scholarly journals Patient Race/Ethnicity and Quality of Patient–Physician Communication During Medical Visits

2004 ◽  
Vol 94 (12) ◽  
pp. 2084-2090 ◽  
Author(s):  
Rachel L. Johnson ◽  
Debra Roter ◽  
Neil R. Powe ◽  
Lisa A. Cooper
Author(s):  
Morgan Congdon ◽  
Stephanie A. Schnell ◽  
Tatiana Londoño Gentile ◽  
Jennifer A. Faerber ◽  
Christopher P. Bonafide ◽  
...  

2009 ◽  
Vol 24 (9) ◽  
pp. 1057-1064 ◽  
Author(s):  
Crystal W. Cené ◽  
Debra Roter ◽  
Kathryn A. Carson ◽  
Edgar R. Miller ◽  
Lisa A. Cooper

2021 ◽  
Author(s):  
Mary Rodriguez Ziccardi ◽  
bahaa Al-Azzam ◽  
Yining Chen ◽  
Faisal Darbar ◽  
Aylin Ornelas-Loredo ◽  
...  

Circulation ◽  
2020 ◽  
Vol 142 (Suppl_3) ◽  
Author(s):  
Iniya Rajendran ◽  
Patricia Williams ◽  
Pei-Chun McGregor

Introduction: Group Medical Visits (GMV) are medical appointments where patients with similar medical conditions are seen in a group setting. Heart Failure (HF) is an ideal fit for the GMV model of healthcare delivery. HF guidelines emphasize the need for a self-care regimen including symptom knowledge, medication adherence, dietary and lifestyle modifications and social support. We conducted an intervention with these elements in a GMV setting to assess feasibility and improvement in quality of life (QoL). Methods: We enrolled a convenience sample of high-risk veterans with HF who required frequent follow up. Veterans participated in a longitudinal GMV for eight sessions lasting two hours each and occurring once a month. A curriculum was prepared a priori, and each session was led by an invited guest facilitator and focused on nutrition, exercise, stress, holistic health among others. Feasibility was assessed through recruitment and retention data. We also collected pre-post medication compliance data and QoL change using the 12-item Kansas City Cardiomyopathy Questionnaire (KCCQ-12). We gathered feedback after each session. Results: Twelve patients were invited to the program and nine patients attended the first session. The average attendance was 6 participants each week with 4 participants attending all eight sessions. All were men, 22% identified as Black and 8 of 9 participants had preserved ejection fraction and obesity. At baseline, the mean KCCQ was 49.2. At the end of the intervention, the mean change in KCCQ-12 score was +9 (p=0.39). The largest change (+12, p=0.13) was seen on the QoL subscale. No significant improvement was seen in medication compliance. Participants listed community building, peer to peer education, learning about hospital services and continued contact with their provider as highlights of the program. Due to invitation of high-risk individuals, we had one death and seven hospitalizations during the study period. Conclusions: Longitudinal GMVs for high risk patients has a role in HF education and management. It may improve QoL and provider-patient relationship. It is well accepted by the veteran population and has the potential to be routinely integrated into clinical practice.


2020 ◽  
Author(s):  
Barbara Means ◽  
Julie Neisler

This report describes the experiences of over 600 undergraduates who were taking STEM courses with in-person class meetings that had to shift to remote instruction in spring 2020 because of COVID-19. Internet connectivity issues were serious enough to interfere with students’ ability to attend or participate in their STEM course at least occasionally for 46% of students, with 15% of students experiencing such problems often or very often. A large majority of survey respondents reported some difficulty with staying motivated to work on their STEM courses after they moved online, with 45% characterizing motivation as a major problem. A majority of STEM students also reported having problems knowing where to get help with the course content after it went online, finding a quiet place to work on the course, and fitting the course in with other family or home responsibilities. Overall, students who reported experiencing a greater number of major challenges with continuing their course after it went online expressed lower levels of satisfaction with their course after COVID-19. An exception to this general pattern, though, was found for students from minoritized race/ethnicity groups, females, and lower-income students. Despite experiencing more challenges than other students did with respect to continuing their STEM courses remotely, these students were more likely to rate the quality of their experiences when their STEM course was online as just as good as, or even better than, when the course was meeting in person.


2014 ◽  
Vol 97 (2) ◽  
pp. 248-255 ◽  
Author(s):  
Michael H. Farrell ◽  
Stephanie A. Christopher ◽  
Alison La Pean Kirschner ◽  
Sara J. Roedl ◽  
Faith O. O’Tool ◽  
...  

Author(s):  
Cynthy K. Haihambo ◽  
Hilda N. Shiimi

Namibia is home to a diverse population in terms of race, ethnicity, socio-cultural status, culture, language, religion, abilities, and tradition. Before independence, race was the main variable in determining the quality of education one would receive. Upon independence, Namibians where determined to do away with all forms of inequality in education by adopting the Education for All philosophy. Namibia is signatory to various international conventions including the Convention on the Rights of the Child and the Salamanca Declaration. The findings suggest that, even though school principals and teachers seemingly support inclusion, it could be deduced that they either have a limited understanding and far-fetched understanding of what inclusive education really means.


Sign in / Sign up

Export Citation Format

Share Document