{"title":"Integrating health disparities content into health informatics courses: a cross-sectional survey study and recommendations.","authors":"Annie T Chen, Uba Backonja, Kenrick Cato","doi":"10.1093/jamiaopen/ooac101","DOIUrl":null,"url":null,"abstract":"<p><strong>Objective: </strong>To assess the extent to which health disparities content is integrated in multidisciplinary health informatics training programs and examine instructor perspectives surrounding teaching strategies and challenges, including student engagement with course material.</p><p><strong>Materials and methods: </strong>Data for this cross-sectional, descriptive study were collected between April and October 2019. Instructors of informatics courses taught in the United States were recruited via listservs and email. Eligibility was contingent on course inclusion of disparities content. Participants completed an online survey with open- and closed-ended questions to capture administrative- and teaching-related aspects of disparities education within informatics. Quantitative data were analyzed using descriptive statistics; qualitative data were analyzed using inductive coding.</p><p><strong>Results: </strong>Invitations were sent to 141 individuals and 11 listservs. We obtained data from 23 instructors about 24 informatics courses containing health disparities content. Courses were taught primarily in graduate-level programs (<i>n</i> = 21, 87.5%) in informatics (<i>n</i> = 9, 33.3%), nursing (<i>n</i> = 7, 25.9%), and information science (<i>n</i> = 6, 22.2%). The average course covered 6.5 (range 2-13) social determinants of health; socioeconomic status and race/ethnicity (both <i>n</i> = 21, 87.5%) were most frequently addressed. Instructors described multiple obstacles, including lack of resources and time to cover disparities topics adequately, topic sensitivity, and student-related challenges (eg, lack of prior understanding about disparities).</p><p><strong>Discussion: </strong>A foundational and translational knowledge in health disparities is critical to a student's ability to develop future equitable informatics solutions. Based on our findings, we provide recommendations for the intentional and required integration of health disparities-specific content in informatics curricula and competencies.</p>","PeriodicalId":36278,"journal":{"name":"JAMIA Open","volume":"6 1","pages":"ooac101"},"PeriodicalIF":2.5000,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/92/0d/ooac101.PMC10027111.pdf","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"JAMIA Open","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1093/jamiaopen/ooac101","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"HEALTH CARE SCIENCES & SERVICES","Score":null,"Total":0}
引用次数: 0
Abstract
Objective: To assess the extent to which health disparities content is integrated in multidisciplinary health informatics training programs and examine instructor perspectives surrounding teaching strategies and challenges, including student engagement with course material.
Materials and methods: Data for this cross-sectional, descriptive study were collected between April and October 2019. Instructors of informatics courses taught in the United States were recruited via listservs and email. Eligibility was contingent on course inclusion of disparities content. Participants completed an online survey with open- and closed-ended questions to capture administrative- and teaching-related aspects of disparities education within informatics. Quantitative data were analyzed using descriptive statistics; qualitative data were analyzed using inductive coding.
Results: Invitations were sent to 141 individuals and 11 listservs. We obtained data from 23 instructors about 24 informatics courses containing health disparities content. Courses were taught primarily in graduate-level programs (n = 21, 87.5%) in informatics (n = 9, 33.3%), nursing (n = 7, 25.9%), and information science (n = 6, 22.2%). The average course covered 6.5 (range 2-13) social determinants of health; socioeconomic status and race/ethnicity (both n = 21, 87.5%) were most frequently addressed. Instructors described multiple obstacles, including lack of resources and time to cover disparities topics adequately, topic sensitivity, and student-related challenges (eg, lack of prior understanding about disparities).
Discussion: A foundational and translational knowledge in health disparities is critical to a student's ability to develop future equitable informatics solutions. Based on our findings, we provide recommendations for the intentional and required integration of health disparities-specific content in informatics curricula and competencies.
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