Teaching Immigrant and Refugee Health to Residents: Domestic Global Health

Ramin Asgary, Clyde Lanford Smith, Blanca Sckell, Gerald A. Paccione, Jr.

Research output: Contribution to journalArticle

5 Citations (Scopus)

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 2013

Fingerprint

Refugees
refugee
Teaching
immigrant
resident
Health
health
Curriculum
Teaching Rounds
Human Rights Abuses
curriculum
human rights
Environmental Health
travel
Health Policy
Focus Groups
Physical Examination
Global Health
country of origin
History

Keywords

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

ASJC Scopus subject areas

  • Medicine(all)
  • Education

Cite this

Teaching Immigrant and Refugee Health to Residents : Domestic Global Health. / Asgary, Ramin; Smith, Clyde Lanford; Sckell, Blanca; Paccione, Jr., Gerald A.

In: Teaching and Learning in Medicine, Vol. 25, No. 3, 07.2013, p. 258-265.

Research output: Contribution to journalArticle

Asgary, Ramin ; Smith, Clyde Lanford ; Sckell, Blanca ; Paccione, Jr., Gerald A. / Teaching Immigrant and Refugee Health to Residents : Domestic Global Health. In: Teaching and Learning in Medicine. 2013 ; Vol. 25, No. 3. pp. 258-265.
@article{317a25f581c44806a0f42d869cd27019,
title = "Teaching Immigrant and Refugee Health to Residents: Domestic Global Health",
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.",
keywords = "curriculum, global health, immigrant, refugee, residents, training",
author = "Ramin Asgary and Smith, {Clyde Lanford} and Blanca Sckell and {Paccione, Jr.}, {Gerald A.}",
year = "2013",
month = "7",
doi = "10.1080/10401334.2013.801773",
language = "English (US)",
volume = "25",
pages = "258--265",
journal = "Teaching and Learning in Medicine",
issn = "1040-1334",
publisher = "Routledge",
number = "3",

}

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, Jr., Gerald A.

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

VL - 25

SP - 258

EP - 265

JO - Teaching and Learning in Medicine

JF - Teaching and Learning in Medicine

SN - 1040-1334

IS - 3

ER -