Browsing by Subject "Health Equity"

Now showing 1 - 10 of 12
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    Elevating the ‘open’ Conversation: Access to Health Information as a Social Justice Concern
    (2019-05) Pike, Caitlin; Mehra, Bharat; Odell, Jere D.; St. Jean, Beth
    Social justice, including equitable access to information and bridging the digital divide, are concepts familiar to many librarians. As a result, these ideas create a natural intersection for advocacy as health information professionals. As a brief background before the panel, we will review the literature on open access and social justice to provide context for the topic, and discuss survey results from undergraduate student opinions regarding open access. Panelists will then speak to the topic from their individual perspectives, and the audience will have an opportunity to engage and ask questions.
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    Exploring Health Equity Gaps in the Administration of Regional Anesthesia for Surgical Interventions
    (2025-04-25) Sidhu, Angad; Matthias, Marianne
    This review aimed to identify and synthesize existing literature on racial and ethnic disparities in the administration of regional anesthesia for patients undergoing surgical procedures. A comprehensive search of PubMed, Embase, and Ovid MEDLINE, supplemented by manual reference screening, yielded 4,931 articles, of which 26 met inclusion criteria following title, abstract, and full-text review. Studies were categorized by surgical intervention type—breast, general, and orthopedic surgery—to assess disparities in regional anesthesia administration. Additionally, system- and patient-level factors influencing these differences were examined. The findings demonstrate consistent evidence of racial and ethnic disparities in the receipt of regional anesthesia. Further research is needed to understand the underlying causes and inform strategies to promote equitable anesthesia care.
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    Health Equity Starts with Us: Recommendations from the IN-CTSI Racial Justice and Health Equity Task Force
    (Association for Clinical and Translational Sciences, 2022-04-20) Sotto-Santiago, Sylk; Tucker Edmonds, Brownsyne; Wiehe, Sarah; Moe, Sharon
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    “I Didn't Know What to Say”: Responding to Racism, Discrimination, and Microaggressions With the OWTFD Approach
    (Association of American Medical Colleges, 2020-07-31) Sotto-Santiago, Sylk; Mac, Jacqueline; Duncan, Francesca; Smith, Joseph; Medicine, School of Medicine
    Introduction Academic medicine has long faced the challenge of addressing health inequities, reflecting on how these contribute to structural racism, and perpetuating negative social determinants of health. Most recently, we have constructed opportunities for dialogues about racism, discrimination, and microaggressions (RDM). As such, we created a professional development program that encouraged participants to (1) openly discuss RDM and the impact they have in academia, (2) learn about tools to address and respond to RDM, and (3) move towards the creation of inclusive environments. The target audience included institutional leaders, faculty, trainees, professional staff, and health care teams. Methods We sought to meet workshop goals by integrating anti-racist dramaturgical teaching, introducing concepts knowledge, and practicing communication tools. To assess learning and evaluate our workshops, participants completed a pre- and postsurvey. Results Results showed that 30 participants were more comfortable with discussing issues related to race/ethnicity, gender identity/expression, sexual orientation, and spirituality after participating in the workshops. Prior to the two workshops, the percentage of learners who felt confident initiating conversations ranged from 29% to 54%. After the workshops, the percentage of learners who felt confident ranged from 58% to 92%. The greatest increase, 100%, was observed in the levels of confidence in initiating conversations related to race/ethnicity. Discussion Despite medical education's commitment to cultural competence and institutional mission statements that value diversity, equity, inclusion, and justice, professional development opportunities are limited. Participants strongly agreed their participation in such a workshop was relevant and important to their professional work.
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    Obstacles to Wellness: A Study of Psychosocial Stress and Support Systems in Community Health Programming for Black Americans
    (2024-11) Carey, Christopher J.; Keith, NiCole; Staten, Lisa; Elmendorf, Jeffrey; Kaushal, Navin
    Type 2 Diabetes (T2D) poses a significant public health challenge, disproportionately affecting Black Americans. This dissertation investigates the efficacy of exercise interventions tailored for the management of T2D, emphasizing the interplay of psychosocial stress and community-based support systems within this demographic. Chapter I provides details about the pathophysiology of T2D and the compounded impact of psychosocial stressors and exercise, establishing the groundwork for targeted interventions. Chapter II conducts a systematic review to ascertain the effectiveness of various exercise modalities in improving T2D health outcomes. It highlights that combined aerobic and resistance training at moderate to high intensity significantly enhances insulin sensitivity and glucose metabolism. Chapter III examines a community-based exercise program, "Max Impact," focusing on how race-related stress affects the program’s efficacy. The study reveals that while exercise improves metabolic health indicators among participants, the effects are not statistically significant. This finding emphasizes that underlining factors, such as psychosocial stress, could have mediated this relationship, which highlights the necessity of better understanding psychosocial stress’s effect on health interventions and outcomes. Chapter IV explores qualitative insights from the participants of the Max Impact program, uncovering the complex barriers and supports for physical activity. It stresses the importance of accessible and relatable health education and community support in fostering sustained engagement in physical activity. The final chapter, V, synthesizes these findings, discussing the practical implications of integrating psychosocial elements into exercise prescriptions for T2D management. It calls for more comprehensive approaches that address both the physiological and psychological facets of health disparities faced by Black Americans. This research contributes to the literature on health disparities by highlighting the critical role of culturally sensitive, community-focused interventions in managing chronic diseases like T2D.
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    Open Access to Health Information: A Social Justice Issue
    (2019-06) Pike, Caitlin
    Open access(OA) publishing has steadily gained traction as an alternative to traditional publishing models since its introduction in the early 2000s. Social justice, including equitable access to information and bridging the digital divide, are also concepts familiar to many librarians. As a result, these ideas create a natural intersection for advocacy as health information professionals. In this workshop, we will briefly review the literature on OA and social justice to provide background on the topic, and discuss survey results on undergraduate student opinions regarding open access as a social justice concern. Following this overview, participants will break into groups, and each group will be given a topic with questions to spark discussion on the subject. Questions such as "Historically, how has access to health information created benefits or barriers to users?" or "When thinking about medical research, what stakeholders are concerned about open access and why?" Each group will select a notetaker to keep track of the responses, and time will be given at the end of the workshop to report out and have a wider discussion with each other.
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    Open for Health: How Open Access Can Create a More Equitable World
    (2021-10-08) Pike, Caitlin A.
    This lesson plan was created for the Scholarly Communications Notebook (SCN). The SCN is a hub of open teaching and learning content on scholarly communications topics that is both a complement to an open book-level introduction to scholarly communication librarianship and a disciplinary and course community for inclusively sharing models and practices. IMLS funded the SCN in 2019. In this lesson plan, there is an optional reading list to review the literature related to OA, health equity, and social justice to provide background on the topics depending on student familiarity. A brief PowerPoint lecture is included to provide an overview, and then students will break into groups, and each group will be given a topic with questions to spark discussion on the subject. Questions such as "Historically, how has access to health information created benefits or barriers to users?" or "When thinking about medical research, what stakeholders are concerned about open access and why?" Each group will select a notetaker to keep track of the responses, and time will be given at the end of the class to report out and have a wider discussion with each other.
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    Racial Equity Considerations In Safe To Sleep Messaging: Learning From The Community
    (2019) Stiffler, Deborah; Roessner, K.; Amundson, M; Hapke, L.; Harvey, E.; Sizemore, S.; Smith, S.; Matemachani, S.; Crane, L.
    Black infants are dying at a rate of over twice that of White infants. We know that infants in unsafe sleep positions are more likely to die from Sudden Unexpected Infant Death (SUID). Safe to Sleep® education has led to a dramatic decrease in mortality among white infants, but over 60% of Black families do not follow the Safe to Sleep® parameters. Safe to Sleep® education is given to pregnant women during the prenatal period and prior to hospital discharge, but what is the best way to share this message with Black families?
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