AI Article Synopsis
- The Liaison Committee on Medical Education (LCME) mandates that medical schools educate students on recognizing and tackling health disparities.
- Time limitations and lack of resources for educators make it tough to teach about pain disparities effectively.
- The authors present their experiences and results from creating and assessing a pain disparities curriculum within a broader health equity framework for third-year medical students, highlighting its potential application in other medical training programs.
Article Abstract
The Liaison Committee on Medical Education (LCME) require medical schools to teach their students how to recognize and work toward eliminating health disparities. However, time constraints and a dearth of guidance for educators in teaching pain disparities curricula pose significant challenges. Herein we describe successes and lessons learned after designing, implementing, and evaluating an innovative pain disparities curriculum that was embedded in a longitudinal health equity curriculum for third year medical school students at an academic institution. Although the curriculum was developed for medical school students, the concepts may be broadly applicable to other training settings such as residency and fellowship programs.
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Source |
|---|---|
| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC9020483 | PMC |
| http://dx.doi.org/10.1093/pm/pnab289 | DOI Listing |
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