INTRODUCTION: In Central Brooklyn, Downstate Health Sciences University (DHSU) serves a diverse population that has experienced worsening rates of chronic disease and elevated rates of morbidity and mortality related to the COVID-19 pandemic. The medical community has shown an interest in addressing clinical and nonclinical disparities impacting patients' health and safety. As such, health policy knowledge is of special importance during a time of social and political unrest. Health policy and advocacy are listed in medical education guidelines, but there is a lack of standardized guidelines for implementation of a robust health policy curriculum within the rigors of clinical education. METHODS: Faculty from the Department of Family Medicine and the Department of Health Policy and Administration devised a health policy curriculum to be delivered virtually in the wake of COVID-19-related quarantine. To assess the effectiveness of the curriculum, we administered pre- and postsurveys composed of learning objectives placed on a 5-point Likert scale, at each learning session. RESULTS: The results of these surveys showed an increase in confidence in the learning objectives of each educational session. CONCLUSION: This pilot study warrants further research to fully assess the effect of a health policy curriculum on students' confidence in health policy knowledge and skills."Education is the most powerful weapon which you can use to change the world."-Nelson Mandela.
INTRODUCTION: In Central Brooklyn, Downstate Health Sciences University (DHSU) serves a diverse population that has experienced worsening rates of chronic disease and elevated rates of morbidity and mortality related to the COVID-19 pandemic. The medical community has shown an interest in addressing clinical and nonclinical disparities impacting patients' health and safety. As such, health policy knowledge is of special importance during a time of social and political unrest. Health policy and advocacy are listed in medical education guidelines, but there is a lack of standardized guidelines for implementation of a robust health policy curriculum within the rigors of clinical education. METHODS: Faculty from the Department of Family Medicine and the Department of Health Policy and Administration devised a health policy curriculum to be delivered virtually in the wake of COVID-19-related quarantine. To assess the effectiveness of the curriculum, we administered pre- and postsurveys composed of learning objectives placed on a 5-point Likert scale, at each learning session. RESULTS: The results of these surveys showed an increase in confidence in the learning objectives of each educational session. CONCLUSION: This pilot study warrants further research to fully assess the effect of a health policy curriculum on students' confidence in health policy knowledge and skills."Education is the most powerful weapon which you can use to change the world."-Nelson Mandela.