HEALTH DISPARITIES AND DIVERSITY, EQUITY, AND INCLUSION LEARNING IN THE PHYSIOLOGY MAJOR AT THE UNIVERSITY OF ARIZONA

Abstract

The importance of health disparity and diversity education has increased exponentially in the recent years as attention escalates towards marginalized populations and social change. Health disparities encompass inequalities in care usually found in specific diverse communities. The education of diversity, equity and inclusion (DEI) with a focus on gaining cultural awareness is discussed within the university setting, specifically the Physiology and Medical Sciences Major at The University of Arizona. Many students lack the knowledge on marginalized communities such as Black, women, LGBTQ+, and lower socioeconomic individuals during their undergraduate career. These populations have seen a direct impact on their quality of healthcare deep-rooted in systematic discrimination and oppression. An understanding of health disparities as a future healthcare provider is crucial and should be implemented before graduate education. The University of Arizona requires one diversity emphasis course as part of their General Education requirements, however many courses chosen to satisfy this do not encourage cultural competency as it relates to social change. Proposed solutions include offering more classes related to health disparities within the Physiology Major curriculum, a requirement to take DEI courses, and an encouraged general education course list.