Abstract
BACKGROUND AND AIMS: Given the importance of social determinants on health outcomes, training medical sciences students in addressing social determinants of health can enhance their effectiveness and social accountability. The aim of this study was to assess the effect of an educational program on the knowledge and attitude of medical sciences students regarding social determinants of health. METHODS: Using a one-group pretest-posttest quasi-experimental design, this study selected 200 students from a medical university in Iran through simple random sampling. A tailored educational intervention, grounded in the conceptual framework for action on social determinants of health, was implemented. To assess the program's effect, data were collected using a validated questionnaire that measured the students' knowledge and attitudes towards social determinants of health both at baseline (pretest) and 1 month following the intervention (posttest). RESULTS: The application of the Wilcoxon Signed-Ranks Test revealed a significant increase in the median scores for knowledge and attitude postintervention. Specifically, the posttest median scores were significantly elevated compared to the pretest knowledge score (Z = -11.89, p < 0.001) and attitude score (Z = -11.60, p < 0.001). This indicates that the educational intervention significantly improved the students' knowledge and attitudes concerning social determinants of health. CONCLUSION: The study outcomes suggest that educational interventions focused on social determinants of health effectively improve students' knowledge and attitudes. We recommend integrating such programs into the medical sciences curriculum and experiential training. By doing so, we can better prepare future healthcare professionals to address social determinants of health-related issues. This approach has the potential to reduce health disparities and also addresses broader social challenges affecting population health.