Objectives: This qualitative project aimed at examining factors preventing or promoting practice of frequent exercising among diverse refugee groups resettled in a metropolitan area in the Intermountain region. Methods:A total of 4 education sessions on physical exercises were successfully offered to individuals with refugee background who were interested in this topic. Pre-and post-class surveys, field notes, and focus group questionnaire were developed based on the Health Belief Model. Focus group discussions were conducted at the end of each education session. A total of 7 participants completed pre-and post-class surveys and 6 participants joined focused group discussions. In addition, there were physical activity class participants who were not eligible for the survey and a focus group. Results:The study revealed four important findings. Participants were knowledgeable of the health benefits of frequent exercising. Busy schedule, low energy, not knowing the importance of physical activity, pain, and unawareness of local resources were identified as barriers for not practicing exercise more often. Most participants indicated that they needed more physical activity and planned on adding more exercises to their daily activities. Participants expressed cultural differences in practice of physical exercise before and after they resettled in the US. Conclusion:This study provided insights on physical activity practice among a group of refugees resettled in the US. Future interventions should focus on providing a comprehensive education session, in combination with developing communitybased programs aiming at creating new or improving existing resources and facilities that are culturally appropriate for refugees from diverse background.

In an effort to reform patient-provider communication, most notably in underrepresented populations, a series of English classes were offered to patients of a metropolitan free clinic in the intermountain region of the United States (U.S.). A cohort of sociological studies undergraduates, graduate students and professors from a local university assembled to conduct research in the summer of 2018. Fifty-two participants enrolled in 39 classes, with 35 participants completing a comprehensive survey. In addition, pre-class surveys, field notes and class satisfaction surveys were collected to accurately capture participant characteristics, evaluate class quality and identify participants' motivation, needs/challenges, or barriers to learning English in their U.S. community. The classes elicited mostly positive feedback with the majority of participants showing excitement, motivation to continue, and inquiry as to future classes at the clinic. Field note findings indicated that language proficiency is essential to communication in clinical and communal settings. Due to the qualitative nature of this study, participants were able to express personal recounts of barriers and challenges to learning English. The study also resulted in several implications for holistic improvements in future classes offered to the free clinic patients.