Shan Sunny, Third Year Medicine
More than 4.5 billion people worldwide lack access to basic healthcare, resulting in millions of preventable deaths each year.1 These deaths are driven by inequalities such as uneven resource distribution, geographical barriers, and systemic inequities, and highlight an urgent need for intervention.2 This phenomenon is known as health inequalities: the unfair and avoidable differences in health status and access to healthcare, often linked to social, economic, and environmental factors.2 Health inequalities shed light on factors often overlooked in discussions about ill-health, such as education, income, and access to services, emphasising how these socioecological factors truly shape health outcomes.3 In fact, in many cases, a person’s postcode can predict their life expectancy, highlighting the profound impact of social determinants on health.4 Addressing these remediable disparities requires systemic reforms that ensure equitable access and improve the quality of care for all.5
Health inequalities impact patients in numerous ways, from reduced life expectancy to higher rates of chronic illness in disadvantaged populations. For instance, data from the Organisation for Economic Co-operation and Development reveal that individuals in 17 countries with lower educational attainment live significantly shorter lives compared to their more educated counterparts: 8.2 years less for men and 5.2 years less for women.6 Additionally, in Wales, child mortality rates were 70% higher in the most deprived areas compared to the least deprived,7 illustrating the devastating impact of social determinants on health. These examples highlight that health inequalities are not confined to one region or demographic but represent a global challenge affecting various patient populations.
Despite the clear need for action, healthcare education faces several challenges in addressing health inequalities. Traditional training models often focus on clinical and biological factors, leaving students ill-prepared to tackle the socioecological determinants that shape health outcomes.8 Curricula frequently lack consistency in how these topics are integrated, making it difficult for students to gain a comprehensive understanding of the factors driving disparities.9 Furthermore, healthcare education remains fragmented, with public health, social sciences, and clinical disciplines often operating in isolation.10 This siloed approach limits collaboration and fails to provide a holistic view of health inequalities, leaving future professionals underprepared to confront the systemic nature of these issues.
However, transformative approaches in healthcare education can equip future professionals to better recognise and address these inequalities. Longitudinal integrated clerkships (LICs), for example, involve medical students spending an extended period working in underserved communities, where they gain hands-on experience by following patients throughout their care.11 This approach helps them understand the complex relationship between social, economic, and medical factors that impact health. Unlike traditional short-term placements, where students focus on one specific area of medicine, LICs allow students to work across various disciplines over time, providing a more holistic understanding of patient care. These programmes are based on the “ecological model of competence,” which highlights the interaction between individual capabilities and environmental pressures, such as access to resources and community challenges.12 This framework encourages students to consider not only medical factors but also broader systemic barriers.
Integrating critical consciousness frameworks into the curriculum can further empower students to challenge inequalities and take actionable steps towards health equity.13 Structured health equity curricula and interprofessional education foster collaboration across disciplines, equipping students with the skills to address policy-level inequalities and implement effective, patient-centred solutions.14 These strategies not only improve cultural competency but also enhance patient trust and satisfaction, ultimately leading to better health outcomes and more equitable healthcare services.15 By reframing healthcare education to prioritise equity, future professionals can develop the expertise needed to bridge systemic gaps, foster innovative solutions, and create a more just and effective healthcare landscape.
References
1. World Bank (2017). Overview. [online] World Bank. Available at:
a. https://www.worldbank.org/en/topic/health/overview.
2. Marmot M. Social determinants of health inequalities. Lancet. 2005 Mar 19;365(9464):1099–104.
3. McCartney, G., Popham, F., McMaster, R. and Cumbers, A. (2019). Defining health and health inequalities. Public Health, [online] 172(0033-3506), pp.22–30. Available from: doi:https://doi.org/10.1016/j.puhe.2019.03.023.
4. Baciu, A., Negussie, Y., Geller, A. and Weinstein, J.N. (2019). The Root Causes of Health Inequity. [online] National Library of Medicine. Available from: https://www.ncbi.nlm.nih.gov/books/NBK425845/.
5. Lopez, N. and Gadsden, V.L. (2016). Health Inequities, Social Determinants, and Intersectionality. NAM Perspectives, [online] 6(12). Available from: doi:https://doi.org/10.31478/201612a.
6. Murtin, F., Mackenbach, J., Jasilionis, D. and Mira d’Ercole, M. (2025). Inequalities in longevity by education in OECD countries. [online] OECD. Available from: https://www.oecd.org/en/publications/inequalities-in-longevity-by-education-in-oecd countries_6b64d9cf-en.html [Accessed 10 Jan. 2025].
7. Roberts, M., Morgan, L. and Petchey, L. (2023). Children and the cost of living crisis in Wales. [online] Available from: https://phwwhocc.co.uk/wp-content/uploads/2023/09/PHW-Children-and-cost-of-living-report-ENG.pdf
8. Vögele, C. (2015). Behavioral Medicine. [online] ScienceDirect. Available from: https://www.sciencedirect.com/science/article/abs/pii/B9780080970868140607.
9. Nour, N., Stuckler, D., Ajayi, O. and Abdalla, M.E. (2023). Effectiveness of alternative approaches to integrating SDOH into medical education: a scoping review. BMC Medical Education, 23(1). Available from: doi:https://doi.org/10.1186/s12909-022-03899-2.
10. Reedy-Rogier, K., Hanson, J., Emke, A. and Coolman, A. (2024). Combatting Fragmentation: Lessons Learned from an Integrative Approach to Teaching Health Equity. Journal of General Internal Medicine. Available from: doi:https://doi.org/10.1007/s11606-024-08967-5.
11. Carrigan, B., MacAskill, W., Janani Pinidiyapathirage, Walters, S., Fuller, L. and Brumpton, K. (2024). Fostering links, building trust, and facilitating change: connectivity helps sustain longitudinal integrated clerkships in small rural and remote communities. BMC Medical Education, 24(1). Available from: doi:https://doi.org/10.1186/s12909-024-06373-3.
12. Sánchez-González, D., Rojo-Pérez, F., Rodríguez-Rodríguez, V. and Fernández-Mayoralas, G. (2020). Environmental and Psychosocial Interventions in Age-Friendly Communities and Active Ageing: A Systematic Review. International Journal of Environmental Research and Public Health, 17(22), p.8305. Available from: doi:https://doi.org/10.3390/ijerph17228305.
13. Halman, M., Baker, L. and Ng, S. (2017). Using critical consciousness to inform health professions education. Perspectives on Medical Education, 6(1), pp.12–20. Available from: doi:https://doi.org/10.1007/s40037-016-0324-y.
14. NHS England (2020). NHS England» Our approach to reducing healthcare inequalities. [online] http://www.england.nhs.uk. Available from: https://www.england.nhs.uk/about/equality/equality-hub/national-healthcare inequalities-improvement-programme/our-approach-to-reducing-healthcare inequalities/.
15. Beach, M.C., Price, E.G., Gary, T.L., Robinson, K.A., Gozu, A., Palacio, A., Smarth, C., Jenckes, M.W., Feuerstein, C., Bass, E.B., Powe, N.R. and Cooper, L.A. (2005). Cultural Competence: a Systematic Review of Health Care Provider Educational Interventions. Medical Care, 43(4), pp.356–373. Available from: doi:https://doi.org/10.1097/01.mlr.0000156861.58905.96.









