Improving Food Insecurity Education in Medical School Through Integrative Service Learning. (May 2022)

• Record Type: Journal Article
• Authors: Rea, Samantha; Jarodiya, Jay; Berschback, Madeline; Levine, Diane
• Is Part Of: Journal of medical education and curricular development. Volume 9(2022)
• Publication Date: 2022-05
• Subjects: Medical education -- Periodicals; Medicine -- Study and teaching -- Periodicals; Education, Medical; Medical education; Periodicals; Fulltext; Internet Resources; Periodicals; Periodicals; 610.71
• DOI: 10.1177/23821205221096286
• Languages: English
• ISSNs: 2382-1205

Abstract

Introduction: The COVID-19 pandemic has left more than 38% of households food insecure in the United States. Improved education of food security topics in medical school can improve screening for food insecurity and improve health outcomes. The first aim of this study was to address if participation in an experiential integrative service learning program improved medical students' understanding of food insecurity. The second aim was to compare knowledge of food insecurity between the general body of medical students and those who participated in the service learning program. Methods: This was a cohort study at a large medical school in southeast Michigan in 2019–2020. We administered the Food Insecurity for Health Professionals (FISHP) survey to medical student participants; higher scores on the FISHP survey suggest higher knowledge and comfort with food security topics. We administered online Qualtrics surveys to the volunteer group before and after volunteering 12 hours at an urban farm. We also administered a one-time survey to a control group of medical students. We performed univariable and bivariable statistical analyses with StataSE 16. The study was exempted by the institutional IRB. Results: Medical students in the volunteer group (n = 18) and the control group (n = 66) completed online surveys. Participants in the volunteer group had increased knowledge of food security after volunteering in the service learning program (p = .03). There was a statistically significant difference between the mean FISHP scores for the control group and the volunteer group (p = .001). Conclusion: Medical student participation in an experiential integrative service learning program improved knowledge of food security topics and increased comfort discussing food insecurity with patients, compared to students who did not participate. Experiential integrative service learning may improve holistic patient care through physician recognition of food insecurity and other social determinants of health.