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Item 184 Cross-institutional collaborations for health equity research at a CTSA(Cambridge University Press, 2022-04-19) Whipple, Elizabeth C.; Ramirez, Mirian; Dolan, Levi; Hunt, Joe D.; Ruth Lilly Medical Library, School of MedicineOBJECTIVES/GOALS: We were interested in health equity research for each CTSA-affiliated institution, specifically focusing on cross department and cross-campus co-authorship. We conducted a bibliometric analysis of our CTSA-funded papers relating to diversity and inclusion to identify cross department and cross-campus collaborations. METHODS/STUDY POPULATION: We worked with our CTSAs Racial Justice, Diversity, Equity and Inclusion Task Force to conduct an environmental scan of diversity and inclusion research across our CTSA partner institutions. Using the Scopus database, searches were constructed to identify and retrieve the variety of affiliations for each of the CTSA authors, a health equity/health disparities search hedge, and all of our CTSA grant numbers. We limited the dates from the beginning of our CTSA in 2008-November 2021. We used PubMed to retrieve all MeSH terms for the articles. We used Excel to analyze the data, Python and NCBIs Entrez Programming Utilities to analyze MeSH terms, and VOSviewer to produce the visualizations. RESULTS/ANTICIPATED RESULTS: The results of this search yielded 94 articles overall. We broke these up into subsets (not mutually exclusive) to represent five of the researcher groups across our CTSA. We analyzed the overall dataset for citation count, normalized citation count, CTSA average authors, gender trends, and co-term analysis. We also developed cross department co-authorship maps and cross-institutional/group co-authorship maps. DISCUSSION/SIGNIFICANCE: This poster will demonstrate both the current areas where cross-departmental and cross-institutional collaboration exists among our CTSA authors, as well as identify potential existing areas for collaboration to occur. These findings may determine areas our CTSA can support to improve institutional performance in addressing health equity.Item AASLD Deepens Commitment to Diversity, Equity, and Inclusion(Wiley, 2021-10) Malespin, Miguel; May, Elizabeth J.; Nephew, Lauren D.; Paul, Sonali; McCary, Alexis; Kilaru, Saikiran; Mukhtar, Nizar A.; Hassan, Mohamed A.; Brady, Carla W.; Medicine, School of MedicineOn June 2, 2020, the American Association for the Study of Liver Disease (AASLD) joined colleagues in gastroenterology in a joint statement condemning racism and injustice and pledging to lead change. This pledge offers a commitment to “continue to advocate for diversity in our staff and governance, grant awards to research health care disparities, ensure quality care for all, and work tirelessly to reduce inequalities in health care delivery and access.”Item Assessing the Process of Team-Based Projects to Promote Quality Contribution and Equitable Assessment(Indiana University, 2024-03-08) Zhu, LiugenThis article explores the development and implementation of a multifaceted evaluation approach aimed at assessing both the product and process aspects of team-based projects. Specifically, it delves into the practice of utilizing peer evaluation to evaluate the intricate process dynamics within team-based projects. In support of this methodology, this article references relevant literature and theories to underscore the importance of assessing the process and advocating for equitable assessment practices. The article includes the peer evaluation form, an informative FAQ page, a group discussion assignment, and a hypothetical example illustrating the grading process.Item Becoming an anti-racist interprofessional healthcare organization: Our journey(Elsevier, 2022) Bishop, Kathy Lee; Abbruzzese, Laurel Daniels; Adeniran, Rita K.; Dunleavy, Kim; Maxwell, Barbara; Oluwole-Sangoseni, Olaide; Simon, Phyllis; Smith, Susan S.; Thurson, Lydia A.; Interprofessional Practice and Education Center, School of MedicineThe COVID-19 pandemic amplified the egregious disproportionate burden of disease based on race, ethnicity, and failure of organizations to address structural racism. This paper describes a journey by members of the National Academies of Practice (NAP) who came together to address diversity, equity, and inclusion (DEI). Through collaborative efforts, a virtual, interactive workshop was designed and delivered at NAP's 2021 Virtual Forum to facilitate discussions about DEI priorities across professions and to initiate a sustainable action plan toward achieving inclusive excellence. Resulting discoveries and reflections led us to the essential question: can we truly become an anti-racist interprofessional healthcare organization?Item Conservation payments and perceptions of equity: Experimental evidence from Indonesia, Peru, and Tanzania(Elsevier, 2023) Cook, Nathan J.; Grillos, Tara; Andersson, Krister P.; School of Public and Environmental AffairsWhile monetary incentives may be a promising tool for encouraging tropical forest conservation in order to reduce greenhouse gas emissions, the equity implications of such incentives are drawing scrutiny. Furthermore, little is known about how program design shapes perceptions of fairness and equity among program participants, and it remains unclear whether devolving the decision power over the distribution of payments to local leaders helps or harms local perceptions of equity. We implemented a ‘lab-in-the-field’ experiment with 448 participants in rural villages in Indonesia, Peru, and Tanzania, framed around two versions of a collective payments for ecosystem services (PES) program. Participants perceived the program as less equitable when the collective payment was distributed according to the discretion of a locally chosen leader, compared to when the payment was distributed perfectly equally by design. The negative effect is only seen among participants who were given a low share of the payment, which suggests that it is not the involvement of a leader per se that leads to lower perceptions of equity, but the inegalitarian distribution of the payment that sometimes occurs when a leader has the discretion to choose how the payment is distributed. The results highlight the importance of designing conservation incentive programs that give opportunities for local involvement while still encouraging equitable local decisions.Item Covid-19, equity, and inclusiveness(BMJ, 2021-06) Evans, Nicholas G.; Berger, Zackary D.; Phelan, Alexandra L.; Silverman, Ross D.; Health Policy and Management, School of Public HealthItem Covid-19: Control Measures Must be Equitable and Inclusive(BMJ Publishing Group, 2020-03-20) Berger, Zackary D.; Evans, Nicholas G.; Phelan, Alexandra L.; Silverman, Ross D.; Health Policy and Management, School of Public HealthItem Datawiz-IN: Summer Research Experience for Health Data Science Training(Research Square, 2024-03-29) Afreen, Sadia; Krohannon, Alexander; Purkayastha, Saptarshi; Janga, Sarath Chandra; Biomedical Engineering and Informatics, Luddy School of Informatics, Computing, and EngineeringBackground: Good science necessitates diverse perspectives to guide its progress. This study introduces Datawiz-IN, an educational initiative that fosters diversity and inclusion in AI skills training and research. Supported by a National Institutes of Health R25 grant from the National Library of Medicine, Datawiz-IN provided a comprehensive data science and machine learning research experience to students from underrepresented minority groups in medicine and computing. Methods: The program evaluation triangulated quantitative and qualitative data to measure representation, innovation, and experience. Diversity gains were quantified using demographic data analysis. Computational projects were systematically reviewed for research productivity. A mixed-methods survey gauged participant perspectives on skills gained, support quality, challenges faced, and overall sentiments. Results: The first cohort of 14 students in Summer 2023 demonstrated quantifiable increases in representation, with greater participation of women and minorities, evidencing the efficacy of proactive efforts to engage talent typically excluded from these fields. The student interns conducted innovative projects that elucidated disease mechanisms, enhanced clinical decision support systems, and analyzed health disparities. Conclusion: By illustrating how purposeful inclusion catalyzes innovation, Datawiz-IN offers a model for developing AI systems and research that reflect true diversity. Realizing the full societal benefits of AI requires sustaining pathways for historically excluded voices to help shape the field.Item Diversity, equity, and inclusion initiatives in the Medical Library Association: a look back at the last twenty-five years(Pitt Open Library, 2024) Pionke, J. J.; Chambers, Thane; Hernandez, Marisol; Linares, Brenda; Murphy, Beverly; Bartley, Kelsa; Pieczko, Brandon T.; Giustini, Dean; Ruth Lilly Medical Library, School of MedicineOver the past twenty-five years, the Medical Library Association (MLA) has pursued a range of diversity, equity, and inclusion (DEI) initiatives. This article, written by members of the Journal of the Medical Library Association (JMLA)'s Equity Advisory Group (EAG), outlines significant measures taken to raise awareness about specific concepts, opportunities, and challenges related to DEI among MLA members. Topics discussed include the impact of influential Black, Indigenous, and people of color (BIPOC) leaders, the establishment of DEI and social justice-focused membership communities, and specific initiatives led by various working groups and committees which have served to strengthen MLA's commitment to diversity, equity, and inclusion during the last three decades.Item Diversity, Equity, and Inclusion Practices: Student and Educator Perspectives(2022-05-02) Smith, Carlton; Sego, Daniel; Wilburn, Victoria; Department of Occupational Therapy, School of Health and Human Sciences; Lambert, MeeganBackground: Diversity, equity, and inclusion is a term that has gained popularity within the last few years, especially as the profession declares its commitment to such initiatives. Current educational standards do not require educators or OT programs to include DEI within their curriculum. Creating a more diverse, equitable, and inclusive profession must begin with teaching practices. Healthcare needs are rapidly changing and require diverse health professionals; however, many healthcare fields cannot keep up with the rapid demand for diversity, let alone feel comfortable providing care for clients of diverse backgrounds. DEI practices are needed within OT education, and this need is proven through the perspectives of students and educators. Purpose: The primary purpose of this project is to provide an outlet for students and educators to voice their opinions, specifically as it relates to DEI practices within OT education. This project seeks to describe similarities and differences found through interviews with students and educators to recognize current DEI practices with a specific OT program, make informed recommendations centered on DEI best practices and provide campus and community resources. Theoretical Framework: This project utilizes Critical Race Theory (CRT) and inclusive pedagogy to explain current inequities that are inclined to marginalize students. It also offers solutions to help counteract stigmas and provide an equitable and inclusive learning experience for all students. Methods: The project was implemented through three main phases. First, second-and third-year faculty were recruited to take a survey answering questions about current DEI practices within their program. Secondly, students and faculty were asked to participate in respective focus groups to further elaborate on common themes found within survey responses. Lastly, key findings from the survey and focus group responses were used to develop a specialized guide of resources to support students and educators in increasing knowledge and ability to educate others about DEI. Results: This project was measured through the common themes from survey and interview questions. These primary themes informed the creation of a specific resource manual to demonstrate the importance of integrating DEI into the curriculum by evaluating the program and teaching practices, examples, educational resources, and opportunities to engage within the local community. Conclusion: By analyzing current educational standards and the insight of student and educator perspectives, this project determined and developed a client-centered manual to guide all stakeholders within an OTD program with the necessary tools to integrate DEI into the curriculum best.