Name
Student-Led, Bilingual CPR and First Aid Training for Migrant Farmworkers: A Community-Engaged Model to Advance Health Equity and Learner Development
Date & Time
Tuesday, June 9, 2026, 10:57 AM - 11:12 AM
Location Name
Estes A
Speakers
Authors
Stacie Fairley, Associate Professor of Microbiology and Immunology and Director of IPE
Presentation Topic(s)
Other
Description
PURPOSE
Migrant farmworkers in rural South Georgia experience disproportionate
occupational hazards, including heat exposure, traumatic injury, and
heightened cardiovascular risk. These risks are compounded by limited access
to emergency medical services, language barriers, and underinsurance,
underscoring the need for culturally and linguistically appropriate emergency
response education. To address these disparities and enhance student
learning, Philadelphia College of Osteopathic Medicine (PCOM) piloted a
bilingual, student-facilitated cardiopulmonary resuscitation (CPR) and first
aid training program for Spanish-speaking farmworkers. The project
objectives:
Increase CPR and first aid
knowledge.
Improve confidence in emergency
response.
Assess the feasibility and
acceptability of the model.
Strengthen student learning in
cultural humility and community engagement.
METHODS
Thirteen bilingual osteopathic medical students from the Latino Medical
Student Association (LMSA) were trained to deliver hands-only CPR, use
automated external defibrillators (AEDs), and provide first aid education
using the American Heart Association's CPR in Schools Kit. Training included
culturally tailored modules addressing agricultural emergencies such as heat
illness and bleeding control. Two 2-hour sessions were conducted in Spanish
at Southern Valley Produce with 40 migrant farmworker participants. A
mixed-methods design incorporated pre-/post-surveys assessing knowledge,
confidence, and satisfaction, as well as reflective evaluation of student
facilitators.
RESULTS
Participant knowledge increased significantly from an average of 50%
pre-training to 91% post-training (41% mean improvement; p < 0.001).
Participants reported enhanced confidence in responding to emergencies and
rated the training as highly relevant and accessible. Qualitative feedback
emphasized the value of Spanish-language delivery and student facilitators.
Student reflections demonstrated improvements in cultural humility,
instructional skill, and awareness of rural health disparities.
CONCLUSION
This initiative showcases a sustainable, low-cost model that enhances
emergency preparedness among rural agricultural workers while fostering
community engagement. Student-led, culturally tailored instruction improves
health literacy and confidence among vulnerable populations. Future
directions include expanding the program through train-the-trainer models.
Migrant farmworkers in rural South Georgia experience disproportionate
occupational hazards, including heat exposure, traumatic injury, and
heightened cardiovascular risk. These risks are compounded by limited access
to emergency medical services, language barriers, and underinsurance,
underscoring the need for culturally and linguistically appropriate emergency
response education. To address these disparities and enhance student
learning, Philadelphia College of Osteopathic Medicine (PCOM) piloted a
bilingual, student-facilitated cardiopulmonary resuscitation (CPR) and first
aid training program for Spanish-speaking farmworkers. The project
objectives:
Increase CPR and first aid
knowledge.
Improve confidence in emergency
response.
Assess the feasibility and
acceptability of the model.
Strengthen student learning in
cultural humility and community engagement.
METHODS
Thirteen bilingual osteopathic medical students from the Latino Medical
Student Association (LMSA) were trained to deliver hands-only CPR, use
automated external defibrillators (AEDs), and provide first aid education
using the American Heart Association's CPR in Schools Kit. Training included
culturally tailored modules addressing agricultural emergencies such as heat
illness and bleeding control. Two 2-hour sessions were conducted in Spanish
at Southern Valley Produce with 40 migrant farmworker participants. A
mixed-methods design incorporated pre-/post-surveys assessing knowledge,
confidence, and satisfaction, as well as reflective evaluation of student
facilitators.
RESULTS
Participant knowledge increased significantly from an average of 50%
pre-training to 91% post-training (41% mean improvement; p < 0.001).
Participants reported enhanced confidence in responding to emergencies and
rated the training as highly relevant and accessible. Qualitative feedback
emphasized the value of Spanish-language delivery and student facilitators.
Student reflections demonstrated improvements in cultural humility,
instructional skill, and awareness of rural health disparities.
CONCLUSION
This initiative showcases a sustainable, low-cost model that enhances
emergency preparedness among rural agricultural workers while fostering
community engagement. Student-led, culturally tailored instruction improves
health literacy and confidence among vulnerable populations. Future
directions include expanding the program through train-the-trainer models.