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Disparities education: what do students want?

Cristina M Gonzalez¹, Jada Bussey-Jones

¹Montefiore Medical Center, Albert Einstein College of Medicine, Bronx, NY, USA. crrivera@montefiore.org

Journal of General Internal Medicine

|March 31, 2010

Summary

Medical students desire curricula addressing health disparities, emphasizing positive learning environments and skill-building. Addressing negative attitudes is crucial for effective health disparities education.

Area of Science:

Medical Education
Public Health
Health Equity

Background:

Health disparities education for medical students is key to reducing population health inequities.
Learner perspectives are essential for developing effective health disparities curricula, aligning with adult learning theory.

Purpose of the Study:

To explore medical students' valued content for health disparities education.
To understand students' preferred pedagogical approaches for teaching health disparities.

Main Methods:

Qualitative research utilizing focus group methodology.
Semi-structured interviews with 17 first-year medical students interested in health disparities.
Grounded theory approach for data analysis, involving iterative code development and validation.

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Main Results:

Students identified negative attitudes towards health disparities education as a significant barrier.
Proposed solutions focused on creating a supportive learning environment and developing practical skills to address health disparities.
Students' input offers novel insights into fostering positive attitudes in health disparities education.

Conclusions:

Student opinions on health disparities education content and methods align with existing literature.
Developing positive student attitudes towards health disparities is a critical, underexplored area for future research.
Addressing provider impact on health disparities requires further investigation into attitude development.