Browsing by Subject "Inclusion"

Now showing 1 - 10 of 29
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    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 Medicine
    OBJECTIVES/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.
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    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 Medicine
    On 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.”
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    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 Medicine
    The 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?
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    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 Renee
    In 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.
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    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 Medicine
    Background: 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.
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    Critical Reflective Practices: Social Inventory
    (Indiana University, 2022-12) Joslin, A'ame
    This 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.
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    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 Engineering
    Background: 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.
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    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 Medicine
    Over 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.
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    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, Meegan
    Background: 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.
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    Editorial: New developments in pathways toward diversity and inclusion in STEM: A United States perspective
    (Frontiers Media, 2022) Gates, Alexander E.; Gilbert, Juan; Botanga, Chris; London, Bonita; Nguyen, Kim; Graduate Medical Education, School of Medicine