How Interprofessional Community Mobile Healthcare and Service-Learning Work Together to Identify and Address Chronic Health Disparities.

ABSTRACT

Background: Residents of the State of Delaware experience high levels of health inequities. Service-learning programs provided jointly by universities and community partners can address health disparities through documentation of disparities and service provision that sees patients where they are. Benefits accrue for both students and communities experiencing health inequities. Methods: HEALTH for All (H4A) mobile unit clients can receive a variety of services at sites co-located with community based organizations (CBOs). Between September 2023 and January 2024, H4A clients had their blood pressure assessed by a trained healthcare provider. Demographic and ZIP Code of residence data were collected by a trained graduate student. Data were recorded and analyzed using Microsoft Excel Version 16.5 (Redmond, WA, USA). All documentation was reviewed and approved by the University of Delaware's Institutional Review Board (IRB #1567044-3). Results: Between September 2023 and January 2024, 152 clients participated. Most participants were female (72.27%; 104 of 143) and identified as White (68.66%; 92 of 134). The largest group of clients were in Stage 1 Hypertension (34.21%; 52 of 152), followed by Elevated (23.68%; 36 of 152), Normal (22.37%; 34 of 152), and Stage 2 Hypertension (19.74%; 30 of 152). Black or African American clients had higher systolic and diastolic blood pressure compared to other racial and ethnic groups. There were also differences in the share of clients with hypertension by ZIP Code of residence. Conclusions: Interprofessional service-learning in a mobile health context provides students with practical field experience and real-world insights into community perspectives and needs, including addressing health inequities. Academic-community partnerships and mobile health programs should be prioritized in the future to address health inequities and foster the development of socially engaged, community-minded future professionals.