Health Care for People Who Are Incarcerated: Teaching Third-Year Medical Students About Rights, Challenges, and Avenues of Advocacy

Date of Review: January, 2025

This resource introduces third-year medical students to the healthcare rights of individuals who have been incarcerated. The 1-hour curriculum features a large-group didactic session, a reading of a peer-reviewed article on managing opioid use disorder in the carceral setting, and small-group discussions. These components encourage students to explore the challenges of providing equitable care to this population. Key topics include patient privacy, informed consent, surrogate decision-making, and collaboration with the jail/prison workforce accompanying patients. The curriculum also highlights the disproportionate impact of substance use disorders in this population and emphasizes evidence-based treatments, with particular focus on reducing the high mortality risk immediately post-release due to loss of tolerance. It is designed to be relevant across all medical specialties, employs person-first language, and frames prevalence data within the context of systemic racial and socioeconomic injustices. The curriculum is flexible, accommodating both in-person and virtual implementation. While it requires faculty facilitators for each small group, the authors propose training student facilitators as a feasible alternative to address resource limitations. Although not particularly intensive, this curriculum provides a strong introduction to the topic. Its concise structure and minimal time commitment make it an accessible and easily integrated component of a didactic-based medical school program. —Gayane Archer, MD, NCEAS

Corresponding Author’s Email:

aso248@uky.edu

Institution:

University of Kentucky

Where was the Curriculum Implemented:

Highland Heighs, KY; Lexington, KY; Bowling Green, KY

Outcomes that Have Been Reported for the Curriculum:

Self-reported learner attitude

Self-reported learner knowledge

Measured in learner knowledge

Outcome and Study Design:

Pre/Post

Level of Learner Assessment

Knowledge Acquisition (MCQ, IRAT, GRAT)