Katherine Beissner (Upstate Medical University); Eunice Choe (Upstate Medical University); Danielle Fuller-Sincock (Upstate Medical University); Deashia McAlphine (Upstate Medical University); Jisung Shin (Upstate Medical University)
Hypothesis/Issue: The healthcare workforce does not reflect the racially/ethnically diverse US population, contributing to disparities in health care outcomes. Schools in Syracuse, NY serve a diverse student body, including potential future therapists, nurses, physicians and other health professionals. Method: JIHC uses a clinical vignette-style curriculum to expose students to the range of health professions while building knowledge, introducing clinical skills and improving learning strategies. Due to the pandemic the inaugural program offering was canceled, so the JIHC team created manuals to guide future program offerings. Patient cases developed to require student-directed problem solving, interprofessional perspectives and public health content are augmented by ancillary learning opportunities (e.g., job shadows, simulations). Over the summer 4 students from the target population worked through the program with the JIHC team.Observations/Outcomes: Student feedback helps to refine case materials to ensure appropriate levels of complexity and clarity of writing. Conclusion: Engaging enrichment programs for diverse minority students may increase academic skills, and broaden perspectives of potentialhealth care careers.
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