Caring for the Underserved: Using Patient and Physician Focus Groups to Inform Curriculum Development

Role of Pediatric Health Care Professionals in the Provision of Parenting Advice: A Qualitative Study With Mothers From 4 Minority Ethnocultural Groups

“…They indicated that the provider makes time for them, makes them feel comfortable, expresses care and concern for the entire family, and shares some of their core values. The nature and impact of the parent-provider relationship have been linked to various features, including parental satisfaction, 22,23 parental mood, 24 provider communication, compassion, and trust, 12,25,26 and provider interest, as perceived by parents. 22 The second factor was parental inexperience or a lack of access to other resources.…”

Are We Missing the Mark? The Implementation of Community Based Participatory Education in Cancer Disparities Curriculum Development

“…A small number of institutions have used student need-based assessments to contribute to health disparities curriculum design [17, 19, 20, 24, 25]. Aspects of these curriculum development models are efficacious and impactful.…”

“…Yet those most impacted by disparities, the minority and underserved communities, have had little input into curriculum development. To date, only a limited number of studies describe community participation in the curriculum development process [5, 12, 21, 24, 26, 27]. Although important, the existing studies do not detail the involvement or curricular contribution of community members and are therefore difficult to reproduce.…”

“…Although important, the existing studies do not detail the involvement or curricular contribution of community members and are therefore difficult to reproduce. Furthermore, these studies have utilized a number of proxies for the community including (1) community business leaders, who may have minimal personal experience with disparities [26]; (2) patients, who may have personal experience with disparities but are able to access the health-care system [24]; and (3) community councils, which funnel the community voice through one or two people [5, 12]. Consequently, we cannot be certain that the curriculum we develop to address healthcare disparities in academia truly speaks to the issues most pertaining to the community.…”

A Strategy for Improving Health Disparities Education in Medicine

“…1,2 The Institute of Medicine's Unequal Treatment: Confronting racial and ethnic disparities in health care (2002) defined healthcare disparities as "racial or ethnic differences in the quality of healthcare that are not due to access related factors or clinical needs, preferences, and appropriateness of intervention". 1 Nonetheless, pedagogy for health disparities education is still in its infancy and has received limited acceptance and implementation into undergraduate and graduate medical education curricula.…”