Abstract
The growing diversity in U.S. society encourages the need for culturally competent healthcare professionals to provide optimal services to a diverse population. This increasing diversity also brings greater awareness to health disparities among distinct subgroups of the U.S. population. Addressing health disparities in the USA will require a multidimensional approach from various sectors, including the field of education. Developing culturally relevant pedagogy and health disparities curricula can help cultivate conscious future health practitioners. Faculty development programs can be integral in equipping faculty to develop, teach, and assess curricula about health disparities. With a growth in online learning and in the number of adult learners within the health professions field, the increasing use of online learning amidst the COVID-19 pandemic, and the racial and ethnic health disparities illuminated during this pandemic, it is important to design online curricula to prepare college students to engage with diverse populations with varied healthcare needs. Therefore, such curricula should also educate on the principles of diversity, inclusion, multicultural competence in health, and health equity. The purpose of this study is to share perspectives and evidence-based strategies on how to teach and evaluate cultural competence and health disparities-related education in online undergraduate and graduate Public Health courses. Participants will be encouraged to reflect on the need to develop and deliver culturally relevant pedagogy in various academic disciplines and will be provided with strategies to develop such curricula.
Presenters
Anuli NjokuAssociate Professor, Public Health, Southern Connecticut State University, Connecticut, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Education and Learning Worlds of Differences
KEYWORDS
Public Health Education; Diversity; Health Equity; Teaching and Learning; Anti-Racism
