Addressing health inequities through co-curricular interprofessional education: A secondary analysis scoping review

Recto, Pamela; Lesser, Janna; Farokhi, Moshtagh R.; Lacy, Jeff; Chapa, Irene; Garcia, Sean; Geelhoed, Michael; Johnson, Le'Keisha; Stone, Melanie; Worabo, Heidi; Zorek, Joseph A.

doi:10.1016/j.xjep.2022.100549

Cited by 2 publications

(2 citation statements)

References 63 publications

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“…When introduced early in training or as professional development, the learned values of this type of IPE translate into patient-centered practices. Co-curricular IPE activities, like interprofessional case competitions, can translate into concrete reflective observations and active experimentations (Kolb et al, 1984) that augment participants' clinical skills by addressing healthcare issues of importance (Recto et al, 2022). The LINC Interprofessional Case Competition was designed to bridge the gap between theoretical classroombased IPE and experiential learning that happens outside formal or required curricula (Farokhi et al, 2022) to strengthen interprofessional skills and empower students to develop realistic team-based solutions to pressing issues in healthcare, including the social determinants of health (Comeau et al, 2019;Stetten et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

A Local Case Competition Expands Meaningful Opportunities for Experiential Interprofessional Learning

Farokhi,

Berndt,

Brown

et al. 2024

Health, Interprofessional Practice and Education

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Methods: Students participated in the Linking Interprofessional Networks for Collaboration (LINC) Interprofessional Case Competition in teams of 3 to 4 members representing at least three different professions. Teams developed community-based interprofessional interventions for local health challenges, including decreasing vaccine hesitancy rates (2021) and addressing health disparities (2022). Each case competition cycle was organized in two distinct phases: Phase I involved written proposals, and Phase II included oral presentations. Results: Seventy-seven students participated in the 2021 and 2022 case competition events. Forty-eight participants (62%) completed both phases of the competition, collectively representing five schools at UT Health San Antonio: Long School of Medicine, (31.3%, n = 15); School of Health Professions (25%, n = 12); School of Dentistry (22.9%, n = 11); School of Nursing (10.4%, n = 5); and the Graduate School of Biomedical Sciences (10.4%, n = 5). Participants completed the competitions' post-participation surveys, and 23% (11/48) provided feedback during focus groups.Discussion: As a sustainable co-curricular offering, the LINC Interprofessional Case Competition advanced Interprofessional Education Collaborative (IPEC) competency attainment and expanded student understanding of social determinants of health as indicated by survey results and comments. Evaluation data revealed opportunities to strengthen this IPE activity to realize students' intrinsic and extrinsic motivations and expand the number of participants in the future.

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Section: Introductionmentioning

confidence: 99%

A Local Case Competition Expands Meaningful Opportunities for Experiential Interprofessional Learning

Farokhi,

Berndt,

Brown

et al. 2024

Health, Interprofessional Practice and Education

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show abstract

“…There are several reports of social justice-based theoretical frameworks that serve as underpinnings for course development (Faloughi and Herman, 2021;Crawford et al, 2022), but limited published literature exists on individual assignments within public health coursework that engage students with concepts of health equity and social justice. Other health-related fields elucidate how including content on health equity (Braun et al, 2020;Denizard-Thompson et al, 2021;Bunting and Benjamins, 2022;Recto et al, 2022) and social justice (Hellman et al, 2018;Hughes et al, 2022;Shahzad et al, 2022) has not only improved students' understanding of the social determinants of health but also contributed to providing impartial care for vulnerable and/or marginalized populations. Consequently, through intentionally integrating culturally responsive and culturally relevant pedagogies within public health education, we can train the future public health workforce to engage with and practice social empathy and holistic community advocacy.…”

Section: Introductionmentioning

confidence: 99%

Cultivating critical consciousness through a Global Health Book Club

et al. 2023

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IntroductionCentral to public health practice is mindfulness and intentionality toward achieving social justice and health equity. However, there is limited literature published on how educators are integrating these concepts into their curricular, pedagogical and instructional efforts. The goal of this study was to leverage the pluralistic views, social identities, and demographics within the classroom to explore the effects of introducing a Global Health Book Club (GHBC) assignment focused on identity of culture, equity, and power. We also sought to explore the use of first-account narratives illustrating the human experience as an instructional strategy to cultivate an empathic understanding of global health threats, while fostering critical consciousness toward one’s positionality within macro-level contexts. Finally, students were encouraged to reflect on their lived cultural experiences and engage in open and authentic dialogue with their peers.MethodsWe implemented a four-week GHBC assignment within an undergraduate global public health course. At the conclusion of the GHBC, students engaged in a reflective Individual Analysis Paper, which captured students’ perspectives on their cultural values and traditions, how these views shaped their understanding of their book, and evaluate whether their global perspective had changed as a result of the assignment. Thirty-one students consented to have their Individual Analysis Paper downloaded and de-identified for analysis. Student responses were analyzed using inductive thematic analysis procedures.ResultsThrough our analysis, six themes, with several coinciding categories, were identified as salient. The themes include Demonstrated Empathy, Personal Reflection and Growth, Personally Inspired, Immersive Learning Experience, Broadened Perspective, and Provoked Emotion.DiscussionOur findings support that a GHBC assignment is a viable and effective mechanism for engaging students in critical reflection, critical motivation and critical action. In cultivating a learning environment that promotes student-centered learning and active participation, students exemplified agency in their own learning. This work can serve as an exemplary model for other public health educators to engage students in reflective-based assignments regarding their positionality and critical consciousness. By utilizing frameworks conceived out of antiracism, diversity, equity, and inclusion, our work presents an innovative activity in engaging students in decolonization efforts within global public health practice.

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Addressing health inequities through co-curricular interprofessional education: A secondary analysis scoping review

Cited by 2 publications

References 63 publications

A Local Case Competition Expands Meaningful Opportunities for Experiential Interprofessional Learning

A Local Case Competition Expands Meaningful Opportunities for Experiential Interprofessional Learning

Cultivating critical consciousness through a Global Health Book Club

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