PUB - Publikationen an der Universität Bielefeld

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Members of minoritized population groups are exposed to higher burdens of morbidity and mortality and face barriers to accessing health care systems and other critical resources to achieve optimal health. Intersectional perspectives that emphasize the dimensions of social power and discrimination are just beginning to emerge in public health research. These perspectives contextualize longstanding patterns of health inequalities but are rarely translated into public health curriculum. Concepts like “cultural competence” or “diversity, equity and inclusion” do address the importance of awareness and respect for (cultural) diversity in (patient/client) populations. The research and teaching examples available are largely limited to a USA context, tend to consider specific identities, rather than intersectional characteristics, are not systematically integrated in public health curricula and are usually not rooted in a theoretical approach of teaching. It is imperative that Europe bridges the knowledge-to-teaching gap and begins introducing similar programs, while learning from the limitations of USA efforts. Two steps are needed to strengthen public health educational institutions and improve population health: first, to systematically incorporate an intersectional paradigm into public health curricula; and second, to provide faculty members in public health programs with transformative teaching skills. In this skills building seminar, we aim to 1) discuss the need for incorporating intersectionality into public health curricula in Europe; 2) provide an experiential learning opportunity on social identities and health; and 3) create a space for self-reflection. We first present the introductory course on social identities and their importance in public health (Wandschneider et al.) which has been developed in collaboration with the Association of Schools of Public Health in the European Region (ASPHER) (15 minutes). Secondly, we will have an interactive session to apply an exemplary teaching method (25 minutes). To conclude, we will moderate a discussion guided by the questions “What is needed to integrate such efforts more sustainably in public health teaching practices?” and “How do we address potential barriers?” (20 minutes). This workshop addresses persons who engage in teaching in undergraduate or graduate Public Health programs or provide training to public health and health care professionals. It also invites researchers to reflect on how to frame research on health inequalities. **Key messages**
To address health inequities, we need to incorporate an intersectional paradigm into public health curricula and provide faculty members in public health programs with transformative teaching skills. A model teaching module that is open access could provide the necessary tools to meet this need.