Number
201
Name
Fostering Health Equity Training: Integrating Diverse Case Studies and Interprofessional Collaboration in Medical Education
Date & Time
Monday, June 8, 2026, 6:00 PM - 7:30 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Elizabeth Rivera-Mateo, Ponce Health Sciences University
Presentation Topic(s)
Curriculum
Description
PURPOSE
Medical education involves equipping future physicians with a strong
understanding of health disparities and the skills needed for effective
interprofessional collaboration. This abstract outlines the implementation
and assessment of an interdisciplinary, case-based discussion activity
designed to address health inequities in a medical school's health
disparities course.
METHODS
An interdisciplinary, case-based discussion activity was integrated into an
existing health disparities course for first-year medical students. This
activity included patient cases highlighting key disparities, such as
obesity, cardiovascular diseases (e.g., hypertension, stroke), women's health
(e.g., menopause), and HIV. The learning environment was enhanced by faculty
preceptors from across various health professions, including medicine, dental
medicine, public health, nursing, and clinical psychology. Student groups
collaboratively analyzed these cases to identify core health issues, outline
risk factors, assess barriers to care access, and develop improvement
strategies. Preceptors guided students through their clinical reasoning,
creating a dynamic, interactive learning experience. The activity's impact
was evaluated through observation of active participation and a subsequent
satisfaction and experience survey of students and faculty.
RESULTS
Ninety-three percent (93%) of students expressed overall satisfaction with
the activity. Ninety-five percent (95%) were satisfied with the preparation
materials, and ninety-seven percent (97%) appreciated the invaluable guidance
provided by the diverse interprofessional preceptors. Additionally, ninety
percent (90%) indicated they would recommend this activity to upcoming
students. Faculty (100%) felt adequately prepared to support the discussion,
and ninety-eight (98%) indicated that the activity fostered inclusiveness and
collaboration.
CONCLUSIONS
The interdisciplinary, case-based approach, leveraging diverse faculty
expertise, proved highly effective in enhancing students' understanding of
providers' roles in equitable access and delivery, as well as in teaching
essential team-based care principles crucial for their early medical
training.
Medical education involves equipping future physicians with a strong
understanding of health disparities and the skills needed for effective
interprofessional collaboration. This abstract outlines the implementation
and assessment of an interdisciplinary, case-based discussion activity
designed to address health inequities in a medical school's health
disparities course.
METHODS
An interdisciplinary, case-based discussion activity was integrated into an
existing health disparities course for first-year medical students. This
activity included patient cases highlighting key disparities, such as
obesity, cardiovascular diseases (e.g., hypertension, stroke), women's health
(e.g., menopause), and HIV. The learning environment was enhanced by faculty
preceptors from across various health professions, including medicine, dental
medicine, public health, nursing, and clinical psychology. Student groups
collaboratively analyzed these cases to identify core health issues, outline
risk factors, assess barriers to care access, and develop improvement
strategies. Preceptors guided students through their clinical reasoning,
creating a dynamic, interactive learning experience. The activity's impact
was evaluated through observation of active participation and a subsequent
satisfaction and experience survey of students and faculty.
RESULTS
Ninety-three percent (93%) of students expressed overall satisfaction with
the activity. Ninety-five percent (95%) were satisfied with the preparation
materials, and ninety-seven percent (97%) appreciated the invaluable guidance
provided by the diverse interprofessional preceptors. Additionally, ninety
percent (90%) indicated they would recommend this activity to upcoming
students. Faculty (100%) felt adequately prepared to support the discussion,
and ninety-eight (98%) indicated that the activity fostered inclusiveness and
collaboration.
CONCLUSIONS
The interdisciplinary, case-based approach, leveraging diverse faculty
expertise, proved highly effective in enhancing students' understanding of
providers' roles in equitable access and delivery, as well as in teaching
essential team-based care principles crucial for their early medical
training.