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This article describes an undergraduate health sciences course where students propose a community-level intervention that addresses a local health disparity. Students use community planning principles and health equity concepts as a final project in their 8-week online community-engaged course. The student-proposed project engages a community in health education or promotion-program planning and allows for faculty assessment of pedagogical decisions. A curricular commitment to health equity enhances the capacity and competency of learners to address the structural inequities that fuel pervasive health disparities among socially disadvantaged populations. Ethnocultural empathy or racial/ethnic perspective taking is used as a measurable competency. The final paper requires students to describe how the perspectives of Black, Indigenous, People of Color (BIPOC) have shaped their proposed community intervention. They are also asked to offer recommendations on how to best mitigate the racial bias that may show up in community-based interventions.
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