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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 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 Centering F.a.M.I.L.Y in Black Girls' STEM Learning. Equity by Design(Midwest and Plains Equity Assistance Center, 2022) Morton, Crystal; Palmer-Azikiwe, Chanae; Barlow, Marva ReneeIn this "Equity by Design" brief, the authors describe the F.a.M.I.L.Y (Fostering and Maximizing Interdisciplinary Learning Year-round) Project and discuss the Project's importance and impact on Black girls and their caregivers. The brief ends with a discussion of strategies implemented during the F.a.M.I.L.Y Project to create a holistic and inclusive environment for STEM learning and positive STEM identity development.Item Creating the Map of Interactive Services Aiding and Assisting Persons With Disabilities (MSAADA) Project: Tutorial for the Novel Use of a Store Locator App(JMIR, 2022-12-08) Etling, Mary Ann; Musili, Michael; Eastes, Kaytlin; Oyungu, Eren; McHenry, Megan S.; Pediatrics, School of MedicineBackground: An estimated 15% of the global population is living with a disability. In Kenya, children with disabilities remain among the most vulnerable populations, experiencing substantial barriers to wellness and inclusion. Smartphone ownership and internet access have been increasing across sub-Saharan Africa, including in Kenya. Despite these advances, online or mobile resources remain limited and difficult to find and navigate. Objective: This paper aims to describe the novel use of a store locator app to develop an interactive map of organizations that provide medical, educational, and socioeconomic resources to individuals with disabilities in Kenya. The target audience is individuals with disabilities, medical professionals, and organization leaders. Methods: A comprehensive list of organizations, government county offices, educational assessment and resource centers, and institutions was compiled. Organizations were contacted via email, WhatsApp, or in person for semistructured interviews. Based on the services offered, each organization was assigned categorical search tags. The data were entered into a third-party store locator app. The resulting map was inserted into a page on the Academic Model Providing Access to Healthcare (AMPATH) website. Results: The Map of Interactive Services Aiding and Assisting Persons With Disabilities (MSAADA; this abbreviation is also Swahili for "help") was launched in July 2020 in both English and Swahili. The map included 89 organizations across Kenya. Of these, 51 were reached for an interview (for a 57% response rate). Interviewees cited limited paid staff and dependence on grant-based funding as primary challenges to growth and sustainability. Conclusions: MSAADA is an interactive, virtual map that aims to connect individuals with disabilities, medical professionals, and organization leaders to resources in Kenya. The novel use of a store locator app to compile resources in remote settings has the potential to improve access to health care for a wide variety of specialties and patient populations. Innovators in global health should consider the use of store locator apps to connect individuals to resources in regions with limited mapping.Item Critical Reflective Practices: Social Inventory(Indiana University, 2022-12) Joslin, A'ameThis activity is designed for students who are seeking to become elementary school teachers and will be teaching in diverse communities, often very different from their own experiences as students. This is an activity to use for developing critical reflective practices engaging in discussions about diversity, inclusion, identity and social justice. This is a self-reflective activity designed to increase the learner’s awareness of their own perspectives and to encourage them to seek out and include the perspectives of others into their social world.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.Item Envisioning Art and Design Education Through the Lens of Diversity, Equity and Inclusion in Herron School of Art + Design(2021-05) Datta, Amrita; Ganci, Aaron; Napier, Pamela; Shekara, ArchanaAs the U.S witnesses the guilty verdict of Derek Chauvin in the murder of George Floyd, communities nationwide are embracing the historical inequities spanning race, gender, religion and disability benefits. Higher education is equally rife with these inequities. Widespread implementation of DEI (Diversity, Equity and Inclusion) can be a catalyst for peace, acceptance and equality. Despite the requirement for educators to provide aptitude on DEI efforts in order to adhere to growing student needs, resources allocated for such endeavors remain low. Of course, this further increases the barriers for faculty tasked with familiarizing themselves with a wide range of DEI ‘topics’. Articulation and commitment to DEI remains a challenge for educators. This is especially true in design education and the People-Centered Design process is perfectly poised to address these underlying issues. Implementing a people-centered design approach that puts the needs of people first can be the change in our education system that addresses complex social inequalities. Design educators can lead this social paradigm shift within academia. However, before educators can make a commitment to diversity they must first engage in foundational learning of DEI terms and definitions. This case study, conducted at Indiana University’s Herron School of Art and Design provides a novel strategy for how this can be accomplished. Since educators have systematically transitioned into the digital world -- the outcome of this case study proposes a prototype which characterizes the need of identifying DEI strategies through a digital experience.Item Evolution of a discipline-The changing face of anatomy(Wiley, 2022) Organ, Jason M.; Comer, Amber R.; Anatomy, Cell Biology and Physiology, School of MedicineThis special issue is unlike any other special issue published in this journal's history. You will not find the types of original research in anatomy and evolutionary biology that you are accustomed to seeing adorning the pages of The Anatomical Record. Instead, the articles included cover the past and future of the discipline of anatomy broadly and of the American Association for Anatomy (AAA) more narrowly, and through two specific rhetorical frames: ethics; and diversity, equity, and inclusion. The articles in this issue are divided into two sections. The first section traces the history of anatomy and addresses many of the ethical dilemmas we face as a result of that history. The second section sets the stage for how the discipline and the AAA move forward to create a more diverse, equitable, and inclusive future for students, teachers, colleagues, and everyone else we touch through our work as anatomists. While this is only the beginning of our reconciliation with our past, the future certainly looks bright.Item Gender and authorship of publications from Pediatric Acute Lung Injury and Sepsis Investigators (PALISI)(Frontiers Media, 2023-12-19) Jeyapalan, Asumthia S.; Brown, Stephanie R.; Gaspers, Mary G.; Haliani, Brittany; Kudchadkar, Sapna R.; Rowan, Courtney M.; Gertz, Shira J.; Pediatrics, School of MedicineIntroduction: Pediatric Acute Lung Injury and Sepsis Investigators (PALISI) is a network fostering clinical research to optimize care for critically ill children. We aim to examine the efforts of the PALISI Network to increase gender parity in research, as evidenced by authorship. Methods: The first and senior authors of all published PALISI articles from 2002 to 2021 were analyzed for gender of presentation. Funding sources, impact factors, professional roles, and location were extracted. Results: We identified 303 articles, 61 published from 2002 to 2011, and 242 from 2012 to 2021. There were 302 first authors, representing 188 unique individuals, and 283 senior authors, representing 119 unique individuals. Over half (55.6%, n = 168) of the first authors were women. More women were first authors from 2012 to 2021 (n = 145, 60.2%) as compared to the years 2002-2011 [37.7%, n = 23, OR = 2.50 (95% CI: 1.40, 4.45, p = 0.002)]. Senior authors were 36.0% (n = 102) women, with no change over time. Women senior authors had a higher proportion of women first authors (67.7% vs. 32.4%, p = 0.017). No gender differences were noted based on article type or impact factor. The majority of authors came from institutions in the United States. Women had comparatively more NIH and CDC funding but received less funding from foundations and AHRQ. Discussion: In PALISI publications, first authorship by women has increased over time, such that it now exceeds both the proportion of women pediatric intensivists and women first authors in critical care publications. Senior authorship by women has been stagnant. A multifactorial approach by individuals, institutions, networks, and journals is needed to bring senior women authors to parity.
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