Understanding Global Health in Peru
Before coming to the University of South Carolina (USC), I thought my only option to make a difference in healthcare was to become a physician. However, once I came to the university, I learned more about what a doctor entails and began to look at different health professions fields, and I was drawn toward the PA profession. What attracted me to this role was the lateral mobility, the balance of both autonomy and collaboration and the chance to enhance the community to enhance healthcare. This led me to change to pre-PA, and I felt hopeful about my ambitions and goals. What attracted me to this role are its unique features, including the opportunity for lateral mobility, a balance of autonomy and collaboration, and the chance to enhance healthcare access by expanding the physician's role.​
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As a pre-PA student, I wanted to build my skills in a clinical setting while fostering connections with colleagues and patients. Gaining real-world experience in patient care was important to me, as it allowed my skills to develop in a clinical setting while providing compassionate and attentive care to patients. I started working and volunteering as a Medical Assistant (MA) in a pain management clinic, a pediatric clinic, and the Free Medical Clinic. However, wanting to learn more about global health, I traveled to Peru with a medical internship program for two weeks during the summer of 2023.
My team and I were helping to set up the pharmacy station with the local pharmacist
The local community came together to give the team a gift for our hard work at the clinic
Peru is a beautiful country with a rich culture and tradition. The medical outreach program worked with the local community to help create and provide accessible healthcare services. I shadowed and worked alongside local physicians, pharmacies, and an amazing team during this internship. My team and I also went to local schools to teach about healthy habits and healthy eating. I was immersed in Peru's culture and customs. From my time there, I gained patient care experience, pharmacy skills, and the opportunity to work alongside the local communities to create an organized healthcare clinic.
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Our team traveled to different areas in Cusco, Peru. Certain towns were up on mountains with thin air, and most locals spoke Quechua, an indigenous language in Peru. Despite issues, our team created a working clinic within these communities, ensuring every patient received the care they needed. The <-- artifact towards the left was the community my team and I worked with and placed in for vitals. During those few days, we had a high influx of patients that certain medications ran out, and the doctors had to find an alternative treatment for the patients with the remaining medicines. I observed how physicians adapted to unexpected circumstances while finding alternative solutions. This exposure gave me a unique take on patient care and made me aware of the health disparities in these communities and the US.
Peru's unique global healthcare experience led me to take Race, Ethnicity, and Health: Examining Health Inequalities (HPEB 513). This class provides a comprehensive overview of the relationship between race/ethnicity and health in the United States (US) by looking into historical events and understanding current events that cause these health disparities. During class, we looked at the health disparities in the Latino community in the US and other countries, such as Ecuador, as seen in my artifact (Click Here to See). Dr. Ana Salto was a guest presenter in our class, discussing the health inequalities among the Indigenous elderly. She explains that 53% of Indigenous elderly live in extreme poverty due to factors such as inadequate health infrastructure caused by geographical barriers, economic challenges, and educational disparities. These factors can lead to poor mental health and chronic diseases: diabetes and cardiovascular disease. The health disparities in Ecuador were similar to what I saw in Peru. Reflecting on my time in Peru, most of our patients who came to the clinic were elderly Indigenous people. Common issues that were seen were arthritis, diabetes, cardiovascular diseases, and other chronic illnesses. This could be due to the lack of health accessibility caused by the factors discussed by Dr. Ana Salto. Alongside these challenges, many of them spoke only Quechua. At that time, we had few translators available, so our bus drivers, who knew a bit of Quechua, stepped in to help translate for these individuals. Relating it further to another discussion in class, language barriers are a common issue in the US that affects many people in the way health care is provided and accessed, leading to chronic illnesses and other issues seen in these minority groups.
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Going to Peru was an eye-opening experience that showed similar health disparities that the US is facing when it comes to providing care to minority groups. Understanding health inequalities in the US and other countries is important to help understand the challenges that are being faced and solutions to combat the issues. This trip allowed me to connect my experience to what I learned in class. Both experiences allowed me to understand the cultural and societal issues I aim to address in my future career.
My team and I went to go site seeing at Machu Picchu
