Chris Martin on Engaging the Community in Teaching Health Equity

The Auburn University College of Nursing is distinguished by the remarkable individuals who make up its vibrant community. It is this extraordinary group of people who make our college a truly exceptional place to learn and grow.

Following is a conversation with Chris Martin, associate clinical professor, on his work as a Macy Faculty Scholar.

What strategies can healthcare educators use to effectively engage the community in teaching health equity?

Healthcare educators should establish a consistent presence within the community and, most importantly, demonstrate a willingness to actively listen. Although healthcare educators bring specialized expertise, their efforts are most impactful when they address needs identified by the community itself. Approaching communities with predetermined plans may hinder the development of meaningful partnerships.

How can community engagement help address health disparities and promote equity in healthcare?

Engaging with communities that may have limited interaction with healthcare institutions, provides valuable opportunities for collaboration. Such engagement enables healthcare professionals and academics to better understand the unique needs of these populations, allowing for the application of expertise where it can most effectively support and strengthen community health within their areas of influence.

Can healthcare institutions foster partnerships with community organizations to enhance teaching and learning about equity?

Healthcare institutions can strengthen partnerships with community organizations by supporting faculty engagement in communities with which they have authentic connections and a genuine commitment to contribute. As Theodore Roosevelt noted, “People don’t care how much you know, until they know how much you care.” This perspective underpins my approach to community engagement. To achieve meaningful outcomes, it is essential that faculty leading these initiatives value positive community impact as highly as research productivity.

What role do patients and their families play in community engagement initiatives?

In the context of community-based participatory programs, community members are more than mere subjects of research; they serve as key stakeholders and active contributors to program development and implementation. For such initiatives to succeed over time, it is vital that they authentically reflect the values and experiences of the community. Additionally, community members often act as storytellers and educators, sharing perspectives that may otherwise be inaccessible to students in health professions. By doing so, they broaden students’ understanding of diverse lived experiences and strengthen their capacity to deliver collaborative, patient- and family-centered care within the communities they serve.

What challenges might arise when implementing community engagement strategies in healthcare education, and how can they be overcome?

One significant challenge is that initiatives may become more transactional than relational in nature. As a nursing professional, I make it a priority to foster genuine, relationship-based interactions. Nevertheless, traditional research models often risk positioning communities as subjects rather than as equal partners and stakeholders in these programs.

How can healthcare curricula be adapted to incorporate community engagement and principles?

Healthcare curricula can be adapted to integrate community engagement by embedding structured opportunities for students to interact meaningfully with local populations throughout their education, along with comprehensive coursework on community health. Intentionally placing students in communities over the course of their education and encouraging them to create connections with community members allows students to better understand that health extends beyond the clinical setting—it is shaped by the environments in which future patients live, work, and participate in daily life.