# Evaluation of a Community-Based Student-Led Health Equity Curriculum

## TL;DR

A redesigned medical school course improved students' confidence in health equity and advocacy through community engagement and discussions on social determinants of health.

## Contribution

The study introduces a redesigned, student-led curriculum focused on health justice and evaluates its impact on medical students' advocacy skills and knowledge.

## Key findings

- Student confidence in health equity topics increased significantly from 2.71 to 4.69 on a five-point scale in 2023.
- In 2024, the largest improvement was in understanding political advocacy in medicine, with confidence rising from 2.62 to 3.72.
- Qualitative feedback showed increased motivation for advocacy and stronger connections to marginalized communities.

## Abstract

Background

The Community Perspectives in Medicine (CPIM) elective at Weill Cornell Medical College was developed to address curricular gaps in teaching social determinants of health (SDOH). The course connects first-year students with community-based organizations and health justice topics through interactive sessions. In 2023, CPIM was redesigned to emphasize nationally debated health justice issues and to include a community engagement project. This study evaluated the redesigned course’s impact on students’ knowledge, confidence, and advocacy skills.

Methodology

Students attended seven weekly one-hour lectures led by community health advocates, each followed by a 30-minute student-led discussion. Students completed a community engagement project with a local organization and presented their experiences in the final session. Pre- and post-course surveys assessed confidence in course topics and intent to incorporate advocacy into future practice using a five-point Likert scale. Differences were analyzed with Wilcoxon rank-sum tests. Qualitative feedback captured perceived impact and key learning themes.

Results

In 2023, confidence ratings increased significantly from 2.71 to 4.69 on a five-point scale (p < 0.001), with the greatest gains in understanding single-payer healthcare. In 2024, ratings increased from 2.62 to 3.72 (p < 0.001), with the largest improvement in understanding political advocacy in medicine. Qualitative responses highlighted enhanced motivation to pursue advocacy and stronger connections to marginalized communities.

Conclusions

CPIM effectively increases students’ confidence in engaging with SDOH and advocacy. Its success highlights its potential as a model for integrating community-centered, justice-focused education into medical training.