spans multiple levels, it will be categorized at the highest level. Key variables, including curriculum type, duration, and assessment methods, will be extracted. Quantitative analysis will explore relationships between program characteristics and outcome levels, while qualitative thematic analysis will identify recurring strengths and limitations in evaluation approaches.
Results: Our results are in progress and will be completed by the time of the symposium. Over 30 published studies are included and will be categorized into low-level (Level 1 and 2) or high-level (Level 3 and 4). Simple statistical comparisons will be produced. This may reveal patterns in the types of SDOH training programs associated with higher-level outcomes, such as improvements in clinical practice and patient outcomes.
Conclusions: This analysis aims to identify critical gaps in current assessment methods and propose actionable strategies for advancing SDOH training evaluations. This is a novel review of SDOH curricula using Kirkpatrick’s model to categorize assessment methods.
