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Developing Equity-Focused Education in Academic Public Health: A Multiple-Step Model 在学术公共卫生中发展公平教育:一个多步骤模型
IF 1.5 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-12-01 DOI: 10.1177/23733799211045986
J. Perez, W. Leonard, V. Bishop, L. Neubauer
Education and training support public health practitioners in identifying and addressing challenges related to equitable health concerns. This article details a four-step Curricular Responsive Review Model (CRRM) generated by educators in a Council on Education for Public Health–accredited public health program to systematically understand and gather feedback on how to develop a responsive curriculum for their students. A review of all course syllabi was conducted by two faculty members and a doctoral student to identify curricular gaps and overlap. These findings, critical team dialogues, and a review of the literature informed the development of a survey to identify the health equity concepts and skills needed by MPH students. Community partners (n = 4) responded to health equity education questions to detail the essential concepts and skills needed to teach students. Health equity educators (HEEs; n = 4) were then consulted on how to address knowledge gaps through pedagogy and educational resources. Community partners provided a list of areas that students should be educated in to enrich their health equity understandings. Recommendations were generated for integrating those concepts/skills into course teaching plans. The four-step CRRM in health equity education provides an opportunity for public health programs to engage in systematic mapping and critically reflective review processes to address curricular gaps and overlap. Mechanisms to receive real-world knowledge on health equity from a variety of stakeholders are essential to ensure real-word practical learning. The CRRM identifies systematic, responsive curricular mapping and review in public health as essential for meaningful, real-world equity education in disciplines beyond public health and health promotion.
教育和培训支持公共卫生从业者识别和应对与公平卫生问题有关的挑战。本文详细介绍了由公共卫生教育委员会认可的公共卫生项目的教育工作者生成的四步课程响应性审查模型(CRRM),以系统地了解和收集关于如何为学生开发响应性课程的反馈。两名教员和一名博士生对所有课程大纲进行了审查,以确定课程差距和重叠。这些发现、批判性团队对话和文献综述为调查的发展提供了信息,以确定公共卫生硕士学生所需的健康公平概念和技能。社区合作伙伴(n=4)回答了健康公平教育问题,详细介绍了教授学生所需的基本概念和技能。然后,就如何通过教育学和教育资源解决知识差距问题咨询了健康公平教育工作者(HEE;n=4)。社区合作伙伴提供了一份学生应该接受教育的领域清单,以丰富他们对健康公平的理解。提出了将这些概念/技能纳入课程教学计划的建议。健康公平教育中的四步CRRM为公共卫生项目提供了一个机会,使其能够参与系统的绘图和批判性反思的审查过程,以解决课程差距和重叠问题。从各种利益攸关方那里获得关于健康公平的真实知识的机制对于确保真正的实际学习至关重要。CRRM确定,公共卫生领域的系统、响应性课程规划和审查对于公共卫生和健康促进之外的学科中有意义的、现实世界的公平教育至关重要。
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引用次数: 3
An Evaluation of a Pipeline Program to Support Diversity in the Public Health Workforce: CDC Undergraduate Public Health Scholars (CUPS) Program 对支持公共卫生劳动力多样性的管道计划的评估:CDC本科公共卫生学者(CUPS)计划
IF 1.5 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-12-01 DOI: 10.1177/23733799211047522
K. H. Young, L. Liburd, Ana Penman-Aguilar
Established by the Centers for Disease Control and Prevention (CDC), the goal of the CDC Undergraduate Public Health Scholars (CUPS) program is to expose students underrepresented in public health and medicine to careers in public health; ultimately, increasing the membership of these groups in these fields including biomedical sciences. CDC implemented a retrospective outcome evaluation of 1,047 students who participated in the program from 2012 to 2017. Seventy-four percent (775) of students responded to the survey that captures their academic attainment and employment status, as well as their perception of the program’s and mentors’ influence on their career path. As of 2020, 639 (83.4%) of 775 participants have enrolled in an advanced degree program, with over 80% of 639 participants pursuing degrees in biomedical sciences, public health, or health care (BSPHHC)–related fields. Two thirds (374/566) of participants who reported they had ever been employed in a career position are working/have worked in BSPHHC-related fields. Overall, 77.4% (600) of 775 participants reported either the program or the mentors, or both were extremely or very influential to their career path. Students claimed the CUPS program had “opened their eyes,” inspired their interest, cultivated their passion for the field of public health, and fueled their drive to find solutions to and in social determinants of health and contribute to health equity. The opportunity to gain work and research experience through internship placements in CUPS has “opened doors” to first jobs and advanced education and training opportunities for many students.
由美国疾病控制与预防中心(CDC)建立的美国疾病控制和预防中心本科生公共卫生学者(CUPS)计划的目标是让在公共卫生和医学领域代表性不足的学生从事公共卫生职业;最终,在包括生物医学在内的这些领域增加这些团体的成员。美国疾病控制与预防中心对2012年至2017年参与该项目的1047名学生进行了回顾性结果评估。74%(775)的学生对这项调查做出了回应,该调查记录了他们的学术成就和就业状况,以及他们对该项目和导师对他们职业道路影响的看法。截至2020年,775名参与者中有639人(83.4%)参加了高级学位课程,639名参与者的80%以上攻读生物医学、公共卫生或医疗保健(BSPHC)相关领域的学位。三分之二(374/566)的参与者报告他们曾受雇于某个职业职位,目前正在BSPHHC相关领域工作。总的来说,775名参与者中有77.4%(600人)表示,该项目或导师,或两者对他们的职业道路都有极大或非常大的影响。学生们声称,CUPS项目“打开了他们的眼睛”,激发了他们的兴趣,培养了他们对公共卫生领域的热情,并推动了他们寻找健康社会决定因素的解决方案,为健康公平做出贡献。通过在CUPS实习获得工作和研究经验的机会为许多学生的第一份工作和高级教育和培训机会“打开了大门”。
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引用次数: 3
Antiracism and the Pursuit of Social Justice 反种族主义和追求社会正义
IF 1.5 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-12-01 DOI: 10.1177/23733799211054402
K. Bentley, Deborah A Fortune, R. Rooks, Gayle Walter
In the field of public health, it is well recognized that addressing the social conditions and structures that influence health (the social determinants of health) is a primary approach to achieving health equity (Centers for Disease Control and Prevention, 2021; Ford & Airhihenbuwa, 2018). We have long discussed racism and discrimination as key determinants of health. For example, prior actions of police officers who killed unarmed Black men and women sparked widespread national and international action and solidarity for social justice related to racism. In addition, COVID-19 has starkly demonstrated how individuals subjected to systemic racism are at disproportionate risk based on structured inequalities at the intersections of race, ethnicity, and social class (Centers for Disease Control and Prevention, 2021). As public health professionals, including SOPHE (Society for Public Health Education), we have reaffirmed the importance of ensuring our students have curricular offerings on race and understanding racism as determinants of health. As a catalyst for expanding pedagogical practice, Pedagogy in Health Promotion is honored to present this collection of articles that address pedagogical concepts and practices explicitly focusing on antiracism and its impact on health and the pursuit of social justice. Racial injustice pervades our global society, and the work of dismantling it extends across disciplines. We are proud to share submissions offering numerous perspectives in the field of public health beginning with student perspectives. We appreciate that some of our authors in this special issue are public health students, showcasing them as co-collaborators in their learning and problem solving on the topics of racism, antiracism, and social justice (Djulus et al., 2021; McSorley et al., 2021). These students are agents of change modeling the way for public health faculty, practitioners, and other students to address racism as a public health problem. In response to their examples, we encourage undergraduate and graduate public health students to democratize their classroom learning experiences and work to end racism in public health education. The following articles describe pedagogical practices to incorporate concepts related to race, racism, social justice, and oppression within the classroom. The article by Mincey (2021) explains innovative ways to discuss implicit bias with undergraduate public health students. Implicit bias may be uncomfortable to talk about in a large classroom setting, but the techniques described will enable students to examine their own beliefs in an interactive discourse. The techniques will also provide the opportunity to explore factors in society that lead to inequities in health care services delivery (Mincey, 2021). Lightfoot and colleagues (2021) then look at Public Health Critical Race Praxis (PHCRP), in combination with an arts-based approach, to explore racial identity among public health trainees. This
在公共卫生领域,人们普遍认识到,解决影响健康的社会条件和结构(健康的社会决定因素)是实现健康公平的主要途径(疾病控制和预防中心,2021年;福特和全日空,2018)。我们长期以来一直讨论种族主义和歧视是健康的关键决定因素。例如,警察先前杀害手无寸铁的黑人男女的行为引发了广泛的国家和国际行动和团结,争取与种族主义有关的社会正义。此外,2019冠状病毒病鲜明地表明,在种族、民族和社会阶层的交叉点,由于结构性不平等,遭受系统性种族主义的个人面临着不成比例的风险(疾病控制和预防中心,2021年)。作为公共卫生专业人员,包括SOPHE(公共卫生教育协会),我们重申了确保我们的学生获得关于种族和理解种族主义是健康决定因素的课程的重要性。作为扩大教学实践的催化剂,《健康促进教育学》很荣幸地提供这一系列文章,这些文章涉及明确以反种族主义及其对健康和追求社会正义的影响为重点的教学概念和实践。种族不公正现象在我们的全球社会中无处不在,消除这种现象的工作涉及各个学科。我们很自豪地分享从学生角度开始的公共卫生领域的众多观点。我们感谢本期特刊的一些作者是公共卫生专业的学生,展示了他们在学习和解决种族主义、反种族主义和社会正义问题方面的合作伙伴关系(Djulus等人,2021年;McSorley et al., 2021)。这些学生是变革的推动者,为公共卫生教师、从业者和其他学生塑造了解决种族主义作为公共卫生问题的方式。作为对这些例子的回应,我们鼓励公共卫生专业的本科生和研究生将他们的课堂学习经历民主化,并努力结束公共卫生教育中的种族主义。以下文章描述了在课堂上融入种族、种族主义、社会正义和压迫相关概念的教学实践。Mincey(2021)的文章解释了与本科公共卫生学生讨论内隐偏见的创新方法。在一个大的教室里谈论内隐偏见可能会让人不舒服,但所描述的技巧将使学生能够在互动的话语中审视自己的信仰。这些技术还将提供机会,探索导致医疗保健服务提供不公平的社会因素(Mincey, 2021)。Lightfoot及其同事(2021)然后着眼于公共卫生关键种族实践(PHCRP),结合基于艺术的方法,探索公共卫生学员中的种族认同。这种独特的教学过程涉及使用摄影来创建双重肖像,其中一张描绘了受训者可能看待自己的方式,另一张照片描述了他们在一个被种族和种族主义分裂的国家中如何被他人看待(Lightfoot等人,2021)。Rich(2021)的文章提醒我们,关于健康、种族和社会正义的教学和学习的事实和故事是未充分利用的工具。Chowdhury和Madden(2021)的研究研究了科学种族主义的概念,以及卫生专业预科学生如何受到种族等级可以通过导致疾病和低质量护理的生物差异和潜在社会结构来解释的信念的影响。下一篇文章由Carlos 1054402 phpxxx10.1177 /23733799211054402健康促进教育学bentley等人研究文章2021
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引用次数: 2
Partnerships, Pipelines, Persistence: A Formula for Excellence and Preparedness 伙伴关系,管道,坚持:卓越和准备的公式
IF 1.5 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-12-01 DOI: 10.1177/23733799211054126
M. Nivet, Juanyce Taylor
Since the early 1970s, the primary approach to diversifying the U.S. health care and biomedical workforce has been a heavy reliance on federal funding and dependable institutional models designed to prepare and develop historically underrepresented students and those from economically and/or educationally disadvantaged backgrounds for competitive graduate, medical and health professional schools (e.g., CDC Undergraduate Public Health Scholars Program). Summer enrichment programs, standardize testing preparation, research training, mentoring opportunities, precepting or shadowing experiences, and workshops are common on campuses, and their guidance are proven routes through which many students, benefitting from these opportunities, have travelled to become the nation’s frontline doctors, nurses, scientists, and public health professionals. As good as these programs might be, they are no longer sufficient on their own to maintain a diverse workforce. Challenges involving sustainability, accountability, and educational inequities remain of great concern. In addition, the health care workforce is not keeping pace with the increasing diversity of the U.S. population. Demographic trends such as an aging health care workforce, baby boomer retirements, long-term care needs, and shortages in the health professions accelerate these challenges. In medicine, underrepresented minorities (URM), including Black, Hispanic, and Native American active physicians, make up 11.1% of the U.S. health care workforce, compared with 56.2% Whites, 17.1% Asian, and 15% other or unknown. URM scientists constitute only 3% to 4% of medical school basic science tenure-track faculty. In academic nursing, minority faculty represent 17.3% of all faculty positions with Blacks (4%) and Hispanics (3%) holding fewer full-time professorships compared with Whites (81%). The percentage of active dentists by race include 3.7% Blacks, 5.6% Hispanics, 17.1% Asians, and 71.9% Whites. These percentages are disproportionately small given that racial and ethnic minorities make up 39% of the population and Blacks (13%) and Hispanics (18%) are 31% of the U.S. population (American Association of Colleges of Nursing, 2020; American Dental Association, 2019; Association of Academic Health Centers, 2013; Association of American Medical Colleges, 2019; Campos et al., 2021). This disproportion does matter. For many years, research has demonstrated that increased diversity in the health professions has positive implications such as improved patient choices, higher satisfaction, better health outcomes, and enhanced patient–provider communication. Furthermore, studies have shown that people of color are more likely to report poor quality of care specifically because of their race and ethnicity (Blewett et al., 2019). To put it simply, patients are more responsive to health care providers who look like them.
自20世纪70年代初以来,使美国医疗保健和生物医学工作人员多样化的主要方法一直是严重依赖联邦资金和可靠的机构模式,这些模式旨在培养和培养历史上代表性不足的学生以及那些来自经济和/或教育背景不利的学生,以进入有竞争力的研究生,医学和卫生专业学校(例如CDC本科公共卫生学者计划)。夏季充实计划、标准化考试准备、研究培训、指导机会、指导或影子经历以及研讨会在校园中很常见,许多学生通过这些指导,从这些机会中受益,成为国家一线的医生、护士、科学家和公共卫生专业人员。尽管这些计划可能很好,但它们本身已不足以维持多样化的劳动力。涉及可持续性、问责制和教育不公平的挑战仍然令人高度关注。此外,医疗保健工作人员跟不上美国人口日益多样化的步伐。卫生保健人员老龄化、婴儿潮一代退休、长期护理需求以及卫生专业人员短缺等人口趋势加速了这些挑战。在医学领域,未被充分代表的少数族裔(URM),包括黑人、西班牙裔和美洲原住民活跃的医生,占美国医疗保健劳动力的11.1%,而白人占56.2%,亚洲人占17.1%,其他或未知人群占15%。URM的科学家只占医学院基础科学终身教职人员的3%到4%。在学术护理方面,少数族裔教师占所有教师职位的17.3%,黑人(4%)和西班牙裔(3%)的全职教授职位比白人(81%)少。按种族划分的在职牙医比例包括3.7%的黑人、5.6%的西班牙裔、17.1%的亚洲人和71.9%的白人。考虑到种族和少数民族占美国人口的39%,黑人(13%)和西班牙裔(18%)占美国人口的31%(美国护理学院协会,2020年;美国牙科协会,2019;学术保健中心协会,2013年;美国医学院协会,2019;Campos et al., 2021)。这种比例失调确实很重要。多年来,研究表明,卫生专业多样性的增加具有积极的意义,如改善患者的选择,提高满意度,改善健康结果,加强患者与提供者的沟通。此外,研究表明,有色人种更有可能因为他们的种族和民族而报告护理质量差(Blewett et al., 2019)。简而言之,患者对与自己长相相似的医护人员更有反应。
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引用次数: 0
Scientific Racism Attitudes Among Diverse Undergraduate Pre–Health Professions Students 不同健康前专业本科生的科学种族主义态度
IF 1.5 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-12-01 DOI: 10.1177/23733799211043136
Karina Chowdhury, E. Madden
Scientific racism, or the belief that racial hierarchies are explained by biological differences, among health care professionals may contribute to the oversight of social causes of health problems and result in poor quality of care. This study examines the extent to which scientific racism may permeate undergraduate pre–health professions student worldviews before entering advanced training. Undergraduate students (n = 251) pursuing training in health professions from The University of Texas at San Antonio completed a survey in 2018 measuring respondent level of agreement with statements about biological differences between U.S. racial and ethnic groups, as well as agreement with statements about cognitive differences, health behaviors, and systemic racism. Analyses showed that the students agreed with false statements regarding biological, behavioral, and cognitive differences among races and agreement was significantly stronger among students at earlier stages of education but did not differ by student race/ethnicity. Adjusted analyses showed that third- and fourth-year undergraduate students exhibited less agreement with false statements about race than first- and second-year students ( β ^ = - 10 . 86 , 95% CI [−18.33, −3.39], p < .00). The joint effect of higher class level and public health major ( β ^ = - 6 . 57 , 95% CI [−11.98, −1.16], p = .02) was also significantly associated with less agreement with false statements regarding systemic racism. This exploratory study suggests that even among diverse student populations, scientific racism persists but may improve over educational careers. Future research may determine how structural reforms and training can further improve student understandings of race as a social construct and not a biological reality.
卫生保健专业人员之间的科学种族主义,或认为种族等级制度是由生物学差异解释的,可能有助于监督健康问题的社会原因,并导致护理质量低下。这项研究考察了在进入高级培训之前,科学种族主义可能在多大程度上渗透到大学生健康前职业的世界观中。德克萨斯大学圣安东尼奥分校从事卫生专业培训的本科生(n=251)于2018年完成了一项调查,衡量受访者对美国种族和族裔群体之间的生物学差异的认同程度,以及对认知差异、健康行为和系统性种族主义的认同程度。分析表明,学生们同意关于种族间生物、行为和认知差异的虚假陈述,在教育早期阶段的学生中,这种一致性明显更强,但不因学生种族/民族而异。调整后的分析显示,与一年级和二年级学生相比,三年级和四年级本科生对种族虚假陈述的认同度较低(β^=-10.86,95%CI[-18.33,−3.39],p<.00)。更高级别和公共卫生专业的联合效应(β^=-6.57,95%CI[−11.98,−1.16],p=.02)也与同意关于系统性种族主义的虚假陈述。这项探索性研究表明,即使在不同的学生群体中,科学种族主义仍然存在,但可能会随着教育生涯的发展而改善。未来的研究可能会决定结构改革和培训如何进一步提高学生对种族作为一种社会结构而非生物学现实的理解。
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引用次数: 1
Pedagogy of the CDC Undergraduate Public Health Scholars (CUPS) Program: Cultivating Workforce Diversity to Address Health Disparities and Achieve Health Equity 美国疾病控制与预防中心本科生公共卫生学者(CUPS)项目的教育学:培养劳动力多样性以解决健康差异并实现健康公平
IF 1.5 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-12-01 DOI: 10.1177/23733799211054127
L. Liburd, Kai Hsiang Young, R. Thorpe
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引用次数: 3
Doctoral Students as Agents for Change: Shaping Our Public Health Training Environment 博士生作为变革的推动者:塑造我们的公共卫生培训环境
IF 1.5 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-12-01 DOI: 10.1177/23733799211042642
Anna-Michelle M. McSorley, Erin Manalo-Pedro, A. Bacong
This reflective article describes how we, a trio of doctoral students, applied critical pedagogical approaches to identify gaps in our public health training, reflect on the value of our lived experiences and ancestral histories, and take action toward advancing change within our School of Public Health. Additionally, we argue that our future effectiveness in leading systemic change toward health justice requires our public health training institutions to deliver course content that addresses racism and other systemic forms of oppression, largely responsible for reproducing health inequities. We also reflect upon how our efforts to find spaces in which to critically engage with content related to social and structural determinants of health transformed into a collaborative learning opportunity that has served to strengthen our skills as public health researchers, advocates, and future educators. We conclude by calling upon our schools of public health to take the lead in preparing the public health workforce of tomorrow for the challenges of addressing systemic causes of health inequities. Our goal is to share our experiences so that graduate students across public health training institutions may look to this piece as a concrete example of how we can shape our schools of public health to meet our needs.
这篇反思性文章描述了我们三位博士生如何应用批判性教学方法来确定我们公共卫生培训中的差距,反思我们的生活经历和祖先历史的价值,并采取行动推动我们公共卫生学院的变革。此外,我们认为,我们未来在领导系统性变革以实现健康正义方面的有效性,要求我们的公共卫生培训机构提供解决种族主义和其他系统性压迫形式的课程内容,而这些内容在很大程度上是再现健康不平等的原因。我们还反思了我们如何努力寻找空间,批判性地参与与健康的社会和结构决定因素相关的内容,并将其转化为合作学习机会,从而有助于加强我们作为公共卫生研究人员、倡导者和未来教育者的技能。最后,我们呼吁我们的公共卫生学院带头为明天的公共卫生工作人员做好准备,迎接解决卫生不平等的系统性原因的挑战。我们的目标是分享我们的经验,以便公共卫生培训机构的研究生可以将这篇文章视为我们如何塑造公共卫生学院以满足我们需求的具体例子。
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引用次数: 6
The Importance of Fieldwork Experience in Public Health Education 实地工作经验在公共卫生教育中的重要性
IF 1.5 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-12-01 DOI: 10.1177/23733799211054080
Laura Magaña
Given the enhanced and highly publicized importance of public health to the general population, if anything, applied practice experiences are more crucial than ever to ensure graduates have the competencies they need to meet the public health challenges of the future. The COVID-19 pandemic has focused a spotlight on the practice of public health as perhaps never before. Through applied practical experiences, they are supported in the transformation from public health students to public health professionals. [Extracted from the article] Copyright of Pedagogy in Health Promotion is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
鉴于公共卫生对普通人群的重要性得到了加强和高度宣传,应用实践经验比以往任何时候都更重要,以确保毕业生具备应对未来公共卫生挑战所需的能力。新冠肺炎大流行使公众关注公共卫生实践,这可能是前所未有的。通过应用实践经验,他们在从公共卫生学生到公共卫生专业人员的转变中得到了支持。【摘自文章】《健康促进教育学》版权归Sage Publications股份有限公司所有,未经版权持有人明确书面许可,不得将其内容复制或通过电子邮件发送到多个网站或发布到listserv。但是,用户可以打印、下载或通过电子邮件发送文章供个人使用。这可能会被删节。对复印件的准确性不作任何保证。用户应参考材料的原始发布版本以获取完整信息。(版权适用于所有人。)
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引用次数: 0
Investigating the Influence of Mentor–Mentee Race and Gender Pairs on Public Health Persistence 探讨师徒种族及性别对公共健康持续度的影响
IF 1.5 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-12-01 DOI: 10.1177/23733799211049238
C. Trawick, T. Monroe-White, M. Joseph, N. Tolbert, Jigsa Tola, John K. Haynes
Background. Mentoring and immersive experiences through internships are important means of increasing underrepresented (UR) students’ persistence in public health. However, while the positive effects of mentoring are well established, studies on the effect of race/ethnicity and gender mentor matching on persistence have produced mixed results. Aims. This article investigates the impact of homogeneous and heterogeneous mentor–mentee pairs on UR intern persistence for Project Imhotep, a summer internship program at Morehouse College. Method. The authors employ multivariable logistic regression analyses to examine the relationship between mentor and mentee race/ethnicity and gender characteristics on undergraduate intern academic persistence and career attainment. Results. Mentor demographics and institution type are predictors associated with intern academic and career persistence; however, the predictive importance of model attributes varied by outcome. Mentees paired with UR mentors (female or male) were more likely to attend graduate school, and mentees mentored by female mentors (UR female or White female) were more likely to pursue a graduate degree in public health. Finally, mentees mentored by UR females had the highest likelihood of either pursuing a graduate degree in public health or a public health career. Discussion. This article advances our understanding of how mentor–mentee race/ethnicity and gender affects the recruitment and retention of undergraduate students from racially and ethnically UR populations into public health. Conclusions. The findings suggest that the degree of shared racial/ethnic and/or gender identity between a public health intern and mentor influenced the likelihood of the intern pursuing further education or a public health career.
背景通过实习提供指导和身临其境的体验是提高代表性不足(UR)学生对公共卫生的坚持性的重要手段。然而,尽管辅导的积极影响已经得到充分证实,但关于种族/族裔和性别辅导匹配对持续性的影响的研究却产生了喜忧参半的结果。目标。本文调查了莫尔豪斯学院夏季实习项目Imhotep的同质和异质导师-学员配对对UR实习生持续性的影响。方法作者采用多变量逻辑回归分析来检验导师和被导师种族/民族和性别特征对本科生实习生学术坚持和职业成就的影响。后果导师人口结构和机构类型是与实习生学术和职业持续性相关的预测因素;然而,模型属性的预测重要性因结果而异。与UR导师(女性或男性)配对的受试者更有可能进入研究生院,而由女性导师(UR女性或白人女性)指导的受试人更有可能攻读公共卫生研究生学位。最后,由UR女性指导的学员最有可能攻读公共卫生研究生学位或从事公共卫生职业。讨论这篇文章加深了我们对导师种族/民族和性别如何影响从种族和民族UR人群中招募和留住本科生进入公共卫生的理解。结论。研究结果表明,公共卫生实习生和导师之间的共同种族/民族和/或性别认同程度影响了实习生继续接受教育或从事公共卫生职业的可能性。
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引用次数: 4
Developing an Antiracist Lens: Using Photography to Facilitate Public Health Critical Race Praxis in a Foundational MPH Course 发展反种族主义镜头:在基础公共卫生硕士课程中使用摄影促进公共卫生关键种族实践
IF 1.5 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-12-01 DOI: 10.1177/23733799211045712
A. Lightfoot, Caroline R. Efird, E. M. Redding
Racism is a critical determinant of health that affects outcomes; shapes practice, policy, research, and interventions; and disproportionately burdens nondominant racial populations. The racial justice challenges of today, combined with persistent health inequities exacerbated by the COVID-19 pandemic, have intensified the need for racial equity–minded public health professionals. Because training programs play a key role in developing professionals, they must center teaching about racism and promoting antiracism within their curricula. The critical race theory–grounded strategy Public Health Critical Race Praxis (PHCRP) provides a useful framework, calling for examination of how racism operates within individuals and the systems, such as public health, in which they work. Foundational public health courses provide a vital opportunity to launch such an examination and lay the groundwork for antiracism praxis. This article offers a curricular model that integrates PCHRP with a creative approach to facilitate exploration of racial identity among public health students. Students in our course use photography and written reflections to create dual portraits, one depicting how they see themselves and the other imagining how they might be seen by others in our racialized society. Our pedagogical process prompts critical self-reflection about racial identity, a crucial foundation for addressing the health consequences of structural racism. Spurred by creative inquiry, students of all racial and ethnic backgrounds tell us that our course boosts their racial consciousness, enhances their understanding and ability to engage diverse communities, equips them to see and name racism in the public health context, and galvanizes them to work toward dismantling it.
种族主义是影响结果的健康的关键决定因素;制定实践、政策、研究和干预措施;并给非占主导地位的种族人口带来了不成比例的负担。当今的种族正义挑战,加上新冠肺炎疫情加剧的持续的卫生不平等,加剧了对具有种族公平意识的公共卫生专业人员的需求。由于培训项目在培养专业人才方面发挥着关键作用,因此必须在课程中重点教授种族主义和促进反种族主义。批判性种族理论-基于策略的公共卫生批判性种族实践(PHCRP)提供了一个有用的框架,呼吁研究种族主义如何在个人和他们工作的系统(如公共卫生)中运作。基础公共卫生课程为开展此类检查提供了重要机会,并为反种族主义实践奠定了基础。本文提供了一种课程模式,将PCHRP与一种创造性的方法相结合,以促进公共卫生学生对种族认同的探索。我们课程中的学生使用摄影和书面反思来创作双重肖像,一幅描绘他们如何看待自己,另一幅想象在我们种族化的社会中,其他人可能如何看待他们。我们的教学过程促使人们对种族认同进行批判性的自我反思,这是解决结构性种族主义对健康影响的重要基础。在创造性探究的激励下,所有种族和族裔背景的学生都告诉我们,我们的课程增强了他们的种族意识,增强了他们对不同社区的理解和参与能力,使他们能够在公共卫生背景下看待和命名种族主义,并激励他们努力消除种族主义。
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引用次数: 6
期刊
Pedagogy in Health Promotion
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