Improving Underrepresented Minority Medical Student Recruitment with Health Disparities Curriculum

Vela, Mónica; Kim, Karen; Tang, Hui; Chin, Marshall H.

doi:10.1007/s11606-010-1270-8

Cited by 34 publications

(29 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Students' expressed interest in hands-on, practical experiences, as well as their desire to better In particular, students from underrepresented backgrounds routinely cite a lack of mentorship opportunities as a barrier to entering primary and underserved care careers. 4,[6][7][8] While literature regarding outcomes from brief heath disparities educational opportunities is sparse, one study showed an improvement in knowledge, attitudes, and confidence around health disparity information after an 8-week elective. 16 Another medical school demonstrated an increase in minority student applications after a 1-week intensive curriculum.…”

Section: Discussionmentioning

confidence: 99%

“…4,5 Disparities curricula often neglect to address barriers to underserved careers that students have identified, such as lack of mentorship, concerns about career feasibility, and the ability to pay back loans. 4,[6][7][8] Moreover, these curricula are often longitudinal in nature, forcing students to identify and commit to a specific interest upon matriculation. 9 Despite these limitations, early exposure of medical students to educational opportunities focused on underserved populations and early opportunities for networking have been shown to increase the diversity of the future health workforce.…”

mentioning

confidence: 99%

See 1 more Smart Citation

Student Interest in a Primary Care of Underserved Populations Course

Edwards-Johnson

Phillips

Wendling

2020

Fam Med

View full text Add to dashboard Cite

Background and Objectives: Medical students often lack curricular offerings specific to the care of underserved populations. We surveyed first- and second-year students to inform the development of a 4-week course on the skills necessary to care and advocate for underserved populations within a primary care context. This study assessed students’ interest in the potential course, interest in primary care (PC) and underserved care (UC), and factors that would make the course more or less interesting to students. Methods: The authors designed and offered a survey examining UC, PC, and course interest to all first- and second-year students at one institution. Open-ended free-text survey responses were qualitatively analyzed using content analysis. Results: Response rate was 72% (271/374). Most responding students (90%; 198/220) were very to somewhat interested in UC; 60% (132/220) were very to somewhat interested in PC; and 79% (173/220) were very to somewhat interested in the described course. Very interested students were more likely to endorse interest in learning about community advocacy, having a faculty mentor, clinical care experience, and loan repayment than those with low course interest (P<.001). Analysis of open-ended responses revealed an emphasis on advocacy and career feasibility, resulting in the inclusion of these topics in the final course curriculum. Conclusions: This manuscript outlines potential areas of engagement for students demonstrating low or high interest in a Caring for Underserved Patients course. Our study may inform educators seeking to develop similar curricular interventions, particularly those who aim to recruit students to PC or UC careers.

show abstract

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Student Interest in a Primary Care of Underserved Populations Course

Edwards-Johnson

Phillips

Wendling

2020

Fam Med

View full text Add to dashboard Cite

show abstract

“…Surveys of admission team members and other faculty and staff involved in recruitment may highlight the frequency with which they are asked about the existence of Spanish medical language curriculum at their respective schools. It is well established that minority students are interested in medical schools that address competencies of caring for underserved and minority populations [20]. A well-established medical Spanish curriculum might aid in recruitment and serve as a draw for those students.…”

Section: Evaluating Students and Preparing Facultymentioning

confidence: 99%

Establishing Medical Students’ Cultural and Linguistic Competence for the Care of Spanish-Speaking Limited English Proficient Patients

Vela

Fritz

Jacobs

2015

J. Racial and Ethnic Health Disparities

View full text Add to dashboard Cite

Limited English proficient (LEP) patients are at risk of disparities in health and health care quality. These disparities can be mitigated by providing care in a language they understand. Undergraduate medical education provides an opportunity to stress that language barriers negatively impact the quality and safety of health care for LEP patients and to teach students how to overcome them. Because the preponderance of LEP patients in the USA is Spanish speaking, the majority of US medical schools have established medical Spanish coursework for interested students. However, 70 % of medical schools note significant obstacles to delivering this curriculum. The most commonly cited obstacles include a lack of time to deliver it, heterogeneous student skill levels, and insufficient faculty support. We also note that educators need to make sure not to propagate disparities and medical errors for LEP patients. We provide recommendations for establishing medical students' linguistic and cultural competence for the care Spanish-speaking limited English proficiency patients, with the caution that this instruction must be coupled with education as to when to call on an interpreter if participants are not fluent in Spanish at the end of the course.

show abstract

“…Using these frameworks and others to further advance disparities education, a growing number of medical institutions have integrated disparities education into their curricula. To date, disparities curriculum has been shown to impact students' knowledge, skills, and attitudes toward vulnerable populations [8–12], increase underrepresented minority recruitment to medical school [13], and improve the institutional diversity climate [14]. These findings are significant as minority physicians are more likely to serve minority populations and contribute to the reduction of health disparities [15, 16].…”

Section: Introductionmentioning

confidence: 99%

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

Fritz

Naylor

Watkins

et al. 2014

J. Racial and Ethnic Health Disparities

View full text Add to dashboard Cite

Objective The Chicago south side, even more so than national populations, continues to be burdened with widening gaps of disparities in cancer outcomes. Therefore, Chicago community members were engaged in addressing the following content areas for a cancer disparities curriculum: (1) the south side Chicago community interest in participating in curriculum design, (2) how community members should be involved in designing cancer disparities curriculum, and (3) what community members believe the curriculum should address to positively impact their community. Methods Eighty-six community members from 19 different zip code areas of Chicago attended the deliberative session. A survey composed of three quantitative and three short-answer content questions was analyzed. Results The majority of participants were from the south side of Chicago (62 %) and females (86 %). Most, 94 %, believed community members should be involved in cancer disparities curriculum development. Moreover, 56 % wanted to be involved in designing the curriculum, and 61 % reported an interest in taking a course in cancer disparities. Three categorical themes were derived from the qualitative questions: (1) community empowerment through disparities education—“a prescription for change,” (2) student skill development in community engagement and advocacy training, and (3) community expression of shared experiences in cancer health disparities. Conclusion The community provided valuable input for cur-ricular content and has an interest in collaborating on cancer disparities curriculum design. Community participation must be galvanized to improve disparities curricular development and delivery to successfully address the challenges of eliminating disparities in health.

show abstract

Improving Underrepresented Minority Medical Student Recruitment with Health Disparities Curriculum

Cited by 34 publications

References 13 publications

Student Interest in a Primary Care of Underserved Populations Course

Student Interest in a Primary Care of Underserved Populations Course

Establishing Medical Students’ Cultural and Linguistic Competence for the Care of Spanish-Speaking Limited English Proficient Patients

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

Contact Info

Product

Resources

About