Submission ID 130485
| Issue/Objective | Migration affects more than 304 million people worldwide. Transit can expose individuals to health risks and systemic barriers to health access, which may be further compounded by stereotypes and unconscious biases from healthcare providers. Healthcare professions' training must respond to the realities of human mobility and structural inequality; however, traditional curricula often overlooks the social and cultural determinants of health that shape the experiences of migrant populations. This study explores the impact of a brief educational intervention designed to raise awareness and sensitivity towards migrant patients and populations among health sciences students. |
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| Methodology/Approach | A 90-minute session was delivered from a human rights and human dignity perspective, focusing on the determinants shaping migration and health equity. Students completed pre- and post-intervention questionnaires using a 13-item scale included 3 items from the Health Belief Attitude Survey, 6 items adapted from Dussan, and 4 context-adapted items developed for this study; sociodemographic data were also collected. The post-intervention questionnaire added three open-ended questions on the topic's relevance for future practice, key learnings, and general reflections. Quantitative data were analyzed using paired t-tests, and qualitative responses were examined through thematic analysis to identify major patterns of learning and reflection. |
| Results | 244 students participated (mean age = 20.03; 67.8% women; 67.9% medicine). Mean scores increased significantly (4.03 ± 0.68 to 4.61 ± 0.62; p < 0.001), with 83.6% demonstrating individual improvement. Three qualitative themes emerged: recognition of migration-related issues (73.9%), acknowledgment of health professionals' responsibility (63.4%), and identification of key competencies (21.3%). Medicine students showed higher levels of problem recognition and responsibility than other disciplines (p < 0.005). |
| Discussion/Conclusion | This study demonstrates that brief, structured interventions can effectively enhance awareness of migration-related health inequities and restore a sense of professional responsibility early in training. By shifting student perspectives from passive awareness to accountability, this rights-based approach provides a scalable model for integrating equity-driven content into health sciences curricula. Ultimately, such interventions are vital for strengthening health workforce resilience and ensuring that future practitioners are equipped to advocate for marginalized populations in an increasingly fragmented world. |
| Presenters and Affiliations | Dulce Maria Solis Arana Tecnologico de Monterrey Maria del Pilar Gonzalez Amarante Tecnologico de Monterrey Cristina Alejandra López Delgado Tec Salud Carolina Azcuaga González Tecnologico de Monterrey |
