Lessons Learned: The role of multi-linguistic students in the dissemination of information related to health disparities

BACKGROUND: The AAIUH, recognizing that culture impacts health outcomes, trains lay health advocates to deliver health messages (R Browne, M Fraser-White 2008). Transfer of knowledge is often conducted within comparable generations. Reverse mentoring as a business model has shown tremendous success, but is rarely deliberately employed in the healthcare field. METHOD: In 2011, 49 students completed the Health Disparities Summer Internship Program where they developed skills such as public speaking and peer advocacy. Post-program completion, an electronic survey was administered to the parents of students who participated in the program. One parent was asked to complete the online survey per student. The survey was kept open for a period of 9 weeks to allow for adequate participation. RESULTS: There was a 95.9% response rate with 100% of the respondents indicating that their child had shared information regarding what they learned and/or did, with them/ other friends or relatives. Furthermore, their child had shared information specifically on (i) health disparities (n=95.7%), (ii) health policy (n=91.5%) and (iii) community health (n=93.6%). CONCLUSION: Minority communities where English might not be the primary language spoken encounter challenges in accessing quality healthcare. Parents often rely on their children, with a demonstrated higher proficiency in English to translate messages. Youth are often engaged in health training as it pertains to age-appropriate concerns. Lay health advocates disseminate health messages to their constituents in a culturally competent manner. Youth educators can be engaged to deliver culturally-competent messages on general health as demonstrated by the students in this program.