scholarly journals Developing a Medical School Curriculum on Racism: Multidisciplinary, Multiracial Conversations Informed by Public Health Critical Race Praxis (PHCRP )

2018 ◽  
Vol 28 (Supp 1) ◽  
pp. 271 ◽  
Author(s):  
Rachel R. Hardeman ◽  
Diana Burgess ◽  
Katy Murphy ◽  
David J. Satin ◽  
Julie Nielsen ◽  
...  
Keyword(s):  
Public Health ◽  
Health Care ◽  
Medical School ◽  
Phase I ◽  
Minority Groups ◽  
School Curriculum ◽  
Racial Group ◽  
Lessons Learned ◽  
University Of Minnesota ◽  
Post Intervention

<p class="Pa6"><strong>Background: </strong>To fight racism and its poten­tial influence on health, health care profes­sionals must recognize, name, understand and talk about racism. These conversations are difficult, particularly when stakes feel high—in the workplace and in interracial groups. We convened a multidisciplinary, multi-racial group of professionals in two phases of this exploratory project to develop and pilot an intervention to promote effec­tive dialogues on racism for first year medi­cal students at the University of Minnesota Medical School.</p><p class="Default"><strong>Methods: </strong>Informed by a Public Health Crit­ical Race Praxis (PHCRP) methodology in Phase I, initial content was developed by a group of seven women primarily from racial and ethnic minority groups. In a later phase, they joined with five White (primarily male) colleagues to discuss racism and race. Participants met monthly for 12 months from Jan 2016-Dec 2016. All participants were recruited by study PI. An inductive approach was used to analyze meeting notes and post intervention reflections to describe lessons learned from the process of employing a PHCRP methodology to de­velop the aforementioned curriculum with a multidisciplinary and multi-racial group of professionals dedicated to advancing conversations on racial equity.</p><p class="Pa6"><strong>Results: </strong>Participants from Phase I described the early meetings as “powerful,” allowing them to “bring their full selves” to a project that convened individuals who are often marginalized in their professional environ­ments. In Phase II, which included White colleagues, the dynamics shifted: “…the voices from Phase I became quieter…”; “I had to put on my armor and fight in those later meetings…”</p><p class="Default"><strong>Conclusions: </strong>The process of employing PHCRP in the development of an interven­tion about racism led to new insights on what it means to discuss racism among those marginalized and those with privilege. Conversations in each phase yielded new insights and strategies to advance a conver­sation about racism in health care. <em></em></p><p class="Default"><em>Ethn Dis. </em>2018;28(Suppl 1):271-278; doi:10.18865/ed.28.S1.271.</p>

scholarly journals Medical Student Leadership Development through a Business School Partnership Model: A Case Study and Implementation Strategy

2021 ◽  
Vol 8 ◽  
pp. 238212052110104
Author(s):  
Timothy P Daaleman ◽  
Mindy Storrie ◽  
Gary Beck Dallaghan ◽  
Sarah Smithson ◽  
Kurt O Gilliland ◽  
...  
Keyword(s):  
Leadership Development ◽  
Medical Students ◽  
Medical School ◽  
Business School ◽  
Medical Curriculum ◽  
School Curriculum ◽  
Learning Model ◽  
Lessons Learned ◽  
Self Awareness ◽  
Program Outcomes

Background: There is an ongoing call for leadership development in academic health care and medical students desire more training in this area. Although many schools offer combined MD/MBA programs or leadership training in targeted areas, these programs do not often align with medical school leadership competencies and are limited in reaching a large number of students. Methods: The Leadership Initiative (LI) was a program created by a partnership between a School of Medicine (SOM) and Business School with a learning model that emphasized the progression from principles to practice, and the competencies of self-awareness, communication, and collaboration/teamwork. Through offerings across a medical school curriculum, the LI introduced leadership principles and provided an opportunity to apply them in an interactive activity or simulation. We utilized the existing SOM evaluation platform to collect data on program outcomes that included satisfaction, fidelity to the learning model, and impact. Results: From 2017 to 2020, over 70% of first-year medical students participated in LI course offerings while a smaller percentage of fourth-year students engaged in the curriculum. Most students had no prior awareness of LI course material and were equivocal about their ability to apply lessons learned to their medical school experience. Students reported that the LI offerings provided opportunities to practice the skills and competencies of self-awareness, communication, and collaboration/teamwork. Discussion: Adding new activities to an already crowded medical curriculum was the greatest logistical challenge. The LI was successful in introducing leadership principles but faced obstacles in having participants apply and practice these principles. Most students reported that the LI offerings were aligned with the foundational competencies.

scholarly journals MON-134 Incorporating Transgender Competent Care into the Medical School Curriculum

2020 ◽  
Vol 4 (Supplement_1) ◽  
Author(s):  
Elizabeth M Lamos ◽  
Sandra Quezada ◽  
Rana Malek
Keyword(s):  
Medical Student ◽  
Medical School ◽  
School Curriculum ◽  
Comfort Level ◽  
Endocrine Treatment ◽  
Post Intervention ◽  
Endocrine Society ◽  
Knowledge And Skills ◽  
Interest Level ◽  
Student Training

Abstract BACKGROUND: According to recent estimates, the US transgender population has doubled in the last decade. Incorporating transgender competent care into medical education is a growing need, and a focus of the AAMC. Care of the transgender individual is multifaceted, and medical school curriculae on transgender care are limited and lack standardization. Similarly, strategies for measuring effectiveness and impact of these curriculae remain limited. Methods: Over 3 years, the use of a transgender clinical correlation in the endocrine section of the second-year medical student pre-clerkship curriculum progressed to the use of a triple modality intervention. This included (1) a self-directed written handout with terminology and the basic tenants of medical transition therapy with an optional podcast, (2) a traditional presentation covering social, ethical and multi-disciplinary transgender care, and (3) an interactive session with a transfemale and transmale patient. An anonymous 8 question pre-and post-intervention survey using an electronic clicker system was performed. Questions included interest level, comfort level with various aspects of transgender-competent care and resource awareness. Results: Prior to the intervention, 74% of students were interested in learning more about transgender competent care. After the learning intervention, in all questions focusing on knowledge and skills of transgender care, students reported a significant increase in their comfort level (Figure 1, p&lt;0.5, all). This included reporting now higher comfort levels regarding goals of hormone therapy (8 to 63%), use of transgender affirming medications (19 to 44%), barriers to care (30 to 79%), and long term and multi-disciplinary care (8 to 63% and 13 to 71%, pre- and post-intervention respectively). At the end of the intervention, students felt they had more resources to access information about transgender-competent care (pre-23% to post-94% p= &lt;0.05). Conclusion: Knowledge and skills in the care of transgender individuals is poor in the pre-clerkship medical school years. The interest to learn about transgender care is positive. This multi-modality intervention was successful in increasing medical student comfort and knowledge about comprehensive transgender care, and increased student awareness of available resources. Introduction of transgender care should be implemented early in medical student training. 1. Hembree WC et al. Endocrine Treatment of Gender-Dysphoric/ Gender-Incongruent Persons: An Endocrine Society Clinical Practice Guideline. Endocr Pract. 2017 Dec;23(12):1437. 2. Harris M, Johnson C. Only Human. Trans Kids Update: Dating, PMS, And, Yeah, Bathrooms. NYPR WNYC Studios, 2017. Figure 1. Change in student comfort across transgender competent care. * p &lt; 0.05

Consideration of Medical and Public Health Coordination - Experience from the 2016 Kumamoto, Japan Earthquake

2019 ◽  
Vol 34 (02) ◽  
pp. 149-154
Author(s):  
Hisayoshi Kondo ◽  
Yuichi Koido ◽  
Yuzuru Kawashima ◽  
Yoshitaka Kohayagawa ◽  
Miho Misaki ◽  
...  
Keyword(s):  
Public Health ◽  
Health Care ◽  
Lessons Learned ◽  
Public Health Care ◽  
2016 Kumamoto Earthquake ◽  
Medical Assistance ◽  
Team Members ◽  
Kumamoto Earthquake ◽  
The 2016 Kumamoto Earthquake ◽  
Medical Relief

Objective:The aim of this study was to identify disaster medical operation improvements from the 2016 Kumamoto Earthquake (Kumamoto Prefecture, Japan) and to extract further lessons learned to prepare for future expected major earthquakes.Methods:The records of communications logs, chronological transitions of chain of command, and team registration logs for the Disaster Medical Assistant Team (DMAT), as well as other disaster medical relief teams, were evaluated.Results:A total of 466 DMAT teams and 2,071 DMAT team members were deployed to the Kumamoto area, and 1,894 disaster medical relief teams and 8,471 disaster medical relief team member deployments followed. The DMAT established a medical coordination command post at several key disaster hospitals to designate medical coverage areas. The DMAT evacuated over 1,400 patients from damaged hospitals, transported medical supplies to affected hospitals, and coordinated 14 doctor helicopters used for severe patient transport. To keep constant medical and public health operations, DMAT provided medical coordination management until the local medical coordination was on-track. Several logistic teams, which are highly trained on operation and management of medical coordination command, were dispatched to assist management operation. The DMAT also helped to establish Disaster Coordination and Management Council at the prefectural- and municipal-level, and also coordinated command control for public health operations. The DMAT could provide not only medical assistance at the acute phase of the disaster, but also could provide medical coordination for public health and welfare.Conclusion:During the 2016 Kumamoto Earthquake, needs of public health and welfare increased enormously due to the sudden evacuation of a large number of residents. To provide constant medical assistance at the disaster area, DMAT, logistic teams, and other disaster medical relief teams must operate constant coordination at the medical headquarter command. For future expected major earthquakes in Japan, it will be required to educate and secure high enough numbers of disaster medical assistance and health care personnel to provide continuous medical and public health care for the affected area residents.Kondo H, Koido Y, Kawashima Y, Kohayagawa Y, Misaki M, Takahashi A, Kondo Y, Chishima K, Toyokuni Y. Consideration of medical and public health coordination – experience from the 2016 Kumamoto, Japan Earthquake. Prehosp Disaster Med. 2019;34(2):149–154

scholarly journals Nursing Voices during COVID-19: An Analysis of Canadian Media Coverage

Aporia ◽  
2020 ◽  
Vol 12 (1) ◽  
pp. 109-113
Author(s):  
Marilou Gagnon ◽  
Amélie Perron
Keyword(s):  
Public Health ◽  
Health Care ◽  
Severe Acute Respiratory Syndrome ◽  
Media Coverage ◽  
Lessons Learned ◽  
Public Health Care ◽  
News Stories ◽  
Starting Point ◽  
The Media

While it is generally recognized that nurses and nursing issues are underrepresented in the media, the contrary is also true during major public health care crises like Ebola and SARS (Severe Acute Respiratory Syndrome). We see this phenomenon unfolding in the midst of the current COVID-19 pandemic with nurses and nursing issues receiving extensive media coverage in Canada and internationally. To gain more insights into this media coverage, we analyzed the content of Canadian news stories published in both English and French during the first five months of the COVID-19 pandemic. This paper presents the findings of our analysis and identifies important lessons learned. We believe that our findings serve as an important starting point for understanding nurses’ agency and the media savviness they displayed during the first months of the pandemic.

scholarly journals Lessons Learned from a Study of the Integration of a Point-of-Care Ultrasound Course into the Undergraduate Medical School Curriculum

2019 ◽  
Vol 25 ◽  
pp. 4104-4109 ◽  
Author(s):  
Mateusz Zawadka ◽  
Agata Graczyńska ◽  
Anna Janiszewska ◽  
Andrzej Ostrowski ◽  
Maciej Michałowski ◽  
...  
Keyword(s):  
Medical School ◽  
Point Of Care ◽  
School Curriculum ◽  
Medical School Curriculum ◽  
Lessons Learned ◽  
Point Of Care Ultrasound

scholarly journals The Experiences and Perceptions of Health-Care Workers During the COVID-19 Pandemic in Muscat, Oman: A Qualitative Study

2020 ◽  
Vol 11 ◽  
pp. 215013272096751
Author(s):  
Thamra Al Ghafri ◽  
Fatma Al Ajmi ◽  
Huda Anwar ◽  
Lamya Al Balushi ◽  
Zainab Al Balushi ◽  
...  
Keyword(s):  
Public Health ◽  
Health Care ◽  
Primary Health Care ◽  
Qualitative Study ◽  
Health Care Workers ◽  
Lessons Learned ◽  
Group Discussions ◽  
Medical Response ◽  
Primary Health ◽  
Care Workers

Introduction Predominantly, studies on COVID-19 report quantitative data that often miss the social implications and other determinants of health. The objective of this study was to explore the experiences and perceptions of health care workers (HCWs) in primary health care in the management of COVID-19 with respect to medical response experiences, socio-cultural and religious reforms, psychological impressions, and lessons learned. Methods This was a qualitative study using an empirical phenomenological approach. Six focus group discussions were conducted across various stakeholders working frontline in the management of COVID-19 (managerial, public health/field/community and primary care health centers). They participated in semi-structured, in-depth group discussions from 11th to 20th May 2020. All discussions were audio-recorded, transcribed verbatim and analyzed using thematic analysis. Results Forty participants were involved in this study. Three themes emerged related to the medical response experiences, including the rapid re-structuring of the PHC services, use of technology and challenges of working on COVID-19. Perceptions on the socio-cultural and religious reforms included changes in social and religious norms, and anticipated gaps in accessing health care among the vulnerable groups (elderly, expatriates, and individuals with low economic status). Perceptions on psychological disturbances were themed as consequences of social distancing, management of dead bodies, exhaustion among the health care workers, and risk of exposure. Finally, lessons learned were centered around building on the existing epidemiological and public health capacities, improving access to health care and overcoming resistance to change. Most participants labelled their experience in COVID-19 as an “experience of wisdom” in which learning was a continuous process. Conclusion This qualitative study amongst primary HCWs revealed certain aspects of response to COVID-19 in Muscat, Oman. Results has unfolded various aspects of COVID-19. The situation was perceived by primary HCWs as a new experience that challenged the primary health care; enforced the utilization of public health/epidemiological skills, and linked to unfavorable socio-religious and psychological events.

A Correctional–Public Health Collaboration for Colorectal Cancer Screening in a State Prison System

2021 ◽  
pp. 003335492097466
Author(s):  
Dora M. Dumont ◽  
Deborah Davis ◽  
Radha Sadacharan ◽  
Eric Lamy ◽  
Jennifer G. Clarke
Keyword(s):  
Public Health ◽  
Colorectal Cancer ◽  
Health Care ◽  
Cancer Screening ◽  
Colorectal Cancer Screening ◽  
Access To Health Care ◽  
Health Department ◽  
Lessons Learned ◽  
Preventive Health ◽  
Invasive Adenocarcinoma

Correctional facilities provide health care to large numbers of medically underserved people. As such, preventive health in correctional settings is an important yet underused investment in public health. Because they often have histories of poor access to health care, the justice-involved population is more likely than the general population to be diagnosed with advanced-stage cancers. We report on the first 2 years of an ongoing collaboration between a state correctional system and state health department to implement annual colorectal cancer screening for sentenced people using fecal immunochemical testing (FIT). Preparation for the annual iterations begins in January, and patient engagement begins in March. In the first year of implementation (2018), 1396 of 1856 (75.2%) sentenced people completed an eligibility screen, and 254 of 321 (79.1%) eligible patients completed a FIT (eligible patients were aged ≥50 [≥45 if Black] in year 1 [lowered to ≥45 in year 2] and reported no previous relevant medical or family history of colorectal cancer); 54 (21.3%) completed FITs were positive. Of the 54 patients with positive FITS, 33 (61.1%) completed follow-up colonoscopies resulting in the identification of polyps in 26 (48.1%) patients with a positive FIT. We found invasive adenocarcinoma for 2 (3.7%) of the positive FITs (6.1% of colonoscopies performed). In the second year (2019), after a conversion from paper to tablet-based eligibility screening, 1707 of 2059 (82.9%) sentenced people completed an eligibility screen, and 200 of 285 (70.2%) eligible patients completed a FIT, 27 (13.5%) of whom had a positive result. We share lessons learned about implementing mass screening to encourage further communication among departments of health and corrections to advance preventive health.

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