CHI TIẾT NGHIÊN CỨU …

Tiêu đề

Undergraduate Minor in Health Disparities in Society: a Magnet for Under-represented Pre-professional Students

Tác giả

Guyer L.K.; Wayne M.L.; Hardt N.S.

Năm xuất bản

2018

Source title

Journal of Racial and Ethnic Health Disparities

Số trích dẫn

0

DOI

10.1007/s40615-017-0391-8

Liên kết

https://www.scopus.com/inward/record.uri?eid=2-s2.0-85025111666&doi=10.1007%2fs40615-017-0391-8&partnerID=40&md5=e61487ff48ac409bb64333338cdfbb00

Tóm tắt

Increasing the diversity of tomorrow’s healthcare work force remains a challenge despite many thoughtful published reports and recommendations. As part of an effort to grow a more diverse pre-professional health population, we created an undergraduate minor, Health Disparities in Society, at the University of Florida. Most courses for the minor were identified from existing offerings, and we created only two new courses, an introduction course and a capstone service-learning course. The new minor quickly became the most popular in the College of Liberal Arts and Sciences (which has approximately 12,000 total undergraduate students), and importantly, students selecting the minor were more likely to be under-represented minorities than would be expected given undergraduate demographics. Pre-professional students choosing this minor reflect the desired diversity of the healthcare workforce of tomorrow. © 2017, W. Montague Cobb-NMA Health Institute.

Từ khóa

Health disparities; Pre-medical education; Under-represented minorities; Workforce diversity

Tài liệu tham khảo

Shortage designations: health professional shortage areas & medically underserved areas/populations, (2016); Disparities | Healthy people 2020, (2010); Marmot M., Social determinants of health inequalities, Lancet, 365, 9464, pp. 1099-1104, (2005); Crenshaw K., Demarginalizing the intersection of race and sex: A black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics, University of Chicago Legal Forum, 140, pp. 139-167, (1989); Griffith D.M., Et al., Dismantling institutional racism: theory and action, Am J Comm Psych, 39, 3-4, pp. 381-392, (2007); Braveman P., What are health disparities and health equity? We need to be clear, Public Health Rep, 129, pp. S5-S8, (2014); Mullan F., Chen C., Petterson S., Kolsky G., Spagnola M., The social mission of medical education: ranking the schools, Ann Intern Med, 152, pp. 804-811, (2010); HHS action plan to reduce racial and ethnic health disparities: implementation progress report 2011–2014, (2015); Crosby S.L., Ortman J.M., Projections of the size and composition of the U.S. population: 2014 to 2060, (2015); Passel J.S., Cohn D., U.S. population projections: 2005–2050 report, (2008); Ryan C., Language use in the United States: 2011, (2013); Coren J.S., Filipetto F.A., Weiss L.B., Eliminating barriers for patients with limited English proficiency, J Am Osteopath Assoc, 109, pp. 634-640, (2009); Department of Health and Human Services, Office of Minority Health, (2013); The rationale for diversity in the health occupations: a review of the evidence, (2006); Cohen J.J., Gabriel B.A., Terrell C., The case for diversity in the health care workforce, Health Aff, 21, 5, pp. 90-102, (2002); Grumbach K., Mendoza R., Disparities in human resources: addressing the lack of diversity in the health professions, Health Aff, 27, 2, pp. 413-422, (2008); Sullivan L., Missing persons: Minorities in the health professions. A Sullivan Commission on Diversity in the Healthcare Workforce, (2004); White W., Brenman S., Paradis E., Goldsmith E.S., Lunn M.R., Obedin-Maliver J., Et al., Lesbian, gay, bisexual, and transgender patient care: medical students’ preparedness and comfort, Teach Learn Med, 27, 3, pp. 254-263, (2015); Lipper K., Coleman A.L., Milem J.F., O'Brien C.L., Bryan W.P., Saha S., Roadmap to excellence: key concepts for evaluating the impact of medical school holistic admissions, (2013); Report on the secretary’s Task Force on Black and Minority Health, (1985); Smedley B.D., Stith A.Y., Nelson A.R., Unequal treatment: confronting racial and ethnic disparities in health care, (2003); In the nation’s compelling interest: ensuring diversity in the health care workforce, (2004); Sullivan L.J., Mittman I.S., The state of diversity in the health professions a century after Flexner, Acad Med, 65, 2, pp. 246-253, (2010); Bergen B., Medical school applicants, enrollees reach new highs, (2015); Sex, race, and ethnic diversity of U.S. health occupations (2010–2012), (2014); Brunson W.D., Jackson D.L., Sinkford J.C., Valachovic R.W., Components of effective outreach and recruitment programs for underrepresented minority and low-income dental students, J Dent Educ, 74, S10, pp. S74-S86, (2010); Capers Q., Clinchot D., McDougle L., Greenwald A., Implicit racial bias in medical school admissions, Acad Med, 92, 3, pp. 365-369, (2017); Fast facts: enrollment, (2014); Postsecondary attainment: differences by socioeconomic status, (2015); Stepler R., Hispanic, black parents see college degree as key to children’s success, (2016); Krogstad J.M., 5 facts about Latinos and education, (2016); Pascarella E., Terenzini P.T., How college affects students, (1991); Foreman E.A., Retallick M.S., Using involvement theory to examine the relationship between undergraduate participation in extracurricular activities and leadership development, JOLE, 12, 2, pp. 56-73, (2013); Russell C., Lowe V., Jensen E., Collegiate health service corps, (2010); History, (2016); Enrollment by Racial/Ethnic Category, pp. 3-37, (2016); Pelletier S.G., Service learning plays vital role in understanding social determinants of health, (2015); Graduation Survey Instrument, (2014); Fu M.Y., Juong J., More students take time off before applying to medical school, (2015); Census Bureau U.S., QuickFacts: United States, (2016); Gates G.J., How many people are lesbian, gay, bisexual and transgender?, (2011); Gainesville, FL: University of Florida; December 2015. Part II, Your Background and Personal Characteristics, (2015); Florida C.H.A.R.T.S., Percent of Floridians 5+ that speak a language other than English at home, (2013); Student Life, (2012); Vela M.B., Kim K.E., Tang H., Chin M.H., Innovative health care disparities curriculum for incoming medical students, J Gen Intern Med, 23, 7, pp. 1028-1032, (2008); Ross P.T., Wiley Cene C., Bussey-Jones J., Brown A.F., Blackman D., Fernandez A., Et al., A strategy for improving health disparities education in medicine, J Gen Intern Med, 25, pp. 160-163, (2010); Smith W.R., Betancourt J.R., Wynia M.K., Bussey-Jones J., Stone V.E., Phillips C.O., Et al., Recommendations for teaching about racial and ethnic disparities in health and health care, Ann Intern Med, 147, pp. 654-665, (2007); Teaching nursing students about minority health disparities, Minority Nurse, (2013); Albino J.E.N., Inglehart M.R., Tedesco L.A., Dental education and changing oral health care needs: disparities and demands, J Dent Educ, 76, 1, pp. 75-88, (2012)

Nơi xuất bản

Springer International Publishing

Hình thức xuất bản

Article

Open Access

Nguồn

Scopus