The SEQUINS scholars program: a longitudinal curriculum to advance brain health equity education among early career trainees.

Abstract

Purpose: Persistent disparities in neurological health outcomes and healthcare access represents an urgent need to equip future neurologists with the skills to address health inequities. Existing medical education efforts often lack the necessary depth and experiential learning required to effect systemic change. We describe the design, implementation, and evaluation plan for the national, longitudinal SEQUINS Scholars Program, an educational initiative for early-career trainees designed to cultivate health equity knowledge and advocacy skills.

Program design and evaluation: The one-year virtual curriculum is guided by Kolb's Experiential Learning Theory and emphasizes health equity principles, implicit bias recognition, and community engagement. Key components include seven bi-monthly expert lectures and a capstone project in community engagement, advocacy, or quality improvement at the scholar's home institution. The program's evaluation uses a mixed methods approach, combining pre- and post-program self-report surveys to assess changes in knowledge and self-efficacy (with 12-month follow-up), and qualitative focus groups and interviews to explore long-term behavioral change and perceived impact.

Implications: The SEQUINS Scholars Program represents a novel, action-oriented model that moves beyond didactic teaching to foster health advocacy and quality improvement skills, specifically in the context of neurological care. By documenting and disseminating the program's outcomes, the long-term goal is to advocate for the formal integration of health equity competencies into medical school and neurological training.