Teaching Ethnocultural Empathy to Reduce Health Disparities
Health professional education programs are increasingly attuned to the need for the health care workforce to reflect the growing racial, ethnic and economic diversity of the U.S. population. Only with transformative learning can health professionals apply their competency-based training and address the dynamic needs of an increasingly diverse patient population amidst a shifting and complex health landscape. Ethnocultural empathy is empathy towards racial and ethnic minorities, and is a requisite competency in eliminating racial/ethnic health disparities.
This webinar will provide participants with a few key applications from the new, research-informed curriculum at the George Washington (GW) School of Medicine and Health Services. To create this new curriculum, GW faculty led a mixed-methods study to determine course format and content most suitable for teaching and assessing empathy among traditional and non-traditional learners working with racial and ethnic minorities in a range of health care settings.
Objectives
- Describe ethnocultural empathy as a measurable competency of a health care professional.
- Identify real-world applications from the GW School of Medicine and Health Services new curriculum.
- Name a diverse and caring health care workforce as a priority for health equity.
Presenter
Dr. Maranda C. Ward
Assistant Professor in the Department of Clinical Research and Leadership, George Washington (GW) School of Medicine
Price
ASHHRA Member: FREE
ASHHRA Non-member: $85.00
Credits
1 CHHR
Dr. Maranda C. Ward is an Assistant Professor in the Department of Clinical Research and Leadership within the GW School of Medicine and Health Sciences. In this role, she designs, evaluates, and teaches health equity curriculum for undergraduate students that integrates her #EquityMatters podcast.
She also serves as the Ambassador Program Lead for the GW Health Careers Opportunity Program. With this pipeline program, she ensures that students from underrepresented backgrounds are fully supported as they are introduced to the range of health professions and the social, technical, and professional skills necessary to be successful. However, when asked, she describes herself as a community educator, curriculum developer, and youth builder.