Micro-Credential in Strategies for Eliminating Health Inequities

The courses will help you to gain content expertise on the origins of health inequities and tools for intervening to eliminate health disparities. The additional portfolio-building experience lets you demonstrate your ability to design a strategy for reducing health disparities such as a program, policy initiative or other intervention. You can complete the micro-credential online in one or two semesters. 

After completing the micro-credential, you will be able to:

• Analyze how social determinants underlie health inequities.
• Infer ways in which historical, political and economic forces have contributed to present-day health inequities.
• Critically analyze the scholarly literature to identify and/or conceptualize program and policy solutions to health inequities.
• Apply and teach skills for collaborating with community partners that will reduce health inequities.
• Use formative research to develop an intervention to address health inequities.
• Understand the ways in which evidence-based programs are created, adapted and implemented by community organizations.

• Applicants who are not currently enrolled in a UB graduate program who have earned a four-year degree from an accredited college are eligible to join the micro-credential.
• UB graduate students who have earned a four-year degree from an accredited college or who have graduate-student status in a combined undergraduate/graduate degree program may earn the micro-credential badge.

• Completing the micro-credential can help people in the non-profit sector serve marginalized communities.
• It can help health care providers and health systems leaders understand the causes of health inequities and identify and implement strategies for eliminating health care inequities as well as leverage resources and soft power to improve social determinants of health.
• The micro-credential will help professionals become health equity leaders within their organizations.

To earn the micro-credential, you must complete the following requirements:

• Complete two of the six courses listed below. 
  You must earn a B or higher in both courses to receive the micro-credential badge.
• After completing the two courses, you will plan a novel strategy for reducing a health inequity and prepare a slide deck for presenting the strategy. This strategy can be a program, policy proposal, systems change process or other initiative. You do not need to present the strategy; however, ideally, you would present it in a community setting.

For all questions, please contact Paige C. Miller, Academic and Business Services Coordinator at pcm6@buffalo.edu.

3 Credits, Fall Semester

Health Equity is designed to give students an in-depth understanding of the social determinants of health and how their ills and benefits are unequally distributed across society. We will cover differences in health status associated with race, ethnicity, immigrant status, education, income, disability, geographic location, gender, sexual orientation and gender identity. We will examine the multiple pathways through which these inequities are produced and reinforced, including structural and interpersonal discrimination and stigma. The course will provide historical and theoretical perspectives on health disparities and provide a critical examination of empiric research on explanatory pathways. We will also discuss methods for conducting research and intervening in disadvantaged communities. Students will have an opportunity to engage in work on a health disparities topic of their choosing.

Instructor: Orom

Format: Remote

3 Credits, Spring Semester

The course will introduce students to historical trends in the population burden of sexual risk behaviors, the social ecology of these risks, and current controversies in practice and policy. We will also examine surveillance systems and nationally representative samples used to monitor trends in high-risk sexual behaviors and related consequences. Students will critically examine the logic and impact of current domestic standards for sexual health policy and practice through a comparative look at sexual health needs (e.g., contraceptive use, STI prevention and treatment, and HIV-related services) in a range of diverse clinical and social settings with different populations (adolescents, young adults, older adults). Using a variety of teaching methods, students will receive an overview of the dynamics of high-risk sexual activity among individuals, communities, and populations. Topics will include an assessment of current peer-reviewed research and professional guidelines for effective sexual risk reduction; federal and state policies related to sexuality, pregnancy, contraception and HIV/STI prevention; and current curricula at the national and state level for sexuality education.

Instructor: Przybyla

Format: Seated