Closing the Equity Gap and Improving the Success of All Students in Anatomy and Physiology through a Scaffolded Approach
DOI:
https://doi.org/10.55420/2693.9193.v13.n2.123Keywords:
student success, equity gap, metacognition, supplemental instruction, technologyAbstract
The importance of a diverse healthcare workforce has been highlighted and supported by the literature as a key factor in reducing healthcare disparities and improving access to and quality of healthcare among underserved populations. However, minorities remain underrepresented throughout the health professions and in New York, the Hispanic population is particularly underrepresented across the health professions. The largest private Hispanic Serving Institution (HSI) in NY state, Mercy College has a robust health professions program. However, Anatomy and Physiology (A&P), the gateway course for most health professions students, is the number one obstacle to persistence in those majors. In addition, this obstacle disproportionately impacts Hispanic students with a resultant equity gap in student success. Through a multi-pronged scaffolded approach which involved developing and implementing evidence-based inclusive practices we have closed the equity gap and improved the overall student success of all students in A&P 1 lecture and lab, even in the face of COVID.
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