Browsing by Author "Feliciano, Anna"

Now showing 1 - 5 of 5
  • Thumbnail Image
    Item
    Caregiver experiences with accessing sickle cell care and the use of telemedicine
    (BMC, 2022) Jacob, Seethal A.; Daas, Roua; Feliciano, Anna; LaMotte, Julia E.; Carroll, Aaron E.; Pediatrics, School of Medicine
    Background: Sickle cell disease (SCD) is associated with a wide range of complications. However, a multitude of barriers prevent SCD patients from receiving adequate healthcare, including difficulties with transportation and lack of provider knowledge about disease sequelae. Importantly, studies have demonstrated the benefits of telemedicine in addressing barriers to healthcare. While previous studies have identified barriers to care through quantitative methods, few studies have explored barriers which affect the pediatric SCD patient population in the Midwest, wherein the geographical landscape can prohibit healthcare access. Furthermore, few studies have established acceptability of telemedicine among caregivers and patients with SCD. Methods: This study aims to increase understanding of barriers to care and perceptions of telemedicine by caregivers of pediatric SCD patients in a medically under-resourced area in the Midwest. Researchers conducted semi-structured interviews with caregivers of children with SCD. The interviews were audio-recorded and transcribed. Thematic analyses were performed. Results: Researchers interviewed 16 caregivers of 15 children with SCD. Thematic analyses of the interview transcripts revealed four broad themes regarding caregiver burden/stress, both facilitators and barriers to SCD healthcare, and general thoughts on the acceptability/usefulness of telemedicine. Conclusion: This qualitative study describes common burdens faced by caregivers of SCD, barriers to and facilitators of SCD care in the Midwest, and caregiver perceptions of the usefulness and efficacy of telemedicine for SCD care.
  • Thumbnail Image
    Item
    Developing A Pilot Pre-Matriculation Program: Lessons Learned
    (2020-03-06) Okoro, Iyabode; Chong, Alexander; Gonzalez, Andrea; Feliciano, Anna; Shariff, Faisal
    In 2016 IUSM Faculty Steering Committee tasked the Ad-hoc Student Success Committee to explore medical student success and factors that impact academic success at Indiana University School of Medicine (IUSM). The committee identified that the most important early predicator of success, at IUSM, was student performance in the first year and they went further to make recommendations. Among the five recommendations made was, adopting a Head Start Summer Prep Session which led to the pilot of a Pre-Matriculation program in July 2019. A one-week pre-matriculation program was piloted for newly admitted first year students and the impact of the program on student success in the first semester was assessed. The program sought to take a broader approach by seeking to expose students to what to expect in first year medical school courses; instilling good study habits, beginning the development of social networks, while at the same time emphasizing wellness.
  • Thumbnail Image
    Item
    Side effects following COVID-19 vaccination in pediatric patients with sickle cell disease
    (Wiley, 2023) Belsky, Jennifer A.; Carroll, Whitney R.; Feliciano, Anna; Jacob, Seethal A.; Pediatrics, School of Medicine
    Vulnerable patient populations have seen decreased rates of vaccination against SARS‐CoV2‐19 (COVID‐19) due to hesitancies and distrust, magnified by a paucity of data for certain populations. The rate of COVID‐19 vaccination in children with sickle cell disease (SCD) remains low despite the risk for severe complications, resulting in continued infections and hospitalizations from COVID‐19. We sought to describe vaccine reactions, including vaso‐occlusive crises, emergency department visits, and hospitalizations, in children with SCD. Our findings will start to provide the necessary vaccine side effect data to inform patients, caregivers, and clinicians considering the COVID‐19 primary vaccination series.
  • Thumbnail Image
    Item
    Student-Led Effort to Incorporate Social and Structural Determinants of Health into Undergraduate Medical Education: Civic Engagement, Advocacy, and Anti-Racism
    (2022-04-28) Fazle, Trilliah; Feliciano, Anna; Brown, Lucy; Roberts, Faith; Owens, Jourdan; Duncan, Francesca
    Background: The recent wave of student and physician activism created a space to discuss racism in healthcare with a more critical lens. Students are interrogating the environment in which they will provide healthcare and the social and structural determinants of health—one being the lack of anti-racist education in undergraduate medical education (UME). Objective: The Black History Month Speaker Series (BHMSS) was formulated to highlight racism in healthcare. Participants learned about race and healthcare policy (RHP), maternal mortality (MM), racial health equity (RHE), voting barriers and civic engagement (CE), distrust of medical institutions among communities of color (D), and health disparities (HD). A list of national and local partner organizations was provided after the series to all participants with contact information and volunteer resources to encourage active community engagement and apply what they had learned. Methods: Students organized a five-lecturer series for February 2021. Pre-BHMSS and post- BHMSS Qualtrics surveys assessed overall knowledge and comfort measured on a 4-point scale (1=very uncomfortable/no knowledge and 4=very comfortable/knowledgeable). Two-tailed unpaired t-test was utilized. Results: The pre-BHMSS population (n=247) included primarily medical students (49%); post- BHMSS respondents (n=61) were majority female (80%) and Caucasian (63%). Post-BHMSS reported increased “knowledge” for RHP, MM, RHE, CE, D, and HD (μ difference=0.71 [95% CI=0.47, 0.95] p<0.001; 0.58 [0.32, 0.84] p<0.001; 0.49 [0.21, 0.77] p<0.001; 0.61 [0.20, 1.0] p<0.01; 0.64 [0.40, 0.87] p<0.001; 0.22 [0.057, 0.38] p<0.01). Post-BHMSS exhibited increased “comfort” addressing RHP, MM, RHE, CE, and D (0.55 [0.30, 0.80] p<0.001; 0.40 [0.14, 0.66] p<0.01; 0.46 [0.18, 0.74] p<0.01; 0.47 [0.053, 0.87] p<0.05; 0.35 [0.09, 0.61] p<0.01); however, there was no change in HD “comfort.” Conclusion: Comfort and knowledge significantly increased across nearly all topics, suggesting insufficient prior awareness and the urgent need for integration of anti-racism education in UME. BHMSS represents an innovative option for the incorporation of historical racial context that influences current medical practices and education. Knowledge acquired may foster valuable relationships between providers and patients and represents a potential solution to improved care for marginalized groups.
  • Thumbnail Image
    Item
    Student-Led Effort to Incorporate Social and Structural Determinants of Health into Undergraduate Medical Education: Civic Engagement, Advocacy, and Anti-Racism.
    (2021-10) Brown, Lucy; Fazle, Trilliah; Roberts, Faith; Feliciano, Anna; Owens, Jourdan; Duncan, Francesca
    Background: The recent wave of student and physician activism created a space to discuss racism in healthcare with a more critical lens. Students are interrogating the environment in which they will provide healthcare and the social and structural determinants of health—one being the lack of anti-racist education in undergraduate medical education (UME). Objective: The Black History Month Speaker Series (BHMSS) was formulated to highlight racism in healthcare. Participants learned about race and healthcare policy (RHP), maternal mortality (MM), racial health equity (RHE), voting barriers and civic engagement (CE), distrust of medical institutions among communities of color (D), and health disparities (HD). A list of national and local partner organizations was provided after the series to all participants with contact information and volunteer resources to encourage active community engagement and apply what they had learned. Methods: Students organized a five-lecturer series for February 2021. Pre-BHMSS and post- BHMSS Qualtrics surveys assessed overall knowledge and comfort measured on a 4-point scale (1=very uncomfortable/no knowledge and 4=very comfortable/knowledgeable). Two-tailed unpaired t-test was utilized. Results: The pre-BHMSS population (n=247) included primarily medical students (49%); post- BHMSS respondents (n=61) were majority female (80%) and Caucasian (63%). Post-BHMSS reported increased “knowledge” for RHP, MM, RHE, CE, D, and HD (μ difference=0.71 [95% CI=0.47, 0.95] p<0.001; 0.58 [0.32, 0.84] p<0.001; 0.49 [0.21, 0.77] p<0.001; 0.61 [0.20, 1.0] p<0.01; 0.64 [0.40, 0.87] p<0.001; 0.22 [0.057, 0.38] p<0.01). Post-BHMSS exhibited increased “comfort” addressing RHP, MM, RHE, CE, and D (0.55 [0.30, 0.80] p<0.001; 0.40 [0.14, 0.66] p<0.01; 0.46 [0.18, 0.74] p<0.01; 0.47 [0.053, 0.87] p<0.05; 0.35 [0.09, 0.61] p<0.01); however, there was no change in HD “comfort.” Conclusion: Comfort and knowledge significantly increased across nearly all topics, suggesting insufficient prior awareness and the urgent need for integration of anti-racism education in UME. BHMSS represents an innovative option for the incorporation of historical racial context that influences current medical practices and education. Knowledge acquired may foster valuable relationships between providers and patients and represents a potential solution to improved care for marginalized groups.