Health Disparities Curriculum
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The Stanford Medical Youth Science Program is developing an innovative Health Disparities Curriculum, designed for students attending lower income high schools and in neighborhoods that experience health disparities. Over the course of ten 1-2 hour lessons, students participate in hands-on activities and group discussions to define health comprehensively, understand upstream causes of health by identifying how community-level risk factors affect individual health behavior choices, and recognize health disparities; conduct inventories to map assets and barriers to health found in their local communities and; develop social advocacy projects to reduce health disparities in their communities.
The curriculum is distinguished by the following three key messages:
- The health of an individual is embedded within a social context. While individual health is largely shaped by a person’s behaviors, "upstream causes" such as social and economic factors exert powerful – and often unrecognized – influences on health.
- The health of a community is shaped by resources (goods and services) and policies, and when distributed unequally can contribute to health disparities. Resources and policies differ within and across communities. When such resources and policies are distributed unequally, health behaviors and outcomes of community residents can be affected, thus contributing to "health disparities."
- Students can address health disparities by advocating for change in their communities. By becoming aware of how health is embedded within a social context, students can identify and leverage assets within their communities and advocate for changes that address health disparities.
The ten lessons can be taught independently but are strengthened when taught comprehensively and consecutively. Use of computers and internet is not essential, though suggested technological resources may greatly enhance student understanding. Required supplies are listed at the beginning of each activity, and most can be obtained easily and at little to no cost. Detailed directions are provided for instructors such that no additional training is necessary. The Curriculum follows a uniform format in that each lesson includes objectives, outcomes, and activities.
School-Based Program Evaluation Results
The School-Based Program has been evaluated since its creation in 2003..
Key findings:
Out of 75-100 students selected from 4 Northern California high schools
each year for the 9-month program:
- 100% have attended under-resourced schools
- 100% have been from low-income families
- 54% have been from under-represented ethnic minority groups (African-American and Latino)
- 38% have lived with a single parent and 52% have lived in homes where a language other than English was spoken
- Students significantly increased their knowledge over the course
of the program about:
- Diversity of health careers and opportunities in science and medicine
- How to conduct survey research (i.e., how to write scientific questions, design health surveys, collect survey data, analyze data, create a scientific poster)
- How to apply to college (i.e., how to complete a college application, ask for a letter of recommendation, write a college essay, apply for financial aid)