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International Journal of Transformative Teaching and Learning in Higher Education

ORCID

Marcy Ekanayake-Weber https://orcid.org/0000-0001-8131-4738

Submission Category

Practice-Based Article

Abstract

People in marginalized communities experience reduced quality of healthcare due to complex interactions between implicit bias, stereotypes, and structural inequities, but future healthcare providers remain unprepared to confront these problems. To address the issue of health inequities in health sciences education, a project-based learning seminar for undergraduates called “Biology of Inequity” was developed and offered by the Department of Anthropology at [redacted] University in Spring semester 2022. Following the project-based learning (PBL) framework, the course was extremely interactive, culminating in a project where students were asked to “materially improve health inequalities out in the real world.” The students responded by creating a one-hour workshop for fellow undergraduate health sciences students on bias and structural healthcare inequities. The results of both the course and the workshop were overwhelmingly positive, and demonstrate an efficacious approach to improving providers’ awareness of inequities in healthcare.

License Information

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License (CC BY-NC-ND 4.0).

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