TY - JOUR
T1 - Community-based teaching about health disparities
T2 - combining education, scholarship, and community service.
AU - Cené, Crystal W.
AU - Peek, Monica E.
AU - Jacobs, Elizabeth
AU - Horowitz, Carol R.
N1 - Funding Information:
Dr. Cené is supported by the National Center for Research Resources (KL2RR025746). Dr. Peek is supported by the Robert Wood Johnson (RWJF) Harold Amos Medical Faculty Development program and the Mentored Patient-Oriented Career Development Award of the National Institute of Diabetes and Digestive and Kidney Diseases (K23 DK075006). Dr. Jacobs is supported by the Russell Sage Foundation, The California Endowment, The California Health Care Foundation, the National Institutes on Aging (R01 AG033172-01), and the National Institute of Child Health and Human Development (1R21HD057473-01A1). Dr. Horowitz is supported by the Centers for Disease Control and Prevention’s REACH US Program (U58DP001010-01) and the National Center for Research Resources (UL1RR029887). None of the funding sources had any role in the preparation, review, or approval of the manuscript for publication. The content is solely the responsibility of the authors and does not necessarily represent the official views of the funders. The authors would like to thank the members of the Society of General Internal Medicine Disparities Task Force and the Disparities Task Force Education Subcommittee for their contribution to reviewing this material prior to the pre-course presentation at the 31st Annual Meeting and the three anonymous manuscript reviewers who provided us with useful feedback.
PY - 2010/5
Y1 - 2010/5
N2 - The Institute of Medicine recommends that clinicians receive training to better understand and address disparities. While disparities in health status are primarily due to inequities in social determinants of health, current curricula largely focus on how to teach about disparities within the health care setting. Learners may more fully understand and appreciate how social contextual factors contribute to disparities through instruction about disparities in community settings. Community-based teaching about health disparities may be advantageous for learners, medical institutions, and participating communities. This manuscript aims to guide medical educators in teaching students and residents about health disparities through community-based activities, including service learning and research.
AB - The Institute of Medicine recommends that clinicians receive training to better understand and address disparities. While disparities in health status are primarily due to inequities in social determinants of health, current curricula largely focus on how to teach about disparities within the health care setting. Learners may more fully understand and appreciate how social contextual factors contribute to disparities through instruction about disparities in community settings. Community-based teaching about health disparities may be advantageous for learners, medical institutions, and participating communities. This manuscript aims to guide medical educators in teaching students and residents about health disparities through community-based activities, including service learning and research.
UR - http://www.scopus.com/inward/record.url?scp=78049491707&partnerID=8YFLogxK
U2 - 10.1007/s11606-009-1214-3
DO - 10.1007/s11606-009-1214-3
M3 - Article
C2 - 20352507
AN - SCOPUS:78049491707
SN - 0884-8734
VL - 25 Suppl 2
SP - S130-135
JO - Journal of General Internal Medicine
JF - Journal of General Internal Medicine
ER -