A Student-Led Health Education Initiative Addressing Health Disparities in a Chinatown Community

Lee, Benjamin J.; Wang, Sheila K; So, Chunkit; Chiu, Brandon G.; Wang, Wesley Y.; Polisetty, Radhika S; Quiñones-Boex, Ana C.; Luan, Hong

doi:10.5688/ajpe799132

Cited by 15 publications

(18 citation statements)

References 8 publications

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“…1,2 Capacity for SLCs to improve the health and well-being, especially in marginalised and disadvantaged communities, is well documented. [3][4][5][6][7] While an increasing global body of knowledge considers the nature, characteristics and outcomes achieved by SLCs, literature relating to such clinics in the Aotearoa New Zealand (i) context has not previously been synthesised. Aotearoa New Zealand is a particularly useful context to explore these questions.…”

Section: Introductionmentioning

confidence: 99%

Student-Led Clinics in Aotearoa New Zealand: A Scoping Review with Stakeholder Consultation

Tokolahi¹,

Broman²,

Longhurst³

et al. 2021

JMDH

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Background Student-led clinics have gained increasing attention as a mechanism for students across various health professions to gain authentic interprofessional clinical placement experience during their educational programme. Purpose This scoping review is designed to identify and describe experiences relating to student-led clinics in Aotearoa New Zealand. Methods The review involved five key steps: 1) identifying the research question; 2) identifying relevant studies; 3) study selection; 4) charting the data; and 5) collating, summarising and reporting the results. Discussion Student-led health clinics present invaluable educational opportunities for authentic collaborative practice and capacity to improve population health and well-being, especially in marginalised and disadvantaged communities. Clinic establishment and operation require consideration of a complex set of factors. Conclusion Community consultation (including with Indigenous populations) should precede establishment of clinics. There is scope for more reporting and objective evaluation to ensure best practice is being determined, developed, and achieved.

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Section: Introductionmentioning

confidence: 99%

Student-Led Clinics in Aotearoa New Zealand: A Scoping Review with Stakeholder Consultation

Tokolahi¹,

Broman²,

Longhurst³

et al. 2021

JMDH

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“…Globally, there is evidence to support that pharmacy student-led health education initiatives, such as diabetic checks and community wellness and disease prevention programs, are well-received and valuable to the local communities . [19][20][21] These global pharmacy student led services demonstrate that undergraduate pharmacy students have the competence to undertake patient-care. We believe we were the first UK pharmacy school to initiate this experiential activity on campus.…”

Section: Discussionmentioning

confidence: 99%

Longitudinal Evaluation of the Healthy Living Assessment as an Experiential Learning Activity Provided On-Campus

Langran

Alexander

Donyai

2020

American Journal of Pharmaceutical Education

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Objective. To implement and evaluate the effectiveness of healthy living assessments (HLA) conducted on campus by undergraduate pharmacy students. Methods. Because of a shortage of workplace-based placements for undergraduate pharmacy students, a program was developed for students to conduct HLAs on campus for volunteer patients. Pharmacy students underwent training and completed a competency assessment before being approved to conduct HLAs. Staff members and students were recruited to serve as participants. Following the HLA, pharmacy students completed a quantitative and qualitative questionnaires to assess their perceived educational gains and opinions about the experience. Participants who underwent an HLA were asked to complete a questionnaire about the quality of the service they received. Results. From 2011-2019, 896 HLAs were conducted by 764 undergraduate pharmacy students. The students reported that completing an HLA improved their clinical knowledge, counselling skills, professionalism, and confidence when talking to participants. They believed the HLA delivered an authentic learning experience, similar to that achieved during workplace-based placements. The HLA service was rated as good or outstanding by 99% of the participants, and the majority stated that they intended to make lifestyle changes as a result of attending the HLA. Conclusion. Conducting healthy living assessments provided undergraduate pharmacy students a valuable, quality-assured opportunity for experiential learning. The HLAs were well received by participants as they informed them about their current health status and gave them useful advice about making health improvements.

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“…26 Lee and colleagues reported on a student-led health education initiative that involved working with an underserved Chinese community; the Asian Community Health Education Initiative (ACHEI) was a collaboration between an interdisciplinary student organization of health professions students and a community-based nonprofit organization without health care workers on staff. 27 The ACHEI hosted monthly events for the local Chinatown community involving blood pressure and cholesterol screenings, short educational presentations on health topics, nutritional counseling, and immunization services. Promotion to senior volunteer was awarded to acknowledge outstanding student volunteers with a strong commitment to ACHEI.…”

Section: Hdcc In the Co-curriculummentioning

confidence: 99%

“…The program impacted over 1600 residents and provided student volunteers the opportunity to develop leadership, practice, and HDCC skills. 27 Fritsch and colleagues describe their experiences with AdvoCaring, a longitudinal service-learning program which incorporates direct patient care. 28 Groups of 10-12 students and a faculty advisor were paired with a community agency that assists an underserved population.…”

Section: Hdcc In the Co-curriculummentioning

confidence: 99%

Strategies for Incorporating Health Disparities and Cultural Competency Training into the Pharmacy Curriculum and Co-curriculum

Drame

Gibson

Nonyel

et al. 2022

American Journal of Pharmaceutical Education

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Objective. To detail strategies reported in the literature for strengthening both health disparities and cultural competency (HDCC) instruction within various portions of pharmacy curriculum and co-curriculum.Findings. An appraisal of current strategies for incorporation of HDCC into each aspect of the pharmacy curriculum and co-curriculum revealed a paucity of literature describing processes for incorporation of both health disparities (HD) and cultural competency (CC) teaching throughout the pharmacy student's experience. Classroom strategies involved a single or series of courses in HDCC. Activities found to be effective involved case-based and community engagement exercises. Described recommendations for experiential education included preceptor development in areas of HDCC in order to assess student understanding of health disparities concepts, increasing student engagement with diverse patient populations, and implementation of cross-cultural communication models at clinical sites. Co-curricular and interprofessional (IPE) portions of pharmacy training were found to permit greater methodological flexibility, as they often confronted fewer time or space constraints than classroom endeavors. Documented methods for teaching of HDCC within co-curricular and IPE experiences included service learning, study abroad, symposia, and forums. Summary. Findings suggest that conceptual frameworks for HDCC should be utilized throughout the pharmacy curriculum, with learning activities mapped to relevant pharmacy education standards to ensure coverage of important practice competencies. Best practices also involve the use of contemporary tools, strategies, and resources from a crosssection of disciplines that provide opportunities for learners to correct misconceptions and biases through active situational problem-solving.

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A Student-Led Health Education Initiative Addressing Health Disparities in a Chinatown Community

Cited by 15 publications

References 8 publications

Student-Led Clinics in Aotearoa New Zealand: A Scoping Review with Stakeholder Consultation

Student-Led Clinics in Aotearoa New Zealand: A Scoping Review with Stakeholder Consultation

Longitudinal Evaluation of the Healthy Living Assessment as an Experiential Learning Activity Provided On-Campus

Strategies for Incorporating Health Disparities and Cultural Competency Training into the Pharmacy Curriculum and Co-curriculum

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