Piloting web-based structural competency modules among internal medicine residents and graduate students in public health
IntroductionFewer than half of internal medicine program directors report any health disparities curriculum. We piloted a web-based healthcare disparities module among internal medicine (IM) residents to test effectiveness and feasibility, compared to a convenient sample of graduate students enrolle...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2022-10-01
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| Series: | Frontiers in Public Health |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fpubh.2022.901523/full |
| _version_ | 1811251744314753024 |
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| author | Max Jordan Nguemeni Tiako Max Jordan Nguemeni Tiako Farah Rahman Janice Sabin Aba Black Dowin Boatright Inginia Genao |
| author_facet | Max Jordan Nguemeni Tiako Max Jordan Nguemeni Tiako Farah Rahman Janice Sabin Aba Black Dowin Boatright Inginia Genao |
| author_sort | Max Jordan Nguemeni Tiako |
| collection | DOAJ |
| description | IntroductionFewer than half of internal medicine program directors report any health disparities curriculum. We piloted a web-based healthcare disparities module among internal medicine (IM) residents to test effectiveness and feasibility, compared to a convenient sample of graduate students enrolled in a public health equity course.MethodsIM residents participated in an in-person session (module 1: introduction to racial and ethnic health disparities), but first, they completed a pre-module knowledge quiz. Two weeks later, they completed module 2: “unconscious associations” and a post-module knowledge quiz. For the control arm Yale School of Public Health (YSPH) students enrolled in a course on health disparities completed the pre-module knowledge quiz, module 1, and 2 as required by their course instructor.ResultsForty-nine IM residents and 22 YSPH students completed the pre-module quiz and Module 1. The mean (SD) score out of 25 possible points for the IM residents on the pre-module quiz was 16.1/25 (2.8), and 16.6/25 (3.2) for YSPH students, with no statistically significant difference. Nineteen residents (38.8%) completed the post-module quiz with a mean score of 16.7/25 (2.2), Hedge's g =0.23, compared to 18 (81.8%) YSPH students, whose mean (SD) score was 19.5/25 (2.1), Hedge's g=1.05. YSPH students' post-module quiz average was statistically significantly higher than their pre-module test score, as well as the residents' post-module test (P < 0.001). In examining participants' responses to specific questions, we found that 51% (n = 25) of residents wrongly defined discrimination with an emphasis on attitudes and intent as opposed to actions and impact, compared to 22.7% (n = 5) YSPH students before the module, vs. 63.2% (n = 12) and 88.9% (n = 16) respectively after.ConclusionAfter completing a healthcare disparities course, graduate students in public health saw greater gains in knowledge compared to IM residents. Residents' responses showed knowledge gaps such as understanding discrimination, and highlight growth opportunity in terms of health equity education. Furthermore, embedding health equity education in required curricular activities may be a more effective approach. |
| first_indexed | 2024-04-12T16:24:55Z |
| format | Article |
| id | doaj.art-c2afa3a640dc42f4871c903275dfb7aa |
| institution | Directory Open Access Journal |
| issn | 2296-2565 |
| language | English |
| last_indexed | 2024-04-12T16:24:55Z |
| publishDate | 2022-10-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Public Health |
| spelling | doaj.art-c2afa3a640dc42f4871c903275dfb7aa2022-12-22T03:25:26ZengFrontiers Media S.A.Frontiers in Public Health2296-25652022-10-011010.3389/fpubh.2022.901523901523Piloting web-based structural competency modules among internal medicine residents and graduate students in public healthMax Jordan Nguemeni Tiako0Max Jordan Nguemeni Tiako1Farah Rahman2Janice Sabin3Aba Black4Dowin Boatright5Inginia Genao6Department of Medicine, Brigham and Women's Hospital, Boston, MA, United StatesHarvard Medical School, Boston, MA, United StatesLoyola Stritch School of Medicine, Chicago, IL, United StatesDepartment of Biomedical Informatics and Medical Education, University of Washington, Seattle, WA, United StatesDepartment of Medicine, Yale School of Medicine, New Haven, CT, United StatesDepartment of Emergency Medicine, New York University Grossman School of Medicine, New Haven, CT, United StatesDepartment of Medicine, Yale School of Medicine, New Haven, CT, United StatesIntroductionFewer than half of internal medicine program directors report any health disparities curriculum. We piloted a web-based healthcare disparities module among internal medicine (IM) residents to test effectiveness and feasibility, compared to a convenient sample of graduate students enrolled in a public health equity course.MethodsIM residents participated in an in-person session (module 1: introduction to racial and ethnic health disparities), but first, they completed a pre-module knowledge quiz. Two weeks later, they completed module 2: “unconscious associations” and a post-module knowledge quiz. For the control arm Yale School of Public Health (YSPH) students enrolled in a course on health disparities completed the pre-module knowledge quiz, module 1, and 2 as required by their course instructor.ResultsForty-nine IM residents and 22 YSPH students completed the pre-module quiz and Module 1. The mean (SD) score out of 25 possible points for the IM residents on the pre-module quiz was 16.1/25 (2.8), and 16.6/25 (3.2) for YSPH students, with no statistically significant difference. Nineteen residents (38.8%) completed the post-module quiz with a mean score of 16.7/25 (2.2), Hedge's g =0.23, compared to 18 (81.8%) YSPH students, whose mean (SD) score was 19.5/25 (2.1), Hedge's g=1.05. YSPH students' post-module quiz average was statistically significantly higher than their pre-module test score, as well as the residents' post-module test (P < 0.001). In examining participants' responses to specific questions, we found that 51% (n = 25) of residents wrongly defined discrimination with an emphasis on attitudes and intent as opposed to actions and impact, compared to 22.7% (n = 5) YSPH students before the module, vs. 63.2% (n = 12) and 88.9% (n = 16) respectively after.ConclusionAfter completing a healthcare disparities course, graduate students in public health saw greater gains in knowledge compared to IM residents. Residents' responses showed knowledge gaps such as understanding discrimination, and highlight growth opportunity in terms of health equity education. Furthermore, embedding health equity education in required curricular activities may be a more effective approach.https://www.frontiersin.org/articles/10.3389/fpubh.2022.901523/fullgraduate medical educationcurriculum developmenthealthcare disparitiesresidency and internshipimplicit bias trainingracial bias |
| spellingShingle | Max Jordan Nguemeni Tiako Max Jordan Nguemeni Tiako Farah Rahman Janice Sabin Aba Black Dowin Boatright Inginia Genao Piloting web-based structural competency modules among internal medicine residents and graduate students in public health Frontiers in Public Health graduate medical education curriculum development healthcare disparities residency and internship implicit bias training racial bias |
| title | Piloting web-based structural competency modules among internal medicine residents and graduate students in public health |
| title_full | Piloting web-based structural competency modules among internal medicine residents and graduate students in public health |
| title_fullStr | Piloting web-based structural competency modules among internal medicine residents and graduate students in public health |
| title_full_unstemmed | Piloting web-based structural competency modules among internal medicine residents and graduate students in public health |
| title_short | Piloting web-based structural competency modules among internal medicine residents and graduate students in public health |
| title_sort | piloting web based structural competency modules among internal medicine residents and graduate students in public health |
| topic | graduate medical education curriculum development healthcare disparities residency and internship implicit bias training racial bias |
| url | https://www.frontiersin.org/articles/10.3389/fpubh.2022.901523/full |
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