Developing Equity-Focused Education in Academic Public Health: A Multiple-Step Model

Abstract

Education and training support public health practitioners in identifying and addressing challenges related to equitable health concerns. This article details a four-step Curricular Responsive Review Model (CRRM) generated by educators in a Council on Education for Public Health–accredited public health program to systematically understand and gather feedback on how to develop a responsive curriculum for their students. A review of all course syllabi was conducted by two faculty members and a doctoral student to identify curricular gaps and overlap. These findings, critical team dialogues, and a review of the literature informed the development of a survey to identify the health equity concepts and skills needed by MPH students. Community partners (n = 4) responded to health equity education questions to detail the essential concepts and skills needed to teach students. Health equity educators (HEEs; n = 4) were then consulted on how to address knowledge gaps through pedagogy and educational resources. Community partners provided a list of areas that students should be educated in to enrich their health equity understandings. Recommendations were generated for integrating those concepts/skills into course teaching plans. The four-step CRRM in health equity education provides an opportunity for public health programs to engage in systematic mapping and critically reflective review processes to address curricular gaps and overlap. Mechanisms to receive real-world knowledge on health equity from a variety of stakeholders are essential to ensure real-word practical learning. The CRRM identifies systematic, responsive curricular mapping and review in public health as essential for meaningful, real-world equity education in disciplines beyond public health and health promotion.