Tuesday, February 23, 2021

11:00-12:00pm (CST)

Group 1

Watch video of session


Voting is Healthy: Grady Hospital’s Voter Engagement Campaign

  • Hannah Marcovitch, Medical Student | Emory University School of Medicine
  • Eudora Olsen, Medical Student

One major way to address social determinants of health is through voting. Despite the direct impact of policy on patients, physicians consistently vote at lower rates than the general population. Our interdisciplinary team worked to design a campaign to increase voter registration at Grady Memorial Hospital, a large county safety-net hospital in Atlanta, Georgia. In a short amount of time, the Voting is Healthy campaign mobilized to deliver several effective materials to increase voter registration at Grady. This voting campaign should be replicated in future elections to increase civic engagement at Grady Memorial Hospital and other major urban hospitals.

Interprofessional Student Hotspotting Learning Collaborative: A Pilot Study of Proposed Goals, Achieved Interventions, and Barriers Facing Hotspotting Patient and Teams

  • Lauren Hersh, MD | Assistant Professor, Thomas Jefferson University Hospital
  • Brooke Salzman, MD
  • Tracey Earland, PhD, OTR/L
  • Megan Hershman, MS

Hotspotting is the identification and engagement of “super-utilizing” patients, whose unmet complex health and social needs land them repeatedly in hospitals. Student Hotspotting trains health professional students to work in interprofessional teams and provide team-based, hands-on, patient-driven interventions. Thomas Jefferson University is a recognized “hotspotting hub,” training student teams from multiple institutions. This study analyzed all capstone projects collected from 2014-2020. We identified and quantified themes relating to patient demographics, goals, interventions, and barriers. Our data demonstrates the added-value of students in healthcare teams, provides examples of interventions working to address SDoH, and creates opportunity to refine the curriculum.

Evaluation of a Bilingual Cultural Hispanic/Latinx Workshop About Diabetes for Pre-health and Health Professions Students

  • Reniell Iniguez, Medical Student | University of Illinois College of Medicine at Chicago
  • Pilar Ortega, MD | Emergency Medicine Physician and Project Mentor/ Investigator

Understanding and respecting the culture and language of the Hispanic/Latinx community are fundamental elements of combating racism in medicine.

We implemented a 1-hour workshop consisting of an interactive didactic and bilingual slide presentation to introduce participants to common Hispanic/Latinx cultural beliefs pertaining to diabetes, diabetes terminology in Spanish, and best practices when caring for Spanish-speaking patients with high risk of diabetes.

Our results suggest that a culturally focused diabetes workshop taught bilingually may be effective for teaching the importance of culture and its’ integral role in the health of Hispanic/Latinx populations to students who are heritage Spanish or second-language learners.

Peer Directed Advocacy Education: Embedding Anti-racism into Leadership Training at a Student-Led Free Clinic

  • Maria Mercurio, BA | Chicago Medical School at Rosalind Franklin University
  • Henna Ata, BS
  • Jyothirmayi Thippana, BS
  • Lauren Gard, MPH
  • Kathryn Fritz, BS

At the Interprofessional Community Clinic (ICC), we are seeking to use the education of our leadership team as a first step in combating structural racism in medicine. Our goal was to create a training course that would describe the racial inequities in healthcare and empower organizational leaders with tools to combat those inequities within our clinic. We will describe the three-session anti-racism course and its objectives, why such a course is important in the context of a student-led free clinic, the limitations of our approach, and the directions we hope to pursue in the future.

Tuesday, February 23, 2021

11:00-12:00pm (CST)

Group 2

Watch video Part 1

Watch Video Part 2

Health Equity Certificate Program: A Pilot Curriculum

  • Kimberly Montez, MD, MPH | Assistant Professor, Department of Pediatrics, Wake Forest School of Medicine
  • Sarah Langdon, MPH, MCHES, Project Manager, Maya Angelou Center for Health Equity
  • Kristen Hairston, MD, Associate Professor, Department of Internal Medicine
  • Brenda Latham-Sadler, MD, Associate Dean, Department of Family Medicine
  • Allison Caban-Holt, PhD, Associate Director, Maya Angelou Center for Health Equity
  • Allison Mathews, PhD, Associate Director of Integrating Special Populations, Maya Angelou Center for Health Equity
  • Nancy Denizard-Thompson, MD, Associate Professor, Department of Internal Medicine

The objective of the Health Equity Certificate program (HECP) is to improve knowledge regarding health disparities, health policy, SDH, and enhance skills for care of historically marginalized populations while engaging participants in effective solutions with community partners. While several curricula incorporating the social determinants of health (SDH), structural racism and implicit bias are described in the literature, few incorporate a multidisciplinary team of faculty and learners across departments and schools, spanning training levels. During the pilot year, we recruited 10 participants and 8 community partners. Evaluation is ongoing. We anticipate the HECP will provide multidisciplinary professional opportunities and strategies for mitigating racism.

Open Notes in Pediatric Care: A Trauma-Informed Approach

  • Amy Whittle, MD | Associate Clinical Professor of Pediatrics, University of California San Francisco, Zuckerberg San Francisco General
  • Mabel Chan MD
  • Taylor Clark MD
  • Maggie Gilbreth MD
  • Shonul Jain MD
  • Kathryn Margolis PhD
  • Laura Rubinos MD
  • Cindy Tran MD,
  • Heather Briscoe MD
  • Susan Fisher-Owens MD

The 21st Century Cures Act requires that patients be provided access to nearly all clinical notes via a patient portal by November 2, 2020. Health systems need to develop ways to handle sensitive information, especially as more aim to gather information on adverse childhood experiences.  These issues are especially complicated in pediatrics, given that caregiver circumstances create environmental factors impacting child health, multiple caregivers might have access to the same notes, and adolescents may or may not have access.  We will discuss the changes we implemented in the pediatric settings of our urban safety-net hospital when implementing open notes and provider responses.

Structural Competency Curriculum: A Novel Approach in Medical School Education for Addressing the Impact of Upstream Structural Issues on Patient Health and Health Care Delivery

  • Alejandro Aviña-Cadena,  Medical Student | UC Irvine School of Medicine
  • Alexa Lucas, Medical Student
  • Mahan Naeim, Medical Student
  • Caroline Nore, Medical Student
  • Ifunanyachukwu Okwuosa, Medical Student
  • Gabriel Sudario, MD
  • Alisa Wray, MD
  • Sangeeta Sakaria, MD

Our main goal of this curriculum was to develop a longitudinal curriculum to teach students to recognize and respond to upstream structural issues that negatively impact patient health and health care delivery. To meet this goal our objectives were to 1) Introduce the concepts of structural issues in society and their impact on patient’s health early in preclinical medical education, 2) provide students with the opportunity to apply this preclinical knowledge of how social issues manifest during 3rd-year clerkship rotations, 3) Build on the student third-year experience by having them develop solutions for these determinants during their 4th-year EM clerkship.

Improving Women’s Preventative Care Through Culturally-Attuned Health Education and Provider Trainings in an Uninsured, Spanish-Speaking Free Clinic Population

  • Katherine Barry, Project Manager, Clínica Esperanza/Hope Clinic
  • Ella Satish, Women’s Health Volunteer
  • Anne S. De Groot, MD, Volunteer Medical Director

Clínica Esperanza serves uninsured, Spanish-speaking immigrants in Rhode Island, who rely on the clinic for their health care and education. Gynecologic care is provided two nights per month by Women’s Clinic at CEHC, but there were previously no women’s health education programs available. In order to increase patient utilization of preventative services, staff worked closely to develop a peer-to-peer education program called ‘Entre Mujeres’, that focuses on a variety of important women’s health topics. Given the circumstances of the COVID-19 pandemic, the program was adapted into a series of informational handouts and teacher trainings to facilitate one-on-one education.

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