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Broderick J, Waugh A, Mc Govern M, et al. Addressing complex societal challenges in health education - A physiotherapy-led initiative embedding inclusion health in an undergraduate curriculum. HRB Open Res. 2019;2:22doi: 10.12688/hrbopenres.12939.1.
Broderick, J., Waugh, A., Mc Govern, M., Alpine, L., Kiernan, S., Murphy, N., Hodalova, S., Feehan, S., & Ní Cheallaigh, C. (2019). Addressing complex societal challenges in health education - A physiotherapy-led initiative embedding inclusion health in an undergraduate curriculum. HRB open research, 222. https://doi.org/10.12688/hrbopenres.12939.1
Broderick, Julie, et al. "Addressing complex societal challenges in health education - A physiotherapy-led initiative embedding inclusion health in an undergraduate curriculum." HRB open research vol. 2 (2019): 22. doi: https://doi.org/10.12688/hrbopenres.12939.1
Broderick J, Waugh A, Mc Govern M, Alpine L, Kiernan S, Murphy N, Hodalova S, Feehan S, Ní Cheallaigh C. Addressing complex societal challenges in health education - A physiotherapy-led initiative embedding inclusion health in an undergraduate curriculum. HRB Open Res. 2019 Sep 02;2:22. doi: 10.12688/hrbopenres.12939.1. eCollection 2019. PMID: 32002515; PMCID: PMC6973525.
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HRB Open Res. 2019 Sep 02;2:22. doi: 10.12688/hrbopenres.12939.1. eCollection 2019.

Addressing complex societal challenges in health education - A physiotherapy-led initiative embedding inclusion health in an undergraduate curriculum.

HRB open research

Julie Broderick, Alice Waugh, Mark Mc Govern, Lucy Alpine, Sinead Kiernan, Niamh Murphy, Sofia Hodalova, Sorcha Feehan, Clíona Ní Cheallaigh

Affiliations

  1. Discipline of Physiotherapy, School of Medicine, Trinity College Dublin, the University of Dublin, Dublin, Ireland.
  2. Department of Physiotherapy, St. James's Hospital, Dublin, Ireland.
  3. School of Medicine, Trinity College Dublin, the University of Dublin, Dublin, Ireland.
  4. Department of General Medicine and Infectious Diseases, St James's Hospital, Dublin, Ireland.

PMID: 32002515 PMCID: PMC6973525 DOI: 10.12688/hrbopenres.12939.1

Abstract

Socially marginalised groups suffer vastly poorer health outcomes compared to the general population. Inclusion health seeks to directly address the health inequities experienced by groups such as homeless people and refugees. Despite the unique healthcare needs experienced by these vulnerable groups, inclusion health features very little in health education curricula. This letter has been written by a group of clinicians, academics, clinical education specialists and students with a common interest in inclusion health. In the absence of established guidance on how best to incorporate the broad topic of inclusion health in undergraduate education, we have developed a two-pronged approach within physiotherapy. We are writing to highlight the following initiatives; firstly, the provision of a dedicated undergraduate clinical placement devoted to the area of inclusion health. Secondly, we have also initiated a step-wise process of introducing the topic of inclusion health into the formal undergraduate curriculum. This letter demonstrates the need to implement strategies to incorporate inclusion health into the curriculum and the approaches described are applicable to diverse health professions and settings.

Copyright: © 2019 Broderick J et al.

Keywords: Inclusion health; clinical placement; curriculum; education; homeless; homelessness

Conflict of interest statement

No competing interests were disclosed.

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