Joyce E Balls-Berry1, Eddie Greene2, Jennifer McCormick3, Onelis Quirindongo-Cedeno4, Karen Weavers5, Tabetha A Brockman5, Martha Bock6, Miguel Valdez Soto5, Katherine Cornelius5, Christi A Patten7, Felicity T Enders8. 1. Mayo Clinic, Center for Clinical and Translational Science and Department of Health Sciences Research, Division of Epidemiology. 2. Mayo Clinic, Department of Nephrology. 3. Pennsylvania State University, College of Medicine. 4. Mayo Clinic, Department of Primary Care Internal Medicine. 5. Mayo Clinic, Center for Clinical and Translational Science. 6. Mayo Clinic, Behavior Health Research Program. 7. Mayo Clinic, Department of Psychology. 8. Mayo Clinic, Department of Health Sciences Research, Division of Biostatistics.
Abstract
INTRODUCTION: Lack of health equity ultimately leads to unequal treatment of diverse patients and contributes to the growing disparities seen in national health. Academic medical centers should consider providing health care providers and biomedical researchers training on how to identify and address health disparities. METHODS: The authors led an introductory health disparities course for graduate students and research and clinical fellows at an academic medical center in the Midwest. We compared pre/postcourse assessments to determine changes in learners' perceptions and knowledge of health disparities using an unpaired analysis to permit inclusion of responses provided only at baseline. RESULTS: Sixty-two learners completed preassessment, with 56 completing the postassessment (90%). In the postcourse assessment, learners reported an increase in knowledge of disparities and had changes in their perceptions of health disparities linked to treatment of different patient groups based on demographic characteristics. There was a statistically significant difference in learners' perceptions of how patients are treated based on gender identity (P=0.02) and sexual orientation (P=0.04). CONCLUSIONS: The results detail how an academic medical center can provide training on health disparities for diverse learners. This study underscores the influence of health disparities from the perspective of learners who conduct biomedical research and patient care. This course serves a model for introductory-level health disparities courses.
INTRODUCTION: Lack of health equity ultimately leads to unequal treatment of diverse patients and contributes to the growing disparities seen in national health. Academic medical centers should consider providing health care providers and biomedical researchers training on how to identify and address health disparities. METHODS: The authors led an introductory health disparities course for graduate students and research and clinical fellows at an academic medical center in the Midwest. We compared pre/postcourse assessments to determine changes in learners' perceptions and knowledge of health disparities using an unpaired analysis to permit inclusion of responses provided only at baseline. RESULTS: Sixty-two learners completed preassessment, with 56 completing the postassessment (90%). In the postcourse assessment, learners reported an increase in knowledge of disparities and had changes in their perceptions of health disparities linked to treatment of different patient groups based on demographic characteristics. There was a statistically significant difference in learners' perceptions of how patients are treated based on gender identity (P=0.02) and sexual orientation (P=0.04). CONCLUSIONS: The results detail how an academic medical center can provide training on health disparities for diverse learners. This study underscores the influence of health disparities from the perspective of learners who conduct biomedical research and patient care. This course serves a model for introductory-level health disparities courses.
Authors: Wally R Smith; Joseph R Betancourt; Matthew K Wynia; Jada Bussey-Jones; Valerie E Stone; Christopher O Phillips; Alicia Fernandez; Elizabeth Jacobs; Jacqueline Bowles Journal: Ann Intern Med Date: 2007-11-06 Impact factor: 25.391