LANGUAGE BOUNDARIES, PUBLISHING, AND POWER

Applied anthropologists in the English-speaking world tend to disregard publications in other languages; institutions emphasize English-language publishing and give less credence or value to work in other languages. Even applied anthropologists writing in non-English languages often privilege English sources. The invisibility of non-English applied anthropology diminishes the richness of our field, as we miss opportunities to gain insights from different academic, practice, and cultural traditions. This paper, based on a panel held at the 2021 SfAA Meetings, presents reflections on the challenges of language in the circulation of global knowledge for anthropological practice. We highlight the power relations embedded in language, as well as opportunities for applied anthropologists to promote communication and collaboration across boundaries.

Evaluation of an Interprofessional Academic-Practice Partnership in End of Life Care

Introduction: The purpose of this mixed-methods study was to evaluate an interprofessional academic-practice partnership in end of life care by examining patient medication outcomes, the contributions of student pharmacists and a pharmacy preceptor to care teams, and student learning experiences. Methods: Retrospective chart review assessed polypharmacy differences in hospice patients with a primary terminal diagnosis of non-Alzheimer’s dementia between two patient groups; Group 1 managed on interprofessional care teams within the pharmacy partnership, and Group 2, managed on teams without a pharmacist. Team members who interacted with student pharmacists and the pharmacy preceptor participated in semi-structured key informant interviews to document perceptions of pharmacy contributions to care teams and the organization. At the end of their APPE, students completed reflective writings regarding their learning. Results: Patients in Group 1 were on statistically significant fewer medications than Group 2 at both week 4 and weeks 7-12 following admission. Five conceptual themes emerged from interviews: pharmacists as team medication experts, improved patient outcomes, interprofessional collaboration, patient/caregiver trust in medication regimens, and desire for sustainability. Student reflections included the following learning themes: teamwork, respect, value, and patient-centered care. Conclusions: The addition of a pharmacist on interprofessional care teams decreased the average number of medications in the non-Alzheimer’s end of life patient population. Team members identified value-added contributions of student pharmacists and the pharmacy preceptor that enhanced team efficiency and patient care. Student pharmacists recognized these contributions and the experience served as an exemplar of interprofessional practice.

Teaching the Hidden Curriculum in Political Science

ABSTRACT The “hidden curriculum” in academia represents a set of informal norms and rules, expectations, and skills that inform our “ways of doing” academic practice (Calarco 2020). This article suggests that relying on informal networks to provide access to instruction in these skills can reinforce preexisting inequalities in the discipline. Drawing on a pilot program that we developed and implemented in our own department, we provide a model for formalizing instruction and equalizing access to training in these professionalizing skills. Drawing on the literature on inclusive pedagogy, as well as our own implementation experience, we advance four recommendations for scaling and transporting instruction in the “hidden curriculum” to other departments.

P.079 Factors influencing HINTS exam usage by Canadian Emergency Medicine Physicians

Background: The HINTS examination is a sensitive and specific tool for determining whether a patient presenting with an acute vestibular syndrome has had a stroke. Despite its efficacy, it is often not used by Emergency Medicine (EM) physicians when assessing patients with vertigo. Methods: To ascertain why, we surveyed, by email, physicians registered with the Canadian Association of Emergency Physicians, to gather information on their practices when assessing patients with vertigo, and their utilization and perspectives concerning the HINTS examination. Results: 185 participants responded to our survey, demographically representative of Canadian EM physicians. The majority regularly use the HINTS exam in the appropriate setting, but significant minorities employ the exam inappropriately, such as in patients without nystagmus, with other neurological findings, or alongside tests for intermittent vertigo. Misapplication was associated with older age, years of practice, non-academic practice settings, and less residency training (p<0.05). The predominant reasons for not using this examination are lack of confidence in recalling and performing component exam techniques, particularly the head-impulse test, and doubts about the necessity, safety, or validity of this examination. Conclusions: HINTS examination use is limited by lack of provider skill, safety concerns, and doubts on its validity in excluding stroke when employed by EM physicians.