Developing a curriculum in obstetric, gynecologic, and reproductive health care equity to bridge research and practice

开发妇产科和生殖健康保健公平课程以连接研究和实践

• 批准号: 10731634
• 负责人: Teresa Janevic
• 金额: $ 16.2万
• 依托单位: ICAHN SCHOOL OF MEDICINE AT MOUNT SINAI
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-07-01 至 2027-05-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10731634
• 关键词: Active Learning; Advocate; Area; Awareness; Behavior; Biological; Caring; Categories; Clinical; Clinical Clerkship; Collaborations; Communities; Competence; Creativeness; Data; Dimensions; Discipline of obstetrics; Discrimination; Education; Educational Activities; Educational Curriculum; Equitable healthcare; Equity; Ethnic Origin; Evidence based practice; Faculty; Family; Focus Groups; Foundations; Gender; Goals; Growth; Gynecologic; Gynecology; Health; Health Professional; Health Services Research; Health system; Healthcare; Immigration; Individual; Instruction; Intervention; Justice; Knowledge; Learning; Left; Life Cycle Stages; Longitudinal Surveys; Maternal Health; Medical; Medical Students; Medicine; Mission; Modeling; Obesity; Outcome; Patient-Centered Care; Patient-Focused Outcomes; Patients; Physicians; Quality of Care; Race; Reaction; Reproductive Health; Reproductive Sciences; Research; Research Institute; Role; Sex Orientation; Sexual Health; Structural Racism; Students; Surveys; Testing; Training; Training Programs; Woman; Women' s Health; Work; anti-racism; care outcomes; career; clinical care; clinical training; community engagement; curriculum development; design; diversity and inclusion; experience; gender diversity; health care delivery; health care quality; health communication; health disparity; health equity; health inequalities; health training; improved; intersectionality; learning community; lectures; medical schools; next generation; novel; outcome disparities; peer; portability; programs; racism; reproductive; research in practice; sex; skills; social determinants; social health determinants; structural determinants; structural health determinants; systems research; tool; woman health professional; women faculty

PROJECT SUMMARY Structural racism is a fundamental cause of health inequity. There is an urgent need to train health professionals on structural and social determinants of health, and the role of health care bias in perpetuating and exacerbating health disparities. Simultaneously, the US maternal health crisis has fueled increasing recognition of curricular gaps in sexual and reproductive health equity for obstetrics and gynecology (Ob/Gyn) practitioners, and specifically best practices in research on race, sex, and gender as they relate to quality of care and patient experience. Initiating this instruction early in medical training and establishing core competencies in unbiased and antiracist health care practice is critical to cultivating the next generation of clinicians. We aim to develop, implement, and evaluate a curriculum for medical school learners about the intersection of race, ethnicity, sex, and gender in Oby/Gyn health care equity. Specifically, we will develop didactic modules on topics including social and structural determinants of health, gendered racism, intersectionality, reproductive justice, health care discrimination, and care of gender diverse individuals, with cross-cutting themes of best practices in research, biologic mechanisms, and interventions (Aim 1). We will create a reflective learning community app to bridge didactic lectures to clinical clerkships (Aim 2). We will engage community representatives and medical school learners in co-design of curriculum and app content, including novel integration of narrative and graphic medicine tools to illustrate patient experiences and lessons for research and clinical care. Finally, we will implement the curriculum with 140 medical school learners in Ob/Gyn clerkship and elective didactics and evaluate program objectives through longitudinal learner surveys (Aim 3). At project completion, we will have a portable model for clinical training programs, using student-led, applied, and reflective learning to bridge research and practice. This model is responsive to the RFA-OD-22-015 goal to support creative educational activities that develop skills in multidimensional and intersectional health-related research and healthcare delivery and will fill a critical gap in physician training, with the expected impact of advancing equity in Ob/Gyn health care quality and outcomes.

项目摘要 结构性种族主义是健康不平等的根本原因。迫切需要培训保健专业人员 健康的结构和社会决定因素，以及卫生保健偏见在延续和加剧 健康差距。与此同时，美国孕产妇健康危机促使人们越来越认识到， 妇产科从业人员在性健康和生殖健康公平性方面的差距，以及 特别是在种族，性别和性别研究方面的最佳实践，因为它们与护理质量和患者 体验.在医疗培训的早期启动这一指令，并建立无偏见的核心能力， 反种族主义的医疗实践对培养下一代临床医生至关重要。我们的目标是发展， 实施并评估医学院学生关于种族、民族、性别、 和性别在Oby/Gyn卫生保健公平性中的作用。具体来说，我们将开发教学模块的主题，包括 健康的社会和结构决定因素、性别种族主义、交叉性、生殖正义、保健 歧视和照顾不同性别的个人，与研究中的最佳做法的交叉主题， 生物学机制和干预措施（目标1）。我们将创建一个反思性学习社区应用程序， 教学讲座临床见习（目标2）。我们会让社区代表和医学院 学习者共同设计课程和应用程序内容，包括叙事和图形医学的新颖整合 工具来说明病人的经验和教训的研究和临床护理。最后，我们会推行 课程与140名医学院学生在妇产科见习和选修教学和评估计划 通过纵向学习者调查（目标3）实现目标。在项目完成后，我们将有一个便携式模型， 临床培训计划，使用学生主导的，应用和反思性学习桥梁研究和实践。 该模型响应RFA-OD-22-015目标，以支持培养技能的创造性教育活动 在多维和交叉的健康相关的研究和医疗保健提供，并将填补一个关键的空白 在医生培训中，预期会产生促进妇产科保健质量和结果公平的影响。