Enhancing Student Understanding of Cardiovascular Disease Burden in Marginalized Communities in the Physiology Classroom
Saved in:
| Title: | Enhancing Student Understanding of Cardiovascular Disease Burden in Marginalized Communities in the Physiology Classroom |
|---|---|
| Language: | English |
| Authors: | Jesse D. Moreira-Bouchard (ORCID |
| Source: | Advances in Physiology Education. 2025 49(1):230-239. |
| Availability: | American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: https://www.physiology.org/journal/advances |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2025 |
| Sponsoring Agency: | National Heart, Lung, and Blood Institute (NHLBI) (DHHS/NIH) |
| Contract Number: | T32HL00722445 NHLBIK01HL143142 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Human Body, Heart Disorders, Diseases, Minority Groups, Physiology, Science Education, Sexuality, Gender Identity, Race, Stress Variables, Advanced Courses, Undergraduate Students, Graduate Students, Masters Programs, At Risk Persons, Course Content |
| Geographic Terms: | Massachusetts (Boston) |
| DOI: | 10.1152/advan.00182.2024 |
| ISSN: | 1043-4046 1522-1229 |
| Abstract: | Physiology education is at the core of biomedical science and medicine. Physiology unites multiple disciplines to explain the mechanisms whereby a risk factor is associated with disease. Race, ethnicity, sexual orientation, and gender identity are associated with risk of cardiovascular disease (CVD). Minority stress theory attempts to explain the association of identity variables in sex and gender minority (SGM) and Black, Indigenous, and people of color (BIPOC) populations with CVD. However, instruction on how to effectively incorporate the ways that social determinants of health are linked to disease outcomes in marginalized populations, such as the SGM and BIPOC communities, is needed. We investigated the efficacy of teaching minority stress theory concepts in a single lecture in an upper-level cardiovascular pathophysiology course (N = 44 students). To test students' understanding of minority-related disease, we used both subjective and objective measures to evaluate student understanding before and after the lecture. Student self-assessment of understanding of health disparity physiological mechanisms and lifestyle and pharmacological interventions to reduce health disparities in SGM communities increased post intervention. We observed similar results of self-assessment of understanding of health disparity physiological mechanisms and appropriate lifestyle and pharmacological interventions to reduce health disparities regarding the BIPOC community. Our findings suggest that integrating social determinants of health into pathophysiology courses may result in a more inclusive-minded scientific and medical workforce. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1463924 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
Be the first to leave a comment!
