Pedagogy

The pedagogical approach in the health equity thread is grounded in an educational framework that challenges learners to think analytically about the influence of biological, sociocultural, political, economic, and environmental factors that can impact health. This approach acknowledges the important influence of students’ own lived experiences in thinking about health equity. Therefore, during any given learning exchange, students have the opportunity to learn from one another’s perspectives, thereby becoming active partners in thinking about ways to achieve health equity and enhancing learning for all.

The Health Equity Thread integrates health equity content longitudinally throughout the curriculum rather than as isolated modules. This approach ensures that students consistently encounter and engage with health equity concepts, reinforcing their understanding and commitment to addressing disparities.

In iPro – Introduction to the Profession (IN1), the course incorporates community-based experiences. First-year students visit Columbus House, a non-profit which serves unhoused people. Students also visit Errera VA Clinic to learn about providing healthcare services to Veterans. Students are also given the opportunity to volunteer as a class in the community. These underserved areas and volunteer opportunities in community settings expose students to the challenges faced by at-risk populations. These experiences foster a deeper understanding of the social determinants of health.

In Populations & Methods (PM1 and PM2), the course utilizes case studies that highlight diverse patient populations and their unique social, economic, and cultural contexts. These cases prompt discussions on how these factors impact health outcomes, emphasizing the importance of understanding and addressing health disparities.

The pre-clerkship courses incorporate patient narratives that highlight the lived experiences of individuals from diverse backgrounds. These stories can humanize health disparities, fostering empathy and a deeper understanding of the impact of social determinants on health outcomes.

Integrate cultural competence training throughout the curriculum to help medical students develop the skills necessary to provide equitable care to patients from diverse backgrounds. This includes understanding cultural nuances, communication skills, and awareness of implicit biases. In the Clerkship Precedes (PR3), clerkship students build upon their health equity knowledge developed during the preclerkship period. The Precedes give students an opportunity to have more in depth health equity discussions, develop advocacy skills, and practice more advanced health equity-related clinical skills.