Three-stage assessment as reverse innovation in interprofessional student clinical rotations

Abstract

Social determinants of health are increasingly recognized as important factors in individual and public health outcomes and are therefore of interest to both health care systems and medical schools. However, teaching holistic assessment strategies during clinical education remains a challenge. This article reports on the experiences of American physician assistant students who completed an elective clinical rotation in South Africa. In particular, the students' training and practice with 3-stage assessment is highlighted as an example of a reverse innovation practice that could be incorporated in interprofessional health care education models in the United States.