Health Equity and Disparities Flashcards
7 cards from real CHES practice questions. Tap to flip, then mark Knew It or Still Learning — missed cards come back until you master them.
Read the first 7 Health Equity and Disparities flashcards as text
When designing a health intervention for a low-literacy population, a health educator should FIRST:
Answer: Assess the community's preferred communication formats
Community assessment of preferred formats ensures materials are culturally appropriate and meet actual communication needs before design begins.
Which statistic is used to summarize overall health disparity across multiple population groups simultaneously?
Answer: Summary disparity index
The summary disparity index aggregates inequalities across multiple groups into a single measure for tracking overall disparities over time.
A rural community lacks a grocery store within 10 miles. This is best described as:
Answer: Food desert
A food desert is defined as a low-income area with limited access to affordable, nutritious food due to lack of nearby stores.
Which of the following is an example of a downstream intervention to address health disparities?
Answer: Providing free blood pressure medications to uninsured patients
Downstream interventions target immediate health problems at the individual level rather than addressing upstream social or structural causes.
The Indian Health Service was established primarily to fulfill which obligation?
Answer: Federal treaty responsibilities to American Indian/Alaska Native tribes
IHS was created to fulfill the federal government's obligation to provide health services to American Indian and Alaska Native people based on treaty rights.
Which concept explains how living in a disadvantaged neighborhood independently affects health beyond individual-level risk factors?
Answer: Place-based effects
Place-based effects recognize that neighborhood environments exert independent influences on health separate from the characteristics of individuals living there.
A health educator uses 'teach-back' method with limited-English-proficiency patients. The PRIMARY purpose is to:
Answer: Confirm patient understanding of health information
The teach-back method verifies patient comprehension by asking them to explain information in their own words.