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. 2023 Oct 3:10:23821205231203917.
doi: 10.1177/23821205231203917. eCollection 2023 Jan-Dec.

Tackling Health Inequities: A Unique, Asynchronous Course Designed Through Peer-to-Peer Methods

Alexander Burdzy  1 , Michelle Dai  1   2 , Veda Nagubandi  1 , My Nguyen  1   3 , Carly Marten  1   3 , Jennifer Paul-Quinn  1   4
Affiliations

Tackling Health Inequities: A Unique, Asynchronous Course Designed Through Peer-to-Peer Methods

Alexander Burdzy et al. J Med Educ Curric Dev. .

Abstract

Objectives: This study investigates the efficacy and feasibility of an asynchronous, peer-to-peer health disparities enrichment course on postbaccalaureate prehealth students' knowledge, behaviors, and reaction to course materials.

Introduction: Growing awareness of social inequities has prompted educators of prehealth and medical students to explore student education by addressing systemic healthcare issues. This cross-sectional study assessed reactions, learning, and self-reported behavior changes in students after taking the course "Social Determinants, Disparities, and Preparing for the Future of Healthcare" (SDDH).

Methods: The curriculum was designed by prehealth postbaccalaureate students for their peers. Course goals were to educate participants on social determinants of health and to build cultural and structural competence in their roles as future healthcare professionals. SDDH is an asynchronous, noncredit-bearing, 5-h online course with 10 modules covering various topics. The Kirkpatrick Model was used to assess the effectiveness of the curriculum, alongside qualitative and quantitative analyses of student performance.

Results: Out of the 102 active students in the prehealth program that accepted the invitation to join, 29 students successfully completed the course (rate of completion = 28%). On average, students expressed positive reactions and attitudes toward the course and experienced an observable increase in knowledge assessment scores upon curriculum completion (P-value = .0002). Students' self-reported observations demonstrated sustained behavioral change 3 months after course completion.

Conclusion: It is critical to educate prehealth students on health disparities, structural, and cultural competence. A course such as SDDH may help prehealth students build effective communication skills for advocacy and develop an empathetic, patient-centered approach earlier on in their career pursuit. Some barriers to students completing the entire course include its length, uncredited status, and voluntary self-enrollment.

Keywords: cultural competency in healthcare; cultural humility; health disparities; medical education; online curriculum; prehealth education; social determinants of health; systemic inequity.

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Conflict of interest statement

The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Figures

Figure 1.
Figure 1.
SDDH modules.
Figure 2.
Figure 2.
SDDH course timeline.
Figure 3.
Figure 3.
Hierarchical levels of the Kirkpatrick Model of Evaluation with associated assessments.
Figure 4.
Figure 4.
Course feedback survey responses.
Figure 5.
Figure 5.
Precourse knowledge assessment scores linked to postcourse results (n = 29).
Figure 6.
Figure 6.
Attitude assessment responses before and after the course.
See this image and copyright information in PMC

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