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<p>This study evaluates <i>Medicine on the Border: Community Outreach and Challenges</i>, a two-week online elective for fourth-year medical students at Texas Tech University Health Sciences Center El Paso, a Hispanic-serving institution. Grounded in community-based participatory research (CBPR) principles, the course aimed to enhance students’ understanding of health disparities, social determinants of health, and community engagement in underserved border populations. The elective included asynchronous modules, peer discussion, and virtual presentations reviewed by faculty and Community Health Workers (CHWs). A mixed-methods evaluation using pre- and post-course quizzes and a post-course survey assessed students’ perceived learning outcomes. Results indicated self-reported gains in critical thinking, cultural competence, and ability to differentiate forms of community involvement. Students also designed outreach proposals tailored to Hispanic communities, such as a diabetes education campaign, food insecurity mapping, and a vaccine confidence outreach initiative. These projects were reviewed by CHWs for cultural appropriateness and alignment with community needs. Findings support using online electives to introduce CBPR and community engagement concepts in medical education, though further study is needed to evaluate the long-term impact.</p>

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From Classroom to Community: An Online Elective on Border Health and Community-Based Research

  • 期刊论文

  • 发表日期：

    2025年12月4日

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  • Brandon M. Godinich,
  • Nathan Holland,
  • Gilberto Garcia,
  • Jessica Chacon

摘要

This study evaluates Medicine on the Border: Community Outreach and Challenges, a two-week online elective for fourth-year medical students at Texas Tech University Health Sciences Center El Paso, a Hispanic-serving institution. Grounded in community-based participatory research (CBPR) principles, the course aimed to enhance students’ understanding of health disparities, social determinants of health, and community engagement in underserved border populations. The elective included asynchronous modules, peer discussion, and virtual presentations reviewed by faculty and Community Health Workers (CHWs). A mixed-methods evaluation using pre- and post-course quizzes and a post-course survey assessed students’ perceived learning outcomes. Results indicated self-reported gains in critical thinking, cultural competence, and ability to differentiate forms of community involvement. Students also designed outreach proposals tailored to Hispanic communities, such as a diabetes education campaign, food insecurity mapping, and a vaccine confidence outreach initiative. These projects were reviewed by CHWs for cultural appropriateness and alignment with community needs. Findings support using online electives to introduce CBPR and community engagement concepts in medical education, though further study is needed to evaluate the long-term impact.