Browsing by Author "Crowley, Evelyn"

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    Effects of maternal depression on fetal health
    (2022-03) Burger, Taylor; Crowley, Evelyn; Koester, Jami; Noel, Josey; Raza, Mubashra
    Case Description Patient is a 27 years old pregnant (18 weeks) female with a past medical history of depression, post-traumatic stress disorder (PTSD), and military sexual trauma admitted for suicidal ideation with intent and plan. During admission, the patient refused all antidepressants after emesis on sertraline and prenatal vitamins. Patient was discharged after clinical stabilization and scheduled for follow-up outpatient. Conclusions Depression during pregnancy can have numerous adverse effects on mother as well as fetal and child development and thus treatment is of the utmost importance. Depression leads to alterations in the serotonin system and the HPA axis, as well as causes epigenetic changes to the infant glucocorticoid receptor gene. Changes in these pathways are most apparent during the second trimester and have downstream consequences leading to altered fetal heart rate variability, preterm birth, and low birth weight. Maternal depression can also lead to altered cortisol reactivity, and delayed motor and cognitive development in childhood. Furthermore, prevalence of depression varies throughout the pregnancy with depression more prevalent in the second and third trimesters. Clinical Significance Pregnant women are less likely to receive any mental health treatment for depression than their non-pregnant counterparts; 49% and 57% respectively, and screening for depression focuses on postpartum screening with few guidelines to screening during pregnancy. Due to the adverse effects on the fetus, maternal surveillance and treatment of depression during pregnancy is essential.
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    Student and Faculty Collaboration in Student Affairs
    (2023-04-28) Crowley, Evelyn; Salmon, Chase; Walvoord, Emily; Dafoe, Erin
    How does an institution increase student engagement when delivering co-curricular content that students sometimes view as unnecessary? Over the years, co-curricular topics such as, professional identity formation, policy awareness, academic success, awareness of institutional resources, cultivating a sense of well-being, etc. have become increasingly important. Indiana University School of Medicine (IUSM) has developed a novel approach to delivering co-curricular content that incorporates students into the creation and delivery of this content. In this session, we will discuss ways that students partner with Student Affairs in co-curricular educational programming, with a focus on personal & professional development (PPD) sessions and first-year orientation. These collaborations have fostered a greater degree of student engagement, higher levels of satisfaction with programs, and the ability to deliver content better connected to the student experience. Intentional personal and professional development education is just as vital on the path to becoming a physician as is traditional coursework. Collaborations begin during our first-year orientation, where rising M2s serve as content creators and are responsible for executing orientation in tandem with student affairs and regional campus faculty and staff. Throughout the academic year, students serve on the PPD planning committee to crowdsource topics from peers, listen to class chatter and concerns, and then work with student affairs to develop just in time sessions. These sessions focus heavily on M1 and M2 students who are in the very beginning stages of forming their professional identity. Examples include panels with upper-class students and residents, sessions with Mental Health Services, information about summer opportunities following the M1 year, creating a Step 1 study routine, and determining the right specialty. For our upper-class students, the focus shifts towards career development, residency application and Match preparation, financial security, and more. During this presentation, IUSM’s Associate Dean for Student Affairs and student panelists will discuss the evolution of these student-led initiatives at their nine-campus institution, review topics built in the curriculum, lessons learned and lead attendees in activities to develop and/or refine their own models. The session will include an interactive PowerPoint presentation, table discussions augmented with worksheets and a pair & share activity. We will conclude with an open Q & A with student panelists.