Term of Award

Fall 2023

Degree Name

Doctor of Public Health (Dr.P.H.)

Document Type and Release Option

Dissertation (open access)

Copyright Statement / License for Reuse

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.


Jiann-Ping Hsu College of Public Health

Committee Chair

Joanne Chopak-Foss

Committee Member 1

Bettye Apenteng

Committee Member 2

Joseph Telfair

Committee Member 3

Raffy Luquis

Committee Member 3 Email



Background: Although the Accreditation Council for Graduate Medical Education (ACGME) has provided educational directives on health disparities education during residency program for the medical residents, there is paucity of curricula focused on disparities education within the graduate medical education.

Objective: The purpose of this study was to evaluate a Health Disparities Curriculum (HDC) that was delivered to twelve residency programs at a College of Medicine.

Methodology: The study employed a cross-sectional study design. Stufflebeam’s Context-Input-Process-Product (CIPP) model was utilized as theoretical framework to assess whether the curriculum achieved its stated goals and objectives, the teaching and learning processes, and the outcomes of the health disparities curriculum through the feedback received from medical residents who participated in the electronic and paper-based surveys.

Results: The response rate for the study was 46.68%. Context evaluation showed that there was agreement among the residents on the curriculum meeting its stated goals and objectives. In input evaluation, the residents expressed the need for community engagement opportunities, interactive content, and actional strategies. Time constraints were identified as one of the barriers to attending the sessions and for curricular incorporation. A unique attitudinal barrier was identified where residents perceived lack of control in addressing disparities. Findings of process evaluation indicated statistically significant difference in the proportion of residents attending the sessions by race, specialty, and year in the residency program. The medical residents reported favorable perceptions on the relevance of content and the instructor’s competence. Residents from the non-primary care specialties reviewed the learning resources statistically significantly more as compared to the residents in the primary care specialties. Findings of product evaluation showed statistically significant increase in self-efficacy after curriculum participation, increased awareness, statistically significant increase in disparities discussions and community partnerships, and favorable perceptions on curricular utility. There was no difference in inclination to incorporate cultural humility among residents and no change in scholarly activity development.

INDEX WORDS: Graduate Medical Education, Health Disparities Curriculum, Context-Input-Process-Product, CIPP, Evaluation

Research Data and Supplementary Material