Teaching About Health Care Disparities in the Clinical Setting

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Teaching About Health Care Disparities in the Clinical Setting

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Title: Teaching About Health Care Disparities in the Clinical Setting
Author: Glick, Susan B.; Irby, David M.; Harleman, Elizabeth; Fernandez, Alicia; Fernandez, Leonor

Note: Order does not necessarily reflect citation order of authors.

Citation: Glick, Susan B., Leonor Fernandez, David M. Irby, Elizabeth Harleman, and Alicia Fernandez. 2010. Teaching About Health Care Disparities in the Clinical Setting. Journal of General Internal Medicine 25(Suppl 2): 95-101.
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Abstract: Clinical teachers often observe interactions that may contribute to health care disparities, yet may hesitate to teach about them. A pedagogical model could help faculty structure teaching about health care disparities in the clinical setting, but to our knowledge, none have been adapted for this purpose. In this paper, we adapt an established model, Time-Effective Strategies for Teaching (TEST), to the teaching of health care disparities. We use several case scenarios to illustrate the core components of the model: diagnose the learner, teach rapidly to the learner’s need, and provide feedback. The TEST model is straightforward, easy to use, and enables the incorporation of teaching about health care disparities into routine clinical teaching.
Published Version: doi:10.1007/s11606-009-1203-6
Other Sources: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2847100/pdf/
Terms of Use: This article is made available under the terms and conditions applicable to Other Posted Material, as set forth at http://nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of-use#LAA
Citable link to this page: http://nrs.harvard.edu/urn-3:HUL.InstRepos:4874806

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