Refugee Health Curriculum in Undergraduate Medical Education (UME): A Scoping Review

Rashid, Marghalara; Cervantes, Andrea Dávila; Goez, Helly

doi:10.1080/10401334.2020.1779071

Cited by 13 publications

(8 citation statements)

References 20 publications

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“…11 DEI education empowers health care workers and trainees to deliver equitable care by improving their selfperception of cross-cultural knowledge, communication, and clinical skills. 12 Development of equity-centered QI projects involving faculty and medical trainees may be an effective way of delivering DEI education. 13 We hope our experience can provide a framework for outreach neurology program development at other institutions.…”

Section: Discussionmentioning

confidence: 99%

Diversity, Equity, and Inclusion Lessons From Developing Stroke Education Programs for West Michigan Asian Communities

Antonio,

Anderson,

Ngo

et al. 2024

Stroke

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BACKGROUND: Asians in the United States, facing health care disparities, have increased stroke risk. Multiple subgroups, with distinct cultures and languages, add complexity to caring for Asian American (AsA) communities. We developed a tailored stroke education program for underserved West Michigan AsA communities. Methodology, lessons learned, and diversity, equity, and inclusion insights are described. METHODS: Neurology residents and faculty, in collaboration with trained community-specific navigators, developed culturally resonant stroke education that was tailored to meet the needs of specific self-identified West Michigan AsA communities. Educational and debriefing sessions were delivered over 6 months, following the Plan-Do-Study-Act model, to elucidate diversity, equity, and inclusion insights and improve materials and delivery methods. RESULTS: Eighty-six non-English-speaking participants from 5 self-identified AsA communities (Burmese, Buddhist Vietnamese, Catholic Vietnamese, Chinese, and Nepali) attended educational stroke sessions. The average age of attendees was 57.6±13.2 years; most were females (70%). Diversity, equity, and inclusion insights included identification of Asian cultural beliefs about acute stroke treatment (eg, bloodletting), investigator insights (eg, need for kitchen-table programs), systemic barriers (eg, language), and mitigation strategies. CONCLUSIONS: Institutions should consider the integration of equity-focused, trainee-influenced quality improvement projects, such as this culturally resonant stroke educational program for AsA, to enhance stroke care in these vulnerable communities.

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Section: Discussionmentioning

confidence: 99%

Diversity, Equity, and Inclusion Lessons From Developing Stroke Education Programs for West Michigan Asian Communities

Antonio,

Anderson,

Ngo

et al. 2024

Stroke

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show abstract

“…Some health care providers’ (i.e., medical students) curricula have been shown to be lacking in content related to refugees [ 50 ]. It has been recommended, for example, that medical students receive training with a focus on improving self-perception of cross-cultural knowledge, communication, in addition to physical exam skills [ 51 ].…”

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

“…FHBs should be provided with information on understanding and navigating the health care system in both written and oral forms [ 51 ]. Increasing their health literacy will be empowering and may lessen instances of discrimination and marginalization that are directed at them [ 51 ]. FHBs need support to manage stress associated with the “push” and “pull” of attending to family members’ needs while not forgetting to take care of themselves.…”

Section: Discussionmentioning

confidence: 99%

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Refugee Family Health Brokers’ (FHBs’) Experiences with Health Care Providers: A Thematic Analysis

Sar

2023

IJERPH

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Background. The resettlement and post-resettlement quality of life of refugees is often marred by chronic health/mental health conditions. To adequately care for refugees suffering these conditions, a promising strategy is the use of refugee Family Health Brokers (FHBs). FHBs are safe and trusted family members functioning as intermediaries between one’s family and health care providers. Although FHBs are known to positively influence health care utilization in their families, little is known about them and this aspect of their family caregiving role and experiences, particularly with health care providers, necessitating further research. Methods. Fourteen Bhutanese and three Bosnian refugee FHBs participated in a 2-hr focus group discussing their experiences with health care providers after being surveyed about their FHB role. Results. Thematic analysis yielded five themes centered around perceptions, knowledge, communication, behavior, and responsibilities reflective of FHBs’ experiences, which can be understood as symptoms of existing structural inequalities. Conclusions. FHBs primarily conveyed problems, struggles, and dilemmas they experienced more so than rewarding aspects of being an FHB. Suggestions are provided on how to avert these negative experiences from occurring and becoming barriers to developing allyship with FHBs in the context of existing structural inequalities.

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“…Our scoping review identified learners self-reported increased communication skills and positive and satisfying experiences. Rashid et al (2020) also identified that learning outcomes were based primarily on student perception, including more confidence in working with refugee populations, development of advocacy skills and understanding barriers to care [ 51 ]. Interdisciplinary community service learning also includes useful reflection exercises.…”

Section: Discussionmentioning

confidence: 99%

An undergraduate medical education framework for refugee and migrant health: Curriculum development and conceptual approaches

et al. 2022

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Background International migration, especially forced migration, highlights important medical training needs including cross-cultural communication, human rights, as well as global health competencies for physical and mental healthcare. This paper responds to the call for a ‘trauma informed’ refugee health curriculum framework from medical students and global health faculty. Methods We used a mixed-methods approach to develop a guiding medical undergraduate refugee and migrant health curriculum framework. We conducted a scoping review, key informant interviews with global health faculty with follow-up e-surveys, and then, integrated our results into a competency-based curriculum framework with values and principles, learning objectives and curriculum delivery methods and evaluation. Results The majority of our Canadian medical faculty respondents reported some refugee health learning objectives within their undergraduate medical curriculum. The most prevalent learning objective topics included access to care barriers, social determinants of health for refugees, cross-cultural communication skills, global health epidemiology, challenges and pitfalls of providing care and mental health. We proposed a curriculum framework that incorporates values and principles, competency-based learning objectives, curriculum delivery (i.e., community service learning), and evaluation methods. Conclusions The results of this study informed the development of a curriculum framework that integrates cross-cultural communication skills, exploration of barriers towards accessing care for newcomers, and system approaches to improve refugee and migrant healthcare. Programs should also consider social determinants of health, community service learning and the development of links to community resettlement and refugee organizations.

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Refugee Health Curriculum in Undergraduate Medical Education (UME): A Scoping Review

Cited by 13 publications

References 20 publications

Diversity, Equity, and Inclusion Lessons From Developing Stroke Education Programs for West Michigan Asian Communities

Diversity, Equity, and Inclusion Lessons From Developing Stroke Education Programs for West Michigan Asian Communities

Refugee Family Health Brokers’ (FHBs’) Experiences with Health Care Providers: A Thematic Analysis

An undergraduate medical education framework for refugee and migrant health: Curriculum development and conceptual approaches

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