TABLE : Topics included in the Appalachian History and Culture Educational Session Geopolitical identification of WV and Appalachia Historical overview of Appalachia with WV focus from 1700s to present Discussion of Appalachian dialect Reliance on industry including mining , timbering , and natural gas production Formation of Appalachian culture WV demographics including identification of population movements and trends Importance of presented concepts for future practice Challenges facing WV and region , including economic opportunities , educational attainment , healthcare , opioid crisis , and poverty
Comments also highlight the sessions perceived value from both in-state and out-of-state students . For example , one student commented , “ Appalachian Culture was BY FAR the most interesting session . As an out of state student , I respect and appreciate the love that the people of West Virginia have for their state / culture . This lecture was super informative and I am thankful for the help integrating into this wonderful culture .” Another said , “ As an out of state student , the Appalachian culture was very helpful and I appreciate learning a lot of this stuff beforehand .” One relayed , “ I found the Appalachian Culture session very interesting because I am not from West Virginia or the Appalachian region so it was interesting ( and helpful ) for me to learn about the people around me while studying in medicine .” These types of comments from out-ofstate students are in contrast with those from in-state students , one of which opined , “ I most enjoyed the Appalachian culture session … Even though I went to WVU for undergrad , I still learned a lot … I wouldn ’ t have expected a session on WV culture , but it was one of the best .” Another conveyed , “ Despite the fact that I grew up in West Virginia , the chance to hear explicitly about the culture of my home state allowed me to realize many things I took at face value .”
Some comments have offered suggestions or constructive thoughts , which typically surface when students have been asked about the least interesting component of Professional Development Week . For example , one comment denoted , “ Personally , as a native to southern West Virginia , the Appalachian culture topic was not exciting , but I think out-of-state students would feel differently .” Another student relayed , “ I found that the Appalachian culture session was the least interesting to me . Mostly due to the fact that I am from the area , and I was already aware of the majority of information presented . However , I am sure that people from out of the area found this session more interesting than myself .” These comments indicate that some students , particularly from Appalachia , may be more aware of the information and do not necessarily see it quite as valuable . A suggestion was also made to make the session more interactive .
DISCUSSION
The data presents two important findings . Firstly , students have valued a formal introduction to both the state of WV as well as Appalachian culture and population trends . Students at the WVU SoM begin integrating into the clinical environment during the first week of class through the Physical Diagnosis and Clinical Integration course series , which spans the first two-years of the curriculum . Additionally , patients from Appalachia will be encountered throughout all four years of the curriculum . The comments from the evaluations highlight that students recognize that the orientation week session introduces Appalachian culture and history and how those two forces coalesce and impact Appalachian healthcare disparities and the individual patient . This understanding is important from week one through the four years in medical school and beyond .
Secondly , the data from the session also reveals an interesting dichotomy between how in-state students versus out-of-state students perceive the session . One intent of the session is to challenge those who identify as Appalachian or West Virginian to recognize how the culture may impact their thinking . For students from WV , which typically comprise approximately one-half to two-thirds of any incoming class , some of the content may seem to serve as a refresher . For these students , the goal is for them to go beyond simply receiving this information , but instead to challenge them to begin considering how their own backgrounds from Appalachia may have shaped their thoughts and ideas as they begin working with colleagues from other regions of the country and world . Moreover , it challenges students to ponder how their own cultural association shapes interactions with the Appalachian patient population . The goal is that students from the region will walk away with some level of introspection as nascent providers from Appalachia .
In contrast , for students not from WV and / or Appalachia , who typically compose one-third to one-half of any incoming class , the intent of the session is twofold . There is some need to relay practically relevant information . For example , there are multiple references to maps of the state with the purpose of orienting students to
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