Using Experiential Education in Health Professions Training to Improve Health Equity: Lessons Learned from Interviews with Key Informants

Autor/inn/en	Ornelas, India J.; Schwartz, Malaika; Sabin, Janice A.; Frogner, Bianca K.
Titel	Using Experiential Education in Health Professions Training to Improve Health Equity: Lessons Learned from Interviews with Key Informants
Quelle	In: Journal of Higher Education Outreach and Engagement, 26 (2022) 36, S.73-97 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-6102
Schlagwörter	Health Occupations; Experiential Learning; Professional Education; Training; Access to Health Care; College Faculty; Inclusion; Accreditation (Institutions); Curriculum; School Community Programs; Program Implementation; School Personnel; Authors; Journal Articles; Medical Education; Dentistry; Pharmacy; Public Health; Social Work; Students; Colorado; Georgia; Hawaii; Illinois; Maine; Maryland; Massachusetts; Texas; Washington + Suchen Sie Ihr Suchwort? Gesundheitsberuf; Experiental learning; Erfahrungsorientiertes Lernen; Berufsausbildung; Ausbildung; Fakultät; Inklusion; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Curricula; Lehrplan; Rahmenplan; Schulpersonal; Author; Autor; Autorin; Journal article; Zeitschriftenaufsatz; Medizinische Ausbildung; Zahnmedizin; Apotheke; Gesundheitswesen; Soziale Arbeit; Student; Schüler; Schülerin; Studentin; Master-Studiengang
Abstract	Health professions students can increase their understanding of how social determinants impact health equity through experiential learning opportunities. Using key informant interviews with faculty and staff familiar with experiential education programs in medicine, dentistry, nursing, pharmacy, public health, and social work, we sought to identify key features and best practices to inform the broader implementation of these programs. Interviews were recorded and compiled notes were reviewed to identify common themes across programs. Experiential learning helped teach students competencies related to health equity. However, many programs were challenged by limited infrastructure and the need for faculty training on health equity topics. Key informants noted that programs should be linked to accreditation and curricular requirements. Strong community partnerships also facilitated successful program implementation. Our findings can help guide other schools considering experiential learning programs, as well as future research in this area. (As Provided).
Anmerkungen	Office of the Vice President for Public Service and Outreach, University of Georgia and the Institute of Higher Education. Treanor House, 1234 South Lumpkin Street, Athens, GA 30602. Tel: 706-542-6167; Fax: 706-542-6124; e-mail: jheoe@uga.edu; Web site: http://openjournals.libs.uga.edu/index.php/jheoe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01