Innovations in Education

Journal of General Internal Medicine

, Volume 23, Issue 7, pp 1028-1032

First online:

Innovative Health Care Disparities Curriculum for Incoming Medical Students

  • Monica B. VelaAffiliated withSection of General Internal Medicine, Department of Medicine, University of Chicago Email author 
  • , Karen E. KimAffiliated withSection of Gastroenterology, Department of Medicine, University of Chicago
  • , Hui TangAffiliated withCenter for Health and the Social Sciences, University of Chicago
  • , Marshall H. ChinAffiliated withSection of General Internal Medicine, Department of Medicine, University of Chicago

Rent the article at a discount

Rent now

* Final gross prices may vary according to local VAT.

Get Access

Abstract

Purpose

1) To pilot a health disparities curriculum for incoming first year medical students and evaluate changes in knowledge. 2) To help students become aware of personal biases regarding racial and ethnic minorities. 3) To inspire students to commit to serving indigent populations.

Methods

First year students participated in a 5-day elective course held before orientation week. The course used the curricular goals that had been developed by the Society of General Internal Medicine Health Disparities Task Force. Thirty-two faculty members from multiple institutions and different disciplinary backgrounds taught the course. Teaching modalities included didactic lectures, small group discussions, off-site expeditions to local free clinics, community hospitals and clinics, and student-led poster session workshops. The course was evaluated by pre-post surveys.

Results

Sixty-four students (60% of matriculating class) participated. Survey response rates were 97–100%. Students’ factual knowledge (76 to 89%, p < .0009) about health disparities and abilities to address disparities issues improved after the course. This curriculum received the highest rating of any course at the medical school (overall mean 4.9, 1 = poor, 5 = excellent).

Conclusions

This innovative course provided students an opportunity for learning and exploration of a comprehensive curriculum on health disparities at a critical formative time.

KEY WORDS

health disparities curriculum education medical students underserved