Biomedical engineering (BME) students must recognize their need to identify and prevent disparities in healthcare in their future careers, as their profession directly impacts the field of healthcare. Yet, the undergraduate BME curriculum is currently lacking a standardized healthcare disparities content. The purpose of this project was to develop a healthcare disparities curriculum spanning all four grade levels and examine its effectiveness when piloted at each course level in the BME department at Worcester Polytechnic Institute. Bloom’s Taxonomy of Knowledge was utilized as a scaffold to create educational healthcare disparities with specific learning outcomes for each course level. We found our curriculum was successful in enhancing students’ knowledge of healthcare disparities and should be considered as a permanent solution to standardization of healthcare disparities education.

• This report represents the work of one or more WPI undergraduate students submitted to the faculty as evidence of completion of a degree requirement. WPI routinely publishes these reports on its website without editorial or peer review.

Creator

• Bushe, Kellie
• Soucy, Hope
• Serebrennikova, Liudmila

Subject

• Community
• Project-Based Learning
• Learning

Publisher

• Worcester Polytechnic Institute

Identifier

• 64916
• E-project-042822-053500

Keyword

• Healthcare disparities
• Undergraduate Curriculum
• Bloom's Taxonomy of Knowledge

Advisor

• Rodriguez, Angela C Incollingo
• Billiar, Kristen

Year

• 2022

UN Sustainable Development Goals

• Not Specified

Date created

• 2022-04-28

Resource type

• Interactive Qualifying Project

Rights statement

• In Copyright