Addressing Health Disparities in Hypertension: A Comprehensive Medical Elective and Survey Study Among Medical Students and Professionals.

IF 1.9 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Medical Science Educator Pub Date : 2024-06-25 eCollection Date: 2024-10-01 DOI:10.1007/s40670-024-02099-5

J D Richardson, H L Kline, B Y Ko, A Hooper, S Komanapalli, J D Alvarez-Del-Pino, E S Yeh

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Abstract

Introduction: Medical education utilizes standard clinical practice and recommends clinical algorithms to inform trainee curricula. The use of race and ethnicity as a medical screening tool impacts medical outcomes by associating race with genetics without considering that race incorporates social, economic, and cultural variables that influence outcomes.

Methods: To evaluate underlying factors contributing to differences in hypertension prevalence, control, and treatment recommendations across race/ethnicities, a 2-week elective course was developed for third- and fourth-year medical students. In this elective course, students performed self-directed literature-based research on hypertension health disparities. We then developed three videos that addressed the racial/ethnic impact on hypertension prevalence and control and incorporated the students' research findings. The videos were presented at a lunch-and-learn session, open to medical students and health professionals, that was focused on healthcare inequities in hypertension. Pre- and post-session survey data was collected to assess how the discussion changed participant knowledge and impressions of the role race plays in hypertension prevalence, control, and treatment.

Results: Survey results denoted that 100% of lunch-and-learn participants increased their understanding of the impact of health inequities on hypertension. Overall, there were significant differences in knowledge gained and understanding of health disparities that influence hypertension treatment across participants from all genders and racial or ethnic groups. Notably, pre-session survey results indicated that participants tended to agree that treatment guidelines incorporating race improve equity in the treatment of hypertension whereas post-session results showed that participants were less likely to agree with this assertion.

Conclusions: Developing educational opportunities to discuss health inequities can influence perceptions of patient care.

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解决高血压的健康差异：在医学生和专业人员中开展综合医学选修课和调查研究。

导言：医学教育利用标准临床实践和推荐的临床算法为受训者的课程提供信息。将种族和民族作为医疗筛查工具会影响医疗结果，因为它将种族与遗传学联系在一起，而没有考虑到种族包含了影响结果的社会、经济和文化变量：方法：为了评估不同种族/族裔在高血压患病率、控制和治疗建议方面存在差异的根本原因，我们为三年级和四年级医学生开设了一门为期两周的选修课。在这门选修课上，学生们自主开展了有关高血压健康差异的文献研究。然后，我们制作了三部视频，探讨种族/族裔对高血压患病率和控制率的影响，并将学生的研究成果融入其中。这些视频在午餐学习会议上播放，该会议向医科学生和卫生专业人员开放，重点关注高血压的医疗保健不平等问题。我们收集了会前和会后的调查数据，以评估讨论如何改变参与者对种族在高血压患病率、控制和治疗中所扮演角色的认识和印象：调查结果：调查结果显示，100% 的午餐学习参与者提高了对健康不平等对高血压影响的认识。总体而言，来自不同性别、种族或民族群体的参与者在获得的知识和对影响高血压治疗的健康不平等的理解方面存在显著差异。值得注意的是，会前调查结果显示，参与者倾向于同意纳入种族因素的治疗指南能提高高血压治疗的公平性，而会后调查结果显示，参与者不太可能同意这一说法：结论：开发讨论健康不平等的教育机会可以影响对患者护理的看法。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Medical Science Educator Social Sciences-Education

CiteScore

2.90

自引率

11.80%

发文量

202

期刊介绍： Medical Science Educator is the successor of the journal JIAMSE. It is the peer-reviewed publication of the International Association of Medical Science Educators (IAMSE). The Journal offers all who teach in healthcare the most current information to succeed in their task by publishing scholarly activities, opinions, and resources in medical science education. Published articles focus on teaching the sciences fundamental to modern medicine and health, and include basic science education, clinical teaching, and the use of modern education technologies. The Journal provides the readership a better understanding of teaching and learning techniques in order to advance medical science education.