Integrating Interprofessional Education into an Academic Enrichment Program

Gunaldo, Tina Patel; Augustus‐Wallace, Allison; Goumas, Amanda; Cheramie, Toby; Brisco, Stephen; Levitzky, Elizabeth

doi:10.7710/2159-1253.1168

Cited by 2 publications

(2 citation statements)

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“…Academic health science centers provide patient care, train scientists and health professionals, and facilitate basic research; 10.3389/feduc.2024.1357946 interprofessional teams of different backgrounds can educate and serve as role models. STEM activities, which may include interactive tours of the facilities, and laboratory demonstrations, can be developed collaboratively with schools to complement the K-12 and undergraduate curricula, minimize stereotypes and promote enthusiasm to collaborate with others (Gunaldo et al, 2018(Gunaldo et al, , 2020. Educational resources (e.g., laboratory equipment and supplies) can be provided to supplement those at local schools, reducing educational inequities.…”

Section: Discussionmentioning

confidence: 99%

“…Formative and summative evaluations were used. Detailed results of these evaluations have been previously published (Seymour et al, 2000;Gunaldo et al, 2018Gunaldo et al, , 2020Harrison-Bernard et al, 2020;Slater et al, 2021;Eller et al, 2022;Erickson et al, 2022;Sims et al, 2022;Hess et al, 2023).…”

Section: High School Undergraduate and Medical Student Internshipsmentioning

confidence: 99%

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How can academic health science centers help to increase diversity in the STEM professions?

Moore,

Cuccia,

Edwards

et al. 2024

Front. Educ.

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In the United States, great inequities exist within the science, technology, engineering, and math (STEM) fields in individuals who self-identify as belonging to underrepresented groups (e.g., from socioeconomically disadvantaged backgrounds, people with disabilities, and Black/African American, Hispanic/Latino, American Indian, Alaska Native, Native Hawaiian, or Pacific Islander). Underrepresentation in STEM careers has been documented to be due to a lack of qualified and diverse teaching personnel, limited access to resources in disadvantaged schools, and implicit bias within US institutions. In recognition of these inequities, an interprofessional team of biomedical faculty members and diversity, equity and inclusion (DEI) educators from the Louisiana State University Health Science Center (LSUHSC) in New Orleans developed and implemented a STEM educational training pipeline for elementary, middle, and high school (K-12), undergraduate, and medical students, with accompanying DEI training for LSUHSC mentors and staff to mitigate implicit bias and promote a welcoming environment for participants from different backgrounds. Our findings focus on one social determinant of health: access and quality of education. Other institutions can implement a program as described in the present study to address the educational and health inequities in their own communities.

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Section: Discussionmentioning

confidence: 99%