Abstract
Geographically, rural U.S. communities have higher rates of disease and health problems, compared to urban areas. This encourages development of effective, learner-centred curricula to enable students to address disparate health outcomes as future health professionals. This three-year study evaluated the effect of an undergraduate rural public health course on health disparities-related perceptions among students at a rural Midwestern U.S. university. Students reported statistically significant increases in mean scores for several survey items pre- to post-survey. Post-survey response rate was 90%. This paper details the processes, outcomes, and lessons learned from incorporating learner-centred strategies to teach health disparities material in a rural public health course.
Recommended Citation
Njoku, A. (2019). Learner-Centered Teaching to Educate College Students about Rural Health Disparities. Journal of University Teaching & Learning Practice, 16(5). https://doi.org/10.53761/1.16.5.6
