Diversity & Community Partnerships

PRIME-HEq Electives and Experiences

Influences on Health: From Genes to Communities (SOMI 233)

Family, community and cultural influences on health as well as new efforts to tailor diagnosis and treatment based on genetic variation will be presented. Health care systems and their effects on health equity will be discussed. Family, community and cultural influences on health as well as new efforts to tailor diagnosis and treatment based on genetic variation will be presented. Health care systems and their effects on health equity will be discussed.

Beyond the Bench and Bedside: Partnering with Communities (SOMI 234)

This course is designed to provide students with the knowledge and skills to partner with communities to develop, conduct and evaluate community-based research, and design and conduct program evaluations of community programs.This course is designed to provide students with the knowledge and skills to partner with communities to develop, conduct and evaluate community-based research, and design and conduct program evaluations of community programs.

Other Activities to Date

PRIME-HEq students are given the opportunity to enhance their cultural competency and knowledge of traditionally underserved communities through excursions, performances, and presentations, including program-sponsored community tours, theatrical productions, and conferences. The following list provides examples of program-sponsored activities:

  • Community Engagement Days
    • The Cultural Immersion Days of planned learning occur in communities where culturally diverse people reside. During cultural immersion days, ethnic foods, stories, and music contribute to learning about the children, families, and the assets and needs of that community. For example, PRIME-HEq students will meet in a cultural community, eat and share a traditional meal with leaders and community members, and learn directly from their hosts about the history, views, beliefs, and traditions of that particular community or culture. It is through this direct interaction with the community that the PRIME-HEq student is able to learn about the reality of that culture. Learning during cultural immersion days focuses on themes such as cross cultural communication, understanding the needs of specific communities, affects of immigration, level of acculturation, religion, and health beliefs on a patient’s decision making, and increasing the appreciation of the numerous cultures and communities in San Diego.

      The immersion day is taught by a Transcultural nurse (Teresa Cooper) and Community Pediatrics staff (Frank Silva, MPH; Ashley Maier, MSW).PRIME-HEq students are toured through the Mid-City or Logan Heights areas of San Diego County. During this experience, students will observe how different individuals and organizations work together to improve the health of the people living within that community. They will visit various community-based organizations and government institutions that serve the residents of these communities, meet with community leaders and discuss various related topics. Discussion topics include: impact of environment, social inequalities, poverty, and blight on health; community mobilization and empowerment, role of the medical professional in community health, and the refugee resettlement process. These discussions will occur at community-based organizations. During the Logan Heights Cultural Immersion Day, there is also a tour of Chicano Park with a brief history of the park and the murals in the park. The following describes the learning objectives of these activities.

  • Healthy Minds, Healthy Bodies
  • DOC-4-A-Day Educational Outreach

Opportunities for Master’s Degrees

PRIME-HEq students are given the opportunity to enhance their cultural competency and knowledge of traditionally underserved communities through excursions, performances, and presentations, including program-sponsored community tours, theatrical productions, and conferences. The following list provides examples of program-sponsored activities:

  • Learning Objectives
    1. Understand the needs of specific communities
    2. Understand the affects of immigration, level of acculturation, religion, and health beliefs on a patient’s decision making
    3. Identify agencies in the community that assess, plan, and provide services for children and families
    4. Identify the roles and practice parameters of individuals who provide health-related services in the community
    5. Utilize a range of community resources when creating a plan of care for patients and their families
    6. Understand how to work with community based organizations when providing care to families in need
    7. Describe eligibility criteria for services available for uninsured and/or fiscally needy
    8. Describe the impact of zoning, development, and migration on health
    9. Describe the cultural make up of San Diego’s refugee communities
    10. Describe the refugee resettlement process, barriers and challenges refugees face
    11. Understand the specific health concerns of the community
    • A PRIME-HEq student interested in moving to a community to provide care in a CommunityHealth Center might be interested in obtaining a Masters in PublicHealth in order to best match the services of the health center to thecommunity’s needs.
    • A PRIME-HEq student interested in returning to their hometown where no physician practices might be interested in a Masters in Business Administration in order to help make the financial case for opening a new medical office.
    • A PRIME-HEq student interested in making an impact beyond the community in which they practice might be interested in obtaining a Master’s in Public Policy in order to work more effectively with elected leaders to affect policy change to meet the needs of her patients as well asothers.

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