Teaching Immigrant and Refugee Health to Residents: Domestic Global Health

Ramin Asgary, Clyde Lanford Smith, Blanca Sckell, Gerald Paccione

Research output: Contribution to journalArticle

9 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)258-265
Number of pages8
JournalTeaching and Learning in Medicine
Volume25
Issue number3
DOIs
StatePublished - Jul 1 2013

Keywords

  • curriculum
  • global health
  • immigrant
  • refugee
  • residents
  • training

ASJC Scopus subject areas

  • Education

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