MedEdPORTAL : the journal of teaching and learning resources最新文献

{"title":"Simulation Bridges LGBTQ+ Educational Gaps in Gynecologic Care: Menstrual Suppression for a Gender and Sexually Diverse Patient.","authors":"Callie K King, Amanda M Ryan, Tess Chase","doi":"10.15766/mep_2374-8265.11511","DOIUrl":"10.15766/mep_2374-8265.11511","url":null,"abstract":"<p><strong>Introduction: </strong>LGBTQ+ patients have decreased access to culturally competent gynecologic care, which contributes to health care inequity. We designed an interdisciplinary educational initiative for improving gender and sexually diverse gynecologic care among OB/GYN residents.</p><p><strong>Methods: </strong>Residents were given optional American College of Obstetricians and Gynecologists Modules on Transgender Care, a lecture about LGBTQ+ health issues, and a standardized patient simulation followed by a debrief. The case of a 25-year-old assigned female at birth (AFAB), nonbinary, pansexual patient (played by an AFAB nonbinary, pansexual individual) presented for menstrual suppression. Due to known provider discomfort in this setting, learners were assessed with postintervention surveys, rather than during the simulation, to help foster psychological safety.</p><p><strong>Results: </strong>Pre- and postsurveys assessing LGBTQ+ competence and perceived helpfulness of the training were administered to 11 residents. Statistically significant increases (<i>p</i> < .05) were observed in comfort working with LGBTQ+ patients, knowledge regarding health needs for LGBTQ+ patients, comfort discussing sexual health practices with transgender/gender diverse patients, and confidence in ability to provide resources for LGBTQ+ patients. There were positive trends in reducing assumptions of a patient's gender identity and sexual orientation (<i>p</i> = .05), confidence asking a patient's name and pronouns (<i>p</i> = .06), supervising trainees caring for gender and sexually diverse patients (<i>p</i> = .07), and comfort using inclusive language (<i>p</i> = .08).</p><p><strong>Discussion: </strong>Interdisciplinary education, including simulation, can increase resident confidence in providing gynecologic care for gender and sexually diverse patients, enhance cultural competence of providers, and help reduce inequities in LGBTQ+ gynecologic care.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"21 ","pages":"11511"},"PeriodicalIF":0.0,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11958776/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143765329","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Diseases Transmitted by Arthropods: Module to Train Medical Providers in English and Spanish.","authors":"Algevis Wrench, Andrea Celeste Vélez-Figueroa, Julián J Rubio Gil de Lamadrid, Kaitlyn Pommells, John Paul Sánchez","doi":"10.15766/mep_2374-8265.11509","DOIUrl":"10.15766/mep_2374-8265.11509","url":null,"abstract":"<p><strong>Introduction: </strong>Arthropod-borne diseases like Chagas, dengue, and West Nile virus are common among migrants and immigrants from Spanish-speaking countries and U.S. travelers. The U.S. Census Bureau predicts that by 2060, 28% of the total U.S. population and 39% of the foreign-born population will be Hispanic. Health care practitioners need a thorough understanding of these diseases to provide proper care and improve patient compliance for the ever-changing U.S. population.</p><p><strong>Methods: </strong>We used Kern's model to develop an hour-long interactive module consisting of a presentation, a video for large-group discussion, six case studies for small-group discussions, and pre- and postsession evaluations. All materials are available in English and Spanish; the module is tailored to health care providers communicating with Spanish-speaking patients. We used statistical tests to compare confidence levels and assess improvements in knowledge before and after the module.</p><p><strong>Results: </strong>The module was implemented three times in Spanish and two times in English to a total of 49 participants, which included prehealth students, medical students, graduate students, and faculty/staff. The Wilcoxon rank sum test demonstrated significant improvement from pre- to postsession evaluations for all educational objectives. Based on a 5-point Likert scale, the median confidence level increased from 2 (<i>slightly confident</i>) to 4 (<i>fairly confident</i>), with <i>p</i> < .01.</p><p><strong>Discussion: </strong>This module can be of particular importance to health care providers localized in or focused on Hispanic communities. It can be easily integrated into microbiology, epidemiology, and medical Spanish courses. Further research is needed to assess its effectiveness among faculty and staff.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"21 ","pages":"11509"},"PeriodicalIF":0.0,"publicationDate":"2025-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11934777/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143711570","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How Positive Psychology Can Augment Leadership Through the Therapeutic Alliance.","authors":"Ashten Duncan, Michael McKinney","doi":"10.15766/mep_2374-8265.11510","DOIUrl":"10.15766/mep_2374-8265.11510","url":null,"abstract":"<p><strong>Introduction: </strong>Today's health care professionals must apply psychology and leadership principles to help patients achieve health behavior changes. However, this content is not currently emphasized in most medical curricula. This curriculum synthesized these topics in a way enabling learners to apply them to direct patient care.</p><p><strong>Methods: </strong>The curriculum consisted of two 1-hour workshops about positive psychology and leadership in direct patient care, respectively. In total, 35 medical students, faculty, family medicine residents, and psychiatry residents participated. Participants completed preparticipation, postparticipation, and 6-week follow-up surveys. The primary outcomes were learners' perceived importance, confidence, and knowledge regarding positive psychology and leadership. The secondary outcome was the impact on patient care practices after receiving the education.</p><p><strong>Results: </strong>Perceived importance of positive psychology and leadership to patient care increased modestly from pre- (<i>Mdn</i> = 4.2) to posttest (<i>Mdn</i> = 4.7). Confidence in the core concepts increased from pre- (<i>Mdn</i> = 1.6) to posttest (<i>Mdn</i> = 4.0). Knowledge increased markedly from pre- (<i>Mdn</i> = 2.9) to posttest (<i>Mdn</i> = 4.7). Participants reported changes in patient care practices after receiving the positive psychology and leadership content at the 6-week follow-up. They also reported high levels of relevance of the content to direct patient care.</p><p><strong>Discussion: </strong>This curriculum significantly increased learners' perceived importance, confidence, and knowledge regarding the core topics and was associated with changes in their patient care practices. Given its brevity and effectiveness at producing participant-level behavior changes, this content could be easily integrated into medical trainee and staff didactic time.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"21 ","pages":"11510"},"PeriodicalIF":0.0,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11922800/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143671199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Simulation Curriculum for Ground and Air ECMO Transport.","authors":"Daniel Shouldice, August Felix, Kyle Danielson, Matthew Plourde, Nicholas J Johnson, Andrew Latimer, Richard Utarnachitt, Jenelle Badulak","doi":"10.15766/mep_2374-8265.11508","DOIUrl":"10.15766/mep_2374-8265.11508","url":null,"abstract":"<p><strong>Introduction: </strong>The use of extracorporeal membrane oxygenation (ECMO) for cardiopulmonary failure is increasing. ECMO transport teams are needed to expand patient access. Our goal was to design and implement a simulation curriculum for an ECMO transport team.</p><p><strong>Methods: </strong>Using Kern's model, we developed a curriculum, built an ECMO protocol, and performed a pilot simulation. We conducted a needs assessment survey to evaluate presimulation confidence performing ECMO transport procedures using a 5-point Likert scale (1 = <i>strongly disagree</i>, 5 = <i>strongly agree</i>). We used the results to refine a simulation script encompassing transport logistics, ambulance and aircraft loading/unloading, and emergencies. A simulation mannequin with attached ECMO circuit and all necessary equipment was used to simulate transfer of patients receiving ECMO and to ensure learners could manage in-flight emergencies. After implementation, we distributed a postsimulation survey to assess changes in confidence.</p><p><strong>Results: </strong>The needs assessment was implemented for four physicians, five ECMO specialists, and 11 flight nurses. The needs assessment revealed 95% of respondents were ECMO transport novices. Mean confidence scores for transporting an ECMO patient were low (3.4). The finalized simulation was implemented for 10 members, eight of which completed the needs assessment and postsimulation surveys. Confidence scores improved overall (3.0 to 4.3) and for emergency procedures: air entrainment (3.0 to 4.6), pump failure (3.3 to 4.6), patient loading/unloading (2.8 to 4.1), and use of transport protocols/checklists (3.5 to 4.8).</p><p><strong>Discussion: </strong>We successfully developed a simulation-based ECMO transport curriculum, which resulted in enhanced confidence in multiple aspects of ECMO transport.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"21 ","pages":"11508"},"PeriodicalIF":0.0,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11913753/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143658998","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pediatric Myalgic Encephalomyelitis/Chronic Fatigue Syndrome (ME/CFS): A Diagnostic and Communication Case Study for Health Care Providers in Training.","authors":"Dana J Brimmer, Jin-Mann S Lin, Howard A Selinger, Anindita Issa, Elizabeth A Fall, Elizabeth R Unger","doi":"10.15766/mep_2374-8265.11507","DOIUrl":"10.15766/mep_2374-8265.11507","url":null,"abstract":"<p><strong>Introduction: </strong>Myalgic encephalomyelitis/chronic fatigue syndrome (ME/CFS) is a chronic, complex illness. No diagnostic tests exist; illness evaluation relies on medical history, physical exam, and laboratory tests. While more is known about ME/CFS in adults, it can affect children and adolescents as a chronic condition.</p><p><strong>Methods: </strong>We implemented an ME/CFS pediatric educational activity (diagnosis, management, and communication) with medical, physician assistant, and nursing students at one university and with medical students at a second university. Pretests, two videos and slides, and posttests were completed in approximately 40 minutes. Evaluation included quantitative and qualitative measures for knowledge, attitudes, beliefs, confidence, and clinical information about ME/CFS.</p><p><strong>Results: </strong>The first group included 31 students who reported low familiarity and clinical exposure to ME/CFS. At posttest, 25 students (81%) recognized ME/CFS as a medical condition compared to seven (23%) at pretest. Using 0-5 scales, mean pretest-to-posttest ability to diagnose increased from 1.0 to 3.5, and confidence to communicate increased from 1.4 to 3.9. The second group, including 26 students pretest and 19 posttest, also reported low familiarity and clinical exposure The posttest showed increased self-rated ability to diagnose (pretest <i>M</i>: 0.6, posttest <i>M</i>: 3.3) and confidence to communicate (pretest <i>M</i>: 1.4, posttest <i>M</i>: 3.7). Qualitative feedback for this group showed understanding of pediatric ME/CFS symptoms, management, and communication.</p><p><strong>Discussion: </strong>This educational activity increased knowledge of ME/CFS as self-reported ability to make a diagnosis and increased confidence to communicate about pediatric ME/CFS. Participating students showed changes in attitudes towards ME/CFS as a medical condition.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"21 ","pages":"11507"},"PeriodicalIF":0.0,"publicationDate":"2025-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11906784/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143650204","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Anger De-escalation: A Standardized Patient Workshop for Third- and Fourth-Year Medical Students.","authors":"Kaylee Gouge, Aric Schadler, Kristen E Fletcher","doi":"10.15766/mep_2374-8265.11504","DOIUrl":"10.15766/mep_2374-8265.11504","url":null,"abstract":"<p><strong>Introduction: </strong>During clinical training, medical students frequently encounter angry patients and loved ones but feel inadequately prepared to de-escalate these encounters. This unpreparedness might contribute to feelings of shame and anger among medical students and burnout among practicing physicians. Challenging patient scenarios abound in the standardized patient (SP) literature, but no published didactic tool exists focusing exclusively on identification and nonpharmaceutical management of patient anger with a target audience of senior medical students.</p><p><strong>Methods: </strong>We created a 2-hour SP-based communication workshop for senior medical students. Small groups of students and one SP role-played angry patient scenarios with themes commonly encountered by subinterns, which a single facilitator then debriefed. To assess session effectiveness, student participants (<i>N</i> = 311) completed a presurvey prior to the workshop and a postsurvey immediately after. One hundred ninety students also completed a summative postworkshop observed structured teaching exercise.</p><p><strong>Results: </strong>Comparison of pre- and postworkshop responses (254-259 paired-response items from 311 participants) revealed a statistically significant improvement in students' self-reported confidence in six metrics related to anger identification and de-escalation (<i>p</i> < .001). Students also demonstrated statistically significant improvement in their ability to appraise the utility of common phrases for managing patient anger (<i>p</i> < .001).</p><p><strong>Discussion: </strong>Equipping students with evidence-based communicative strategies like the NURSE mnemonic improves their confidence in angry patient/family encounters and helps them more effectively appraise appropriate communication strategies in those encounters. This workshop may protect against feelings of shame and anger and augment self-efficacy in students' transition to clinical duties.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"21 ","pages":"11504"},"PeriodicalIF":0.0,"publicationDate":"2025-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11893911/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143606711","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An Introduction to Traditional Healing in American Indian and Alaska Native Communities.","authors":"Alec J Calac, Hailey A Baker, Daniel J Calac","doi":"10.15766/mep_2374-8265.11506","DOIUrl":"10.15766/mep_2374-8265.11506","url":null,"abstract":"<p><strong>Introduction: </strong>The United States has a trust responsibility to provide health care to members of the 574 federally recognized American Indian and Alaska Native (AI/AN) Tribes and Villages through the Indian Health Service, an agency tasked with promoting AI/AN health and cultural connectedness. Despite the presence of a comprehensive health care system in 37 states, physicians and allied health professionals receive minimal health professional education regarding the sociocultural factors affecting AI/AN health. This module addresses the underrepresentation of AI/AN health professional curricula and promotes a greater understanding of AI/AN health determinants and cultural constructions of health for individuals with limited exposure to these topics.</p><p><strong>Methods: </strong>We developed a 60-minute interactive session aimed at increasing trainees' understanding of AI/AN traditional healing practices across the medical education continuum. The session consisted of a PowerPoint presentation, one video, and multiple small-group discussion exercises. The session was evaluated with pre- and postsurveys and implemented four times at medical school seminars.</p><p><strong>Results: </strong>There were 37 respondents in total. Analysis of pre/post survey responses to confidence in meeting each learning objective showed a significant increase in confidence for each of the three learning objectives (<i>p</i> < .01). Respondents were very interested in how traditional healing improved health intervention outcomes and showed interest in connecting AI/AN patients to these services.</p><p><strong>Discussion: </strong>This module's positive reception indicates that it can serve as an important educational tool for learners involved in AI/AN-focused clinical care. Learners were able to explain how traditional healing practices are important in promoting AI/AN health.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"21 ","pages":"11506"},"PeriodicalIF":0.0,"publicationDate":"2025-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11885593/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143587383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Abusive Head Trauma Module in the Child Abuse Pediatrics Curriculum for Physicians (CAP-CuP): Rehma's Story.","authors":"Katie L Johnson, Caitlin E Crumm, Emily C B Brown","doi":"10.15766/mep_2374-8265.11502","DOIUrl":"10.15766/mep_2374-8265.11502","url":null,"abstract":"<p><strong>Introduction: </strong>Abusive head trauma (AHT) is the leading cause of death from head injuries in children under 2 years and a critically undertaught topic in medical education.</p><p><strong>Methods: </strong>We created an interactive module on AHT for medical students, residents, and physicians who treat children. We evaluated the module in three formats: individual, self-paced completion by a multidisciplinary (primarily physician) audience; presentation to a small multidisciplinary (primarily physician) audience at a Child and Adolescent Neurology (CAN) educational conference; and presentation to a large group of first-year medical students as part of a neuropsychology and development course. All versions took 45 minutes. A five-question pre- and postmodule assessment was completed to measure participants' confidence levels and knowledge pertaining to AHT.</p><p><strong>Results: </strong>Twenty-four individual, self-paced participants, 10 CAN educational conference attendees, and 62 medical students participated in the AHT module. Among the largest group (medical students), the median confidence level pertaining to AHT demonstrated a modest increase from 3 (interquartile range [IQR]: 2.00-5.00) to 6 (IQR: 6.00-7.75) on a 10-point Likert-type scale. The proportion of medical students answering knowledge questions correctly increased for every question: 27% to 84%, 50% to 90%, 2% to 90%, and 79% to 96%. Among the audiences composed of primarily physicians (i.e., the CAN conference and individual participants), baseline knowledge and confidence scores tended to be higher than the medical students and exhibited increases for every metric.</p><p><strong>Discussion: </strong>This interactive module about AHT was associated with increased confidence and knowledge for a variety of medical audiences and delivery formats.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"21 ","pages":"11502"},"PeriodicalIF":0.0,"publicationDate":"2025-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11882959/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143574131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Values and Uncertainty at End of Life: A Standardized Patient Case for Preclinical Medical Students.","authors":"Ryan Jenkins, Anastasia Rowland-Seymour, Erin Gentry Lamb","doi":"10.15766/mep_2374-8265.11503","DOIUrl":"10.15766/mep_2374-8265.11503","url":null,"abstract":"<p><strong>Introduction: </strong>Physician learners desire more and higher-quality education on end-of-life care. Challenges include the inherent difficulties of clinical uncertainty and how to provide meaningful experiences for early learners. This standardized patient (SP) encounter features a patient facing a newly terminal diagnosis. The patient's goals and values are not specific, and the encounter has an open-ended resolution. This low-stakes formative exercise was administered to preclinical medical students.</p><p><strong>Methods: </strong>Designed as part of a broader research project on using humanities to teach end-of-life care to medical students, our case was administered to 178 second-year students (98% of the class) as a required part of their simulation curriculum. Students (<i>n</i> = 171, 96%, consented for research participation) and SPs answered posttest Likert-scale questions assessing student comfort, confidence, and performance during the encounter. Students (<i>n</i> = 175, 96% of the class) later provided feedback as part of an overall curriculum evaluation.</p><p><strong>Results: </strong>Students found the case anxiety-provoking (<i>M</i> = 4.8/7.0) but felt comfortable while performing (<i>M</i> = 4.7/7.0) and expressed confidence in their ability to admit uncertainty (<i>M</i> = 5.7/7.0). SPs found students performed well at eliciting goals of care (<i>M</i> = 5.8/7.0) and creating plans (<i>M</i> = 6.3/7.0). On retrospective evaluation, students felt the case accessed the uncertainty learning objective (98% agreed or strongly agreed).</p><p><strong>Discussion: </strong>The case feasibly targeted the uncertainty- and prognosis-related learning objectives. Students found it challenging but performed well and rated their experience positively. We discuss overall strengths and areas for improvement as well as options for future implementation.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"21 ","pages":"11503"},"PeriodicalIF":0.0,"publicationDate":"2025-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11876469/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143558243","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Integrative Curriculum Assessment for Inclusion, Representation, and Equity (I-CAIRE).","authors":"Kupiri Ackerman, Elenitsa Sebat, Jessica E Draughon Moret","doi":"10.15766/mep_2374-8265.11501","DOIUrl":"10.15766/mep_2374-8265.11501","url":null,"abstract":"<p><strong>Introduction: </strong>Despite data documenting consistent and ongoing health disparities, health care professionals have yet to make significant change. Health care education that thoughtfully prepares health care providers to address the social determinants of health and health inequities is a crucial step in improving health disparities. The development of an evidence-based tool by which to measure the integration of these concepts within health care education is imperative for achieving this goal.</p><p><strong>Methods: </strong>We developed the Integrative Curriculum Assessment for Inclusion, Representation, and Equity (I-CAIRE) tool that assists in evaluating and then integrating health equity concepts into new or existing curricula. The four domains of I-CAIRE include health equity; curriculum content; diversity, inclusion, and representation; and accessibility. A group of eleven experts systematically analyzed the tool, providing feedback to ensure rigor regarding clarity, comprehensiveness, relevancy, validity, and useability.</p><p><strong>Results: </strong>The overall mean score across the primary principles and sections was high. After feedback from expert evaluators and with some revisions, all eleven evaluators stated that they were <i>likely</i> or <i>very likely</i> to recommend the tool.</p><p><strong>Discussion: </strong>By conducting a self-assessment of the integration of health equity and social determinants of health content, health care professional schools can identify strengths and areas for improvement. Further, the I-CAIRE tool offers resources that can direct schools to resources for bridging gaps identified in the assessment. I-CAIRE is intended to be a starting point for institutional reflection and discussions that lead to strategic plans to implement these concepts throughout the curricula.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"21 ","pages":"11501"},"PeriodicalIF":0.0,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11868286/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143543821","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}