Integration of Arab and Muslim Health Education Into a Medical School Curriculum

Abstract

Introduction Both Arab and Muslim Americans are historically underrepresented and understudied populations who face unique health disparities. Factors such as discrimination, language barriers, cultural stigma, and lack of resources (including culturally competent health care providers) contribute to poor mental health outcomes and growing health disparities in these populations. The Liaison Committee on Medical Education and the ACGME have called for the integration of cultural competency training for medical professionals. However, we found no published resources for teaching medical trainees about how to care for Arab and/or Muslim patients. This publication shares a session for caring for both Arab and Muslim patients at the University of Michigan Medical School. Methods This session began with an overview PowerPoint about both Arab and Muslim Americans, followed by a small-group session including a physical exam video of a patient wearing hijab and cases for discussion. One hundred seventy-seven second-year preclinical medical students were evaluated via pre- and posttest questions and a feedback survey. Results Participants scored significantly higher on the posttest questions (M = 8.1) than the pretest questions (M = 1.2; p < .01). Written feedback from students and faculty was positive, with 63% of respondents rating the session very good or excellent. Discussion The integration of cultural competency training into a medical school's curriculum is essential to produce providers equipped to care for a diverse patient population. This session establishes a teaching model for how to train medical trainees to care for both Arab and Muslim patients.

Keywords

• Cultural Competence
• Arab Health
• Muslim Health
• Diversity
• Inclusion
• Health Equity