Improving Youth COVID-19 Knowledge, Attitudes, and Practices Through a Novel Medical Student Driven Curriculum

• Type of Material: Article
• Authors: Sarah Kuehl, Emory University; Eudora Olsen, Emory University; Carlyn Harris, Emory University; Sampurna (Megha) Mandal, Emory University; Matt Watt, Emory University; Jennifer Spicer, Emory University; Stan Sonu, Emory University
• Language: English
• Date: 2023-01-01
• Publisher: Emory University Libraries
• Publication Version: Final Published Version
• Copyright Statement: © 2021 Society for Public Health Education
• Final Published Version (URL): http://dx.doi.org/10.1177/15248399211060786
• Title of Journal or Parent Work: Health Promotion Practice
• Volume: 24
• Issue: 1
• Start Page: 20
• End Page: 25
• Keywords: high school youth; Health Knowledge, Attitudes, Practice; Adolescent; virtual COVID-19 curriculum; COVID-19; COVID-19 Testing; medical student teachers; Curriculum; public health education; Humans; underserved communities; Students, Medical; pipeline program
• Research Categories: Health Sciences, Public Health

Abstract

Despite widespread media coverage and public health messaging, many high school students lacked formal education about COVID-19 during the pandemic. Providing this education, particularly to underserved communities, may reduce health disparities and encourage youth to engage in the sciences. Twenty-five medical students at Emory University School of Medicine created a virtual, synchronous, COVID-19 curriculum. Learners included 25 students enrolled in a pipeline program from five high schools in metro-Atlanta. The five lesson topics included virus epidemiology, COVID-19 testing and mask-wearing, vaccine fundamentals, COVID-19 risk in communities, and mental health and wellness. Lessons were standardized through medical student-teacher practice presentations to faculty. The curriculum was evaluated with a 23-item pre- and postsurvey assessing learners’ COVID-19 knowledge, attitudes, and practices. Pre- and postsurvey scores were compared using descriptive statistics and paired-samples t test. After the curriculum, learners' (N = 9) COVID-19 knowledge scores increased from 67% correct to 90% correct. Participants were better able to identify risk factors for severe COVID-19 infection, define “herd immunity,” and describe how socioeconomic status can influence infection risk. In addition, after the curriculum implementation, more learners thought vaccines were safe, with 67% responding that vaccines are “very safe,” compared with 0% at pretest. This initiative increased learners’ COVID-19 knowledge and established bridges between medical students and underserved communities. These connections are essential to combat misinformation surrounding COVID-19, encourage participation in the sciences from underrepresented areas, and empower students to be health advocates within their communities.