TY - JOUR
T1 - Teaching Immigrant and Refugee Health to Residents
T2 - Domestic Global Health
AU - Asgary, Ramin
AU - Smith, Clyde Lanford
AU - Sckell, Blanca
AU - Paccione, Gerald
PY - 2013/7
Y1 - 2013/7
N2 - Background: Half a million immigrants enter the United States annually. Clinical providers generally lack training in immigrant health. Description: We developed a curriculum with didactic, clinical, and analytic components to advance residents' skills in immigrant and travel health. The curriculum focused on patients and their countries of origin and encompassed (a) societal, cultural, economical, and human rights profiles; (b) health system/ policies/resources/statistics, and environmental health; and (c) clinical manifestations, tropical and travel health. Residents evaluated sociocultural health beliefs and human rights abuses; performed history and physical examinations while precepted by faculty; developed specific care plans; and discussed patients in a dedicated immigrant health morning report. Evaluation: We assessed resident satisfaction using questionnaires and focus groups. Residents (n = 20) found clinical, sociocultural, and epidemiological components the most helpful. Morning reports reinforced peer education. Conclusion: The immigrant health curriculum was useful for residents. Multiple teaching modules, collaboration with grassroot organizations, and an ongoing clinical component were key features.
AB - Background: Half a million immigrants enter the United States annually. Clinical providers generally lack training in immigrant health. Description: We developed a curriculum with didactic, clinical, and analytic components to advance residents' skills in immigrant and travel health. The curriculum focused on patients and their countries of origin and encompassed (a) societal, cultural, economical, and human rights profiles; (b) health system/ policies/resources/statistics, and environmental health; and (c) clinical manifestations, tropical and travel health. Residents evaluated sociocultural health beliefs and human rights abuses; performed history and physical examinations while precepted by faculty; developed specific care plans; and discussed patients in a dedicated immigrant health morning report. Evaluation: We assessed resident satisfaction using questionnaires and focus groups. Residents (n = 20) found clinical, sociocultural, and epidemiological components the most helpful. Morning reports reinforced peer education. Conclusion: The immigrant health curriculum was useful for residents. Multiple teaching modules, collaboration with grassroot organizations, and an ongoing clinical component were key features.
KW - curriculum
KW - global health
KW - immigrant
KW - refugee
KW - residents
KW - training
UR - http://www.scopus.com/inward/record.url?scp=84880271938&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84880271938&partnerID=8YFLogxK
U2 - 10.1080/10401334.2013.801773
DO - 10.1080/10401334.2013.801773
M3 - Article
C2 - 23848334
AN - SCOPUS:84880271938
SN - 1040-1334
VL - 25
SP - 258
EP - 265
JO - Teaching and Learning in Medicine
JF - Teaching and Learning in Medicine
IS - 3
ER -