Number
242
Name
Enhancing Health Sciences Students' Awareness of Migration-Related Health Inequities: A Mixed-Methods Evaluation of a Brief Educational Intervention
Date & Time
Sunday, June 7, 2026, 5:30 PM - 7:00 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Maria del Pilar Gónzalez Amarante, Escuela de Medicina y Ciencias de la Salud Tecnologico de Monterrey
Dulce Maria Solis Arana, Escuela de Medicina y Ciencias de la Salud Tecnologico de Monterrey
Cristina Alejandra López Delgado, Escuela de Medicina y Ciencias de la Salud Tecnologico de Monterrey
Carolina Azcuaga González, Escuela de Medicina y Ciencias de la Salud Tecnologico de Monterrey
Presentation Topic(s)
Curriculum
Description
PURPOSE: Migration affects more than 304 million people worldwide.
Transit can expose individuals to health risks and systemic barriers to
health access, which may be further compounded by stereotypes and unconscious
biases from healthcare providers. Healthcare professions’ training must
respond to the realities of human mobility and structural inequality;
however, traditional curricula often overlooks the social and cultural
determinants of health that shape the experiences of migrant populations.
This study explores the impact of a brief educational intervention designed
to raise awareness and sensitivity towards migrant patients and populations
among health sciences students.
METHODS: A 90-minute session was delivered from a human rights and human
dignity perspective, focusing on the determinants shaping migration and
health equity. Students completed pre- and post-intervention questionnaires
using a 13-item scale included 3 items from the Health Belief Attitude
Survey, 6 items adapted from Dussan, and 4 context-adapted items developed
for this study; sociodemographic data were also collected. The
post-intervention questionnaire added three open-ended questions on the
topic’s relevance for future practice, key learnings, and general
reflections. Quantitative data were analyzed using paired t-tests, and
qualitative responses were examined through thematic analysis to identify
major patterns of learning and reflection.
RESULTS: 244 students participated (mean age = 20.03; 67.8% women; 67.9%
medicine). Mean scores increased significantly (4.03 ± 0.68 to 4.61 ± 0.62; p
< 0.001), with 83.6% demonstrating individual improvement. Three
qualitative themes emerged: recognition of migration-related issues (73.9%),
acknowledgment of health professionals’ responsibility (63.4%), and
identification of key competencies (21.3%). Medicine students showed higher
levels of problem recognition and responsibility than other disciplines (p
< 0.005).
CONCLUSIONS: Brief, structured interventions can enhance awareness of
migration-related health inequities and promote professional responsibility
early in training, supporting the integration of culturally sensitive,
equity-driven content in health sciences curricula.
Transit can expose individuals to health risks and systemic barriers to
health access, which may be further compounded by stereotypes and unconscious
biases from healthcare providers. Healthcare professions’ training must
respond to the realities of human mobility and structural inequality;
however, traditional curricula often overlooks the social and cultural
determinants of health that shape the experiences of migrant populations.
This study explores the impact of a brief educational intervention designed
to raise awareness and sensitivity towards migrant patients and populations
among health sciences students.
METHODS: A 90-minute session was delivered from a human rights and human
dignity perspective, focusing on the determinants shaping migration and
health equity. Students completed pre- and post-intervention questionnaires
using a 13-item scale included 3 items from the Health Belief Attitude
Survey, 6 items adapted from Dussan, and 4 context-adapted items developed
for this study; sociodemographic data were also collected. The
post-intervention questionnaire added three open-ended questions on the
topic’s relevance for future practice, key learnings, and general
reflections. Quantitative data were analyzed using paired t-tests, and
qualitative responses were examined through thematic analysis to identify
major patterns of learning and reflection.
RESULTS: 244 students participated (mean age = 20.03; 67.8% women; 67.9%
medicine). Mean scores increased significantly (4.03 ± 0.68 to 4.61 ± 0.62; p
< 0.001), with 83.6% demonstrating individual improvement. Three
qualitative themes emerged: recognition of migration-related issues (73.9%),
acknowledgment of health professionals’ responsibility (63.4%), and
identification of key competencies (21.3%). Medicine students showed higher
levels of problem recognition and responsibility than other disciplines (p
< 0.005).
CONCLUSIONS: Brief, structured interventions can enhance awareness of
migration-related health inequities and promote professional responsibility
early in training, supporting the integration of culturally sensitive,
equity-driven content in health sciences curricula.
Presentation Tag(s)
International Presenter, Student Presentation