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Re-socializing pre-health education in the context of COVID: Pandemic prompts for bio-social approaches
COVID-19 has underlined the critical importance of bringing biosocial and biopsychosocial approaches to pre-health education. Given the striking social inequalities that the pandemic has both exposed and exacerbated, we argue that bridging between the biomedical and social sciences with such approac...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9666479/ https://www.ncbi.nlm.nih.gov/pubmed/36405596 http://dx.doi.org/10.3389/fmed.2022.1012821 |
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author | Mitchell-Sparke, Emma Mitchell, Katharyne Wilcox Sparke, Matthew Brookman |
author_facet | Mitchell-Sparke, Emma Mitchell, Katharyne Wilcox Sparke, Matthew Brookman |
author_sort | Mitchell-Sparke, Emma |
collection | PubMed |
description | COVID-19 has underlined the critical importance of bringing biosocial and biopsychosocial approaches to pre-health education. Given the striking social inequalities that the pandemic has both exposed and exacerbated, we argue that bridging between the biomedical and social sciences with such approaches is now more appropriate and urgently needed than ever. We therefore call for the re-socialization of pre-health education by teaching to develop socio-structural competencies alongside physical and biological science knowledge. We suggest that community partnerships, which address local inequalities and their global interdependencies, should be encouraged as an essential element in all pre-health education. Educators should also support such partnerships as opportunities for students who come from more minoritized and impoverished social backgrounds to see their own social knowledge–including community-based knowledge of health-injustices revealed by the pandemic–as the basis of biopsychosocial expertise. By prioritizing this reconceptualization of pre-health education, we can empower future health workers to prepare more adequately for future health crises in ways that are socially aware and structurally transformative. |
format | Online Article Text |
id | pubmed-9666479 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-96664792022-11-17 Re-socializing pre-health education in the context of COVID: Pandemic prompts for bio-social approaches Mitchell-Sparke, Emma Mitchell, Katharyne Wilcox Sparke, Matthew Brookman Front Med (Lausanne) Medicine COVID-19 has underlined the critical importance of bringing biosocial and biopsychosocial approaches to pre-health education. Given the striking social inequalities that the pandemic has both exposed and exacerbated, we argue that bridging between the biomedical and social sciences with such approaches is now more appropriate and urgently needed than ever. We therefore call for the re-socialization of pre-health education by teaching to develop socio-structural competencies alongside physical and biological science knowledge. We suggest that community partnerships, which address local inequalities and their global interdependencies, should be encouraged as an essential element in all pre-health education. Educators should also support such partnerships as opportunities for students who come from more minoritized and impoverished social backgrounds to see their own social knowledge–including community-based knowledge of health-injustices revealed by the pandemic–as the basis of biopsychosocial expertise. By prioritizing this reconceptualization of pre-health education, we can empower future health workers to prepare more adequately for future health crises in ways that are socially aware and structurally transformative. Frontiers Media S.A. 2022-11-02 /pmc/articles/PMC9666479/ /pubmed/36405596 http://dx.doi.org/10.3389/fmed.2022.1012821 Text en Copyright © 2022 Mitchell-Sparke, Mitchell and Sparke. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Medicine Mitchell-Sparke, Emma Mitchell, Katharyne Wilcox Sparke, Matthew Brookman Re-socializing pre-health education in the context of COVID: Pandemic prompts for bio-social approaches |
title | Re-socializing pre-health education in the context of COVID: Pandemic prompts for bio-social approaches |
title_full | Re-socializing pre-health education in the context of COVID: Pandemic prompts for bio-social approaches |
title_fullStr | Re-socializing pre-health education in the context of COVID: Pandemic prompts for bio-social approaches |
title_full_unstemmed | Re-socializing pre-health education in the context of COVID: Pandemic prompts for bio-social approaches |
title_short | Re-socializing pre-health education in the context of COVID: Pandemic prompts for bio-social approaches |
title_sort | re-socializing pre-health education in the context of covid: pandemic prompts for bio-social approaches |
topic | Medicine |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9666479/ https://www.ncbi.nlm.nih.gov/pubmed/36405596 http://dx.doi.org/10.3389/fmed.2022.1012821 |
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