Collaborative Curricula: Co-Creating a Maternal and Child Health Course with Students at a Historically Black College

Abstract

Maternal and child health (MCH) is a vital field requiring interdisciplinary approaches to address disparities and advance equitable healthcare solutions. Spelman College, recognizing the importance of MCH education, conducted a mixed-methods needs assessment to evaluate student interest in expanding the MCH curriculum. A community dialogue with 55 students and a survey completed by 125 students revealed a strong demand for an MCH course, with 68% of students ranking a “10” on a scale from 1 to 10, when asked “rate the need for an MCH course at their institution. Additionally, students expressed a need for coursework addressing reproductive health, cultural competency, intersections of public health and MCH, and certification opportunities in MCH-related fields. Findings informed the development of Foundations of Maternal and Child Health: Prioritizing the Black Body, Spelman’s first comprehensive MCH course. Co-created with four student teaching assistants pursuing MCH careers, the course integrates five core components: (1) experiential learning through practical applications, (2) policy analysis and advocacy, (3) shared decision-making and cultural competency, (4) evidence-based research training, and (5) practical doula care instruction. The first course implementation enrolled 21 students, received highly positive evaluations, and demonstrated strong student engagement. This manuscript details the course development process, emphasizing how student-led curriculum design can be a scalable model for expanding MCH education at HBCUs and beyond. Findings highlight the value of an innovative student co-creation model for course design, coupled with strong institutional commitment to training a diverse MCH workforce equipped to address health inequities.