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Cutter, Martha J. „When Black Lives Really Do Matter: Subverting Medical Racism through African-Diasporic Healing Rituals in Toni Morrison’s Fiction“. MELUS 46, Nr. 4 (01.12.2021): 208–34. http://dx.doi.org/10.1093/melus/mlac001.
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Abstract Toni Morrison spent much of her career detailing the unpredictability of African American existence within a racist society, with a special focus on patriarchal violence and medical apartheid against women’s bodies. Yet Morrison also limns out alternative modes of healing within a Black metacultural framework that moves between Nigeria, Brazil, and Egypt. As we move forward from the COVID-19 crisis, research has suggested that training more African American doctors, nurses, and physician assistants might curtail medical racism. Morrison’s fiction looks to a more basic level in which love of the bodies of African American people is at the center of healing. This article therefore discusses medical racism and applies Morrison’s lessons to the COVID-19 moment that her writing trenchantly foreshadows. It focuses on three healers who elide the medical establishment to embody a metacultural ethics of healing: Baby Suggs (in Beloved [1987]), Consolata Sosa (in Paradise [1997]), and Ethel Fordham (in Home [2012]). Morrison fuses an African-diasporic framework with embodied new knowledge that allows individuals to gain insight and agency in a white-dominant medical world that still refuses to endorse the idea that Black people’s bodies and psyches really do matter. An examination of these healers’ practices therefore sheds light on the COVID-19 moment by suggesting ways that African American people can stay “woke” and have agency when encountering and navigating traditional health care systems, which even today view the bodies of African Americans as fodder for medical experiments, immune to disease, and not in need of ethical and humane medical care.
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Klein, Benjamin R., Mareshah N. Sowah und Allan D. Levi. „The role of limited access to students from more diverse nonfeeder medical schools in creating diversity inequities in neurosurgical residency“. Neurosurgical Focus 55, Nr. 5 (November 2023): E13. http://dx.doi.org/10.3171/2023.8.focus23458.
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OBJECTIVE Improving racial/ethnic diversity in neurosurgery is a long-standing issue that needs to be addressed. The positive correlation between medical students with home neurosurgery programs and successful matriculation into neurosurgical residency is well documented. In this article, the authors explored the relationship between decreased racial/ethnic diversity in neurosurgery residency programs and racial/ethnic diversity in feeder medical schools. METHODS The authors conducted a standardized review of the literature to evaluate potential causes for decreased racial/ethnic diversity within neurosurgery. Additionally, they calculated the average enrollment of Black/African American medical students at the top 5 neurosurgery feeder medical schools (determined by Antar et al. following the 2014–2020 match cycles) during the 2021–2022 school year and compared that with the enrollment at US allopathic medical schools with the highest enrollment of Black/African American students. They also compared these two groups in terms of how many students they sent into neurosurgery residency programs from 2014 to 2020. For each of these comparisons, the authors conducted a two-sample t-test to evaluate correlation between these two variables. RESULTS There was significantly lower average enrollment of Black/African American students at the top 5 feeder medical programs into neurosurgery residency (80.6 ± 8.32) compared with the top 5 medical schools with Black/African American enrollment in the 2021–2022 school year (279 ± 122.00, p < 0.05). The authors also found a significant increase in the number of students entering neurosurgery residency programs between the top 5 feeder medical programs into neurosurgery residency (30.8 ± 6.06) and the top 5 medical programs for Black/African American enrollment (6 ± 6.16, p < 0.0001). CONCLUSIONS In this paper, the authors examined, through a Black/African American lens, the role of racial/ethnic diversity in medical schools that historically send many students to neurosurgery residency. This study sought to provide insight into this problem and examine how Black/African American students from nonfeeder medical schools are disproportionately affected. The authors’ findings suggest that the lack of Black/African American representation in neurosurgery is strongly correlated with the diversity efforts of medical schools. Lastly, the authors highlight the University of Miami’s Summer Research Scholarship in Neurosurgery for Medical Students and other programs as potential solutions to combat the lack of racial/ethnic diversity in neurosurgery.
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Roberts, S. E., J. A. Shea, M. Sellers, P. D. Butler und R. R. Kelz. „Pursing a career in academic surgery among African American medical students“. American Journal of Surgery 219, Nr. 4 (April 2020): 598–603. http://dx.doi.org/10.1016/j.amjsurg.2019.08.009.
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Webb, Carmen T., Fredericka E. Waugh und James D. Herbert. „Relationship between Locus of Control and Performance on the National Board of Medical Examiners, Part I, among Black Medical Students“. Psychological Reports 72, Nr. 3_suppl (Juni 1993): 1171–77. http://dx.doi.org/10.2466/pr0.1993.72.3c.1171.
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Several investigators have recently suggested that nonacademic factors may be particularly important in the performance of minority medical students. This study examined the relationship between the personality variable of locus of control and black medical students' performance on the National Board of Medical Examiners I. Subjects included 50 third- and fourth-year medical students of African-American, Caribbean, and African backgrounds from 4 medical schools. An internal locus of control was correlated with test performance, whereas the more traditional index of the Medical College Admissions Test was not. Implications of these results for the preparation, admission, and training of black medical students are discussed.
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Zhu, Zhongwei, und Chi Zhang. „The Gaze of the Other in Beloved: Intertextuality, Inequality, and Inspection“. Journal of Critical Studies in Language and Literature 5, Nr. 2 (29.02.2024): 32–42. http://dx.doi.org/10.46809/jcsll.v5i2.257.
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Centering on the resurrection of a female African American baby, Toni Morrison’s Beloved displays the ineluctable impossibility of the blacks’ identity construction and simultaneously renders her own idea about their suffering in practice. For the inevitability and her ideology, both are illustrated through gazes, which take place among the characters and elucidate her own consciousness. Based on Jean-Paul Sartre’s and Michel Foucault’s gaze theories, not only the complicated gazes within the fiction are explicated to illuminate their socially classified torment in the hierarchical marginalization, but those outside the context are also intertextually associated and deployed to raise more moral care in the mainstream western culture. Though concurrently intertwined, the former overwhelms the latter, inducing the dilemma in which African Americans are trapped on the fringe of the society and adding up to the tragical narrative where Morrison bespeaks the lingering impacts of slavery and the necessity of their own blackness.
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Chhoa, John, John Jawiche, Priya A. Uppal, Thilaka Arunachalam, Mytien Nguyen, Branden Eggan, Hyacinth Mason und Jacqueline Busingye. „Race and Gender in Ophthalmology: A National Analysis of Medical Students with Intention to Pursue the Field“. Journal of Academic Ophthalmology 15, Nr. 01 (Januar 2023): e24-e35. http://dx.doi.org/10.1055/s-0043-1760834.
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Abstract Purpose The field of ophthalmology must become more reflective of the increasingly diverse U.S. population. This study characterizes students intending to pursue ophthalmology and practice in an underserved area versus other surgical and nonsurgical fields. Subjects Deidentified responses from 92,080 U.S. MD students who matriculated in the academic years beginning from 2007 to 2011 were obtained from the Association of American Medical Colleges (AAMC) Graduation Questionnaires. Methods Study participants were those who fully completed the AAMC Graduation Questionnaire. Chi-squared and multivariate logistical regressions were used for analyses. Results Ophthalmology intending graduates (OIG; n = 1,177) compared with other surgical intending graduates (n = 7,955) were more likely to be female (adjusted odds ratio [aOR]: 1.46; 95% confidence interval [CI]: 1.28–1.66), Asian (1.71 [1.46–2.01]), and have conducted a research project with a faculty member (1.58 [1.26–1.98]). OIG compared with nonsurgery intending graduates (n = 35,865) were more likely to have completed a research project with a faculty member (4.78 [3.86–5.92]), to be Asian (1.4 [1.21–1.62]), and have received scholarships (1.18 [1.04–1.34]). OIG were less likely to be female (0.64 [0.57–0.73]) and Black/African American (0.5 [0.33–0.74]). Among OIG, Black/African American students and multiracial students were more likely than non-Hispanic (NH) White students to report intention to practice in underserved areas (IPUA; 14.29 [1.82–111.88] and 2.5 [1.06–5.92]), respectively. OIG with global health experience were more likely to report IPUA (1.64 [1.2–2.25]). Conclusion Females and underrepresented in medicine (URM), respectively, were more likely to be nonsurgery intending graduates than OIG, which, if not addressed, may lead to a persistent underrepresentation of these groups in the field. In addition, URM students, including African American students, were more likely to report IPUA, which further emphasizes the importance of more URM students entering the field to address these growing gaps in medical care. Finally, we recommend increased mentorship to help address these disparities.
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Campano, Gerald, María Paula Ghiso und Lenny Sánchez. „“Nobody Knows the . . . Amount of a Person”: Elementary Students Critiquing Dehumanization through Organic Critical Literacies“. Research in the Teaching of English 48, Nr. 1 (01.08.2013): 98–125. http://dx.doi.org/10.58680/rte201324161.
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This article draws on a four-year practitioner research study of a university partnership with an all-boys public elementary school to analyze students’ socially situated literacy practices thatoccurred on the margins of a curriculum driven by high-stakes testing. We bring together critical literacy (Freire, 2007; Janks, 2010; Luke, 2000), realist theory (Alcoff, 2006; Mohanty, 1997;Moya, 2001), and Gramsci’s (1971) conception of the organic intellectual to provide a layered framework for understanding how students at our research site mobilized their cultural identitiesfor critical ends, what we define as “organic critical literacies.” Through illustrative examples of third- and fourth-grade African American boys’ interactions with fiction and nonfiction texts,we examine how students critiqued common ideologies that devalued them, their school, and their city, and enacted more humanizing visions. The elementary students whose work we featurewere realizing their capacities as emerging organic intellectuals, translating their singular critical insights and observations into a broader dialogue that had more universal resonance. Weconclude by discussing the educational, epistemological, and ethical implications of our study.
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Robinson, Mellanie. „Climbing Lincoln’s Steps - The African American Journey Written by Suzanne Slade and Illustrated by Colin Bootman“. Social Studies Research and Practice 8, Nr. 3 (01.11.2013): 159–68. http://dx.doi.org/10.1108/ssrp-03-2013-b0013.
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Using Climbing Lincoln’s Steps- The African American Journey by Suzanne Slade and illustrated by Colin Bootman gives teachers the opportunity to implement a research based lesson plan that integrates reading and the arts into Social Studies. Elementary students are exposed to the accomplishments of Abraham Lincoln and African American men and women from the past and present. Student knowledge is enhanced through the implementation of an author introduction, individual research, and the observation of historical videos and use of a website about Civil Rights icons. Students are assessed on their knowledge of a chosen historical figure by participating in a museum theatrical presentation. A comprehension quiz on the Slade text serves as a formal assessment for this lesson. The collaboration of students, teachers, and parents makes this lesson a rewarding learning experience.
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Gray, Erika Swarts. „The Importance of Visibility: Students' and Teachers' Criteria for Selecting African American Literature“. Reading Teacher 62, Nr. 6 (März 2009): 472–81. http://dx.doi.org/10.1598/rt.62.6.2.
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Griffin, Farah Jasmine. „“Race,” Writing, and Difference: A Meditation“. PMLA/Publications of the Modern Language Association of America 123, Nr. 5 (Oktober 2008): 1516–21. http://dx.doi.org/10.1632/pmla.2008.123.5.1516.
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“Race,” Writing, and Difference first appeared in 1986. That Fall, I entered graduate school at Yale University; I still associate the book with those intellectually heady times. Henry Louis Gates, Jr., left the university before my arrival, but his influence was still felt, and we graduate students followed his every move. We also read and debated the essays of his volume with great excitement. The collection legitimated our intellectual concerns and delineated a set of questions that we would pursue throughout our graduate school careers. The volume set the bar high and helped prepare us for the task ahead. These were the days when we anticipated and greeted the appearance of works by Gates, Houston Baker, Jr., Hortense Spillers, Sylvia Wynter, and Cornel West with almost as much excitement that years earlier accompanied the release of recordings by Stevie Wonder and Earth, Wind, and Fire. Many of us came to Jacques Derrida, Michel Foucault, Jacques Lacan, and Paul de Man through these brilliant theorists of African American literature and culture. Those were intellectually exciting times: the period also produced Black Literature and Literary Theory; the painful exchange between Gates, Baker, and Joyce Ann Joyce on the pages of New Literary History; Hazel Carby's Reconstructing Womanhood, and Spillers's “Mama's Baby, Papa's Maybe: An American Grammar Book.” Furthermore, through his books Black Literature and Literary Theory, Figures in Black, and The Signifying Monkey, Gates not only provided a theoretical framework for the study of African American literature, he also set forth an intellectual agenda that he would institutionalize in a number of projects, especially The Norton Anthology of African American Literature and the Department of African and African American Studies at Harvard. In fact, Gates's PBS series African American Lives might be seen as part of this larger project as well in that it demonstrates the fiction of race through scientific evidence without denying its power to determine the lived experience of those identified as black in the United States. Despite the appearance of texts such as Richard J. Herrnstein and Charles Murray's The Bell Curve (and other arguments for the biological basis of race that rear their heads every so often), few people would disagree with the fundamental premise of “Race,” Writing, and Difference: that race was not fixed or naturalized but instead socially and historically constructed and institutionalized.
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Scott, Derek B. „In Search of Genetically Modified Music: Race and Musical Style in the Nineteenth Century“. Nineteenth-Century Music Review 3, Nr. 1 (Juni 2006): 3–23. http://dx.doi.org/10.1017/s147940980000032x.
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I should begin by declaring immediately my standpoint that there is no such thing as race. Race and, by extension, racism may have a social reality but they have no sound scientific grounding whatsoever. No convincing biological evidence has ever been produced that establishes the existence of different human races. DNA analysis offers little support to theories of genetic difference, and has revealed that even the most geographically separate social groups vary in only 6 to 8 per cent of their genes. Race does not present a medical problem when it comes to organ transplants. My research questions are, therefore: When and why did the idea of ‘race’ arise, and how did this fiction affect the production and consumption of music in the nineteenth century? In seeking answers, I make illustrative references to Liszt's Gypsy, Wagner's Jew, Celtic music, African-American music and American Indian music.
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Christensen, Lois McFadyen. „Ms. Lillie M. H. Fincher: A Luminary African-American Educator in Pre- and Post-Integration in the South“. Social Studies Research and Practice 4, Nr. 2 (01.07.2009): 131–39. http://dx.doi.org/10.1108/ssrp-02-2009-b0013.
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This piece is about how elementary and secondary social studies students participate in transformational social studies education for social justice through oral history. The exemplar oral history illustrated is through the life of an exemplary educator, Ms. Lillie M. H. Fincher. She was a former social studies specialist in the Birmingham Schools and a civic activist. How she ushered in integration with her students in the early 1970s and the ways in which Ms. Fincher influenced students, imprinted lasting impressions, and made differences in their lives forever. This is the spirit of transformational social justice.
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Wiltse, Ed. „‘A Whole Other World than What I Live in’: Reading Chester Himes, on Campus and at the County Jail“. Humanities 12, Nr. 1 (16.01.2023): 11. http://dx.doi.org/10.3390/h12010011.
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This essay first briefly examines African American novelist Chester Himes’ genre-defying position as prison writer turned detective writer, whose influence is clear not only in the usual suspects such as Walter Mosley but also in the Blaxploitation films of the early 1970s, and in the urban fiction tradition from Donald Goines and Iceberg Slim on down through today’s Triple Crown books and others. I then look at how Himes’ work has been received by the college students and incarcerated people who each spring for the past 20 years have worked together in reading groups set at the local county jail in a project linked to a class I teach, in order to raise questions about genre, audience and pedagogy. The two groups of readers, who may come to see each other as one group over the series of meetings, often develop readings of Himes’ novel that push back against the analysis I present in the classroom.
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Hardeman, Rachel R., Sylvia P. Perry, Sean M. Phelan, Julia M. Przedworski, Diana J. Burgess und Michelle van Ryn. „Racial Identity and Mental Well-Being: The Experience of African American Medical Students, A Report from the Medical Student CHANGE Study“. Journal of Racial and Ethnic Health Disparities 3, Nr. 2 (20.06.2015): 250–58. http://dx.doi.org/10.1007/s40615-015-0136-5.
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Havemann, Catherine, Hyacinth R. C. Mason, Regina G. Russell, Alejandra Casillas, Mytien Nguyen, Dowin Boatright, Alexis Webber, Jon Andre Parilla, Abraham Gallegos und Tasha R. Wyatt. „Challenges Facing First-Generation College Graduates in Medical School“. JAMA Network Open 6, Nr. 12 (13.12.2023): e2347528. http://dx.doi.org/10.1001/jamanetworkopen.2023.47528.
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ImportanceFirst-generation (FG) medical students remain underrepresented in medicine despite ongoing national efforts to increase diversity; understanding the challenges faced by this student population is essential to building holistic policies, practices, and learning environments that promote professional actualization. Although FG students have been extensively studied in the undergraduate literature, there is little research investigating how FG students experience medical education or opportunities for educators to intervene.ObjectiveTo explore challenges that FG students experience in undergraduate medical education and identify opportunities to improve foundational FG support.Design, Setting, and ParticipantsThis qualitative study was conducted using an online platform with 37 FG students enrolled in 27 US medical schools. An interprofessional team of medical educators and trainees conducted semistructured interviews from November 2021 through April 2022. Participants were recruited using a medical student listserv. Data were analyzed from April to November 2022.Main Outcomes and MeasuresAfter conducting a preliminary analysis using open coding, a codebook was created and used in a thematic analysis; the codebook used a combination of deductive and inductive coding.ResultsAmong the 37 students recruited for this study, 21 (56.8%) were female; 23 (62.2%) were in the clinical phase of training; 1 (2.7%) was American Indian or Alaska Native, 7 (18.9%) were Hispanic, Latino, or of Spanish origin, 8 (21.6%) were non-Hispanic Asian or Asian American, 9 (24.3%) were non-Hispanic Black or African American, and 23 (32.4%) were non-Hispanic White; mean (SD) age was 27.3 (2.8) years. Participants described 4 major themes: (1) isolation and exclusion related to being a newcomer to medicine; (2) difficulty with access to basic resources (eg, food, rent, transportation) as well as educational (eg, books); (3) overall lack of faculty or institutional support to address these challenges; and (4) a sense of needing to rely on grit and resilience to survive.Conclusions and RelevanceAlthough grit and resilience are desirable traits, results of this study suggest that FG medical students face increased adversity with inadequate institutional support, which forces them to excessively rely on grit and resilience as survival (rather than educational) strategies. By applying the holistic model often used in admissions to the postmatriculation educational process, targeted and flexible initiatives can be created for FG students so that all students, regardless of background, can achieve robust professional actualization.
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Bacci, Francesco. „Contemporary Black Campus Novels: Between Nostalgia and Counter-Nostalgia“. East-West Cultural Passage 22, Nr. 1 (01.06.2022): 140–53. http://dx.doi.org/10.2478/ewcp-2022-0007.
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Abstract In its vast range of variants, the genre of the campus novel continues to thrive and be reinvented by contemporary writers. This essay focuses on a specific subgenre, the contemporary Black campus novel, and I intend to analyze compelling examples of the dualism of nostalgia and counter-nostalgia. While some of these campus-set stories are centered on, for example, murder mysteries and social satire, generally the Black campus novel has a more specific focus: the fictional and satirical representation of Black students and academics at university, constituting a window into the social-political events. With the support of literary and sociological works such as Derek C. Maus’s Post-Soul Satire and Elaine Showalter’s Faculty Towers, I scrutinize Paul Beatty’s The White Boy Shuffle (1996), Zadie Smith’s On Beauty (2005), and Brandon Taylor’s Real Life (2020). While Beatty’s novel creates a post-soul satire (Maus) of the contradictory aspects of US colleges and their effect on African American students, Smith’s On Beauty and Taylor’s Real Life are more centered on nostalgic elements of the coming-of-age process of students coming to terms with their sexuality, family, and their professional future. My article intends to navigate what Janice Rossen calls “a complicated web [that] can be discerned in the texture of university fiction.”
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Elias, Martille, Rebecca Rogers, Karen E. Wohlwend, E. Wendy Saul, Lawrence R.Sipe und Jennifer L.Wilson. „Professional Book Reviews - Children’s Reading Today and in the Future: Igniting their Passions and Engaging their Interests“. Language Arts 87, Nr. 3 (01.01.2010): 220–24. http://dx.doi.org/10.58680/la201029430.
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Often, the reading practices that children encounter in school represent only a small range of the countless ways in which students engage meaningfully with texts. Recent reports indicate that children are reading less literature than they have in the past. Are children reading less overall, or is it simply that the texts they are reading are changing? The reviews in this column reflect the complexity of these questions. The review of Play, Creativity, and Digital Cultures edited by Rebekah Willett, Muriel Robinson, and Jackie Marsh examines how children’s interactions with digital media influences their multi modal literacy development. It addresses ways for teachers to connect children’s love of new media to classroom practice. In keeping with the theme of new literacies, the second entry in this column does not review a book, but rather a website, INK: “Interesting Non-fiction for Kids,”that seeks to encourage children’s reading of non-fiction. This site includes commentary by non-fiction authors and provides opportunities for sparking young readers’ interest in non-fiction texts. This is a particularly salient issue as the concern that children are reading less is perhaps exceeded only by the concern that readers have abandoned non-fiction altogether. The next title, Embracing, Evaluating, and Examining African American Children’s & Young Adult Literature edited by Wanda Brooks and Jonda McNair highlights the importance of including rich, culturally diverse literature in the classroom. If we are to engage all readers, then children of all cultures, ethnicities and races should be able to see themselves in the literature of our classrooms. The final title reviewed in this column is Readicide: How Schools are Killing Reading and What You Can Do About It by Kelly Gallagher. This book challenges educators and administrators to consider how policy and curriculum is extinguishing children’s passion for books. Gallagher asserts that the only way to create readers is to give them books that matter, and teach them to read deeply.
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Heads, Angela Michele, Linda G. Castillo, Angel Glover und Joy Schmitz. „Emotion regulation moderates the relationship between perceived discrimination and risk behaviors in African American college students“. Drug and Alcohol Dependence 171 (Februar 2017): e86. http://dx.doi.org/10.1016/j.drugalcdep.2016.08.243.
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Ware, Alisha D., Tricia Murdock, Lysandra Voltaggio, Annika L. Windon, Juan C. Troncoso, Ralph H. Hruban und Marissa J. White. „The “Race” Toward Diversity, Inclusion, and Equity in Pathology: The Johns Hopkins Experience“. Academic Pathology 6 (01.01.2019): 237428951987310. http://dx.doi.org/10.1177/2374289519873104.
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With 3.8% black trainees in 2012, pathology had significantly fewer trainees from groups underrepresented in medicine compared to other specialties. To address this, faculty in the Johns Hopkins Department of Pathology established an outreach program and funded rotation for students underrepresented in medicine and from disadvantaged groups. The aims were to increase exposure to the field and improve diversity, inclusion, and equity in pathology. A 1-month rotation for students underrepresented in medicine was established in 2013. Rotation schedules tailored to each rotator’s interests included resident conferences and individual faculty meetings. In 2016, a proactive outreach program was established. Faculty visited historically black medical schools and underrepresented in medicine student groups at other institutions, where they gave a “Careers in Pathology” presentation targeted to second- and third-year medical students. Faculty also attended underrepresented in medicine student conferences and participated in high school student programs to further expand the underrepresented in medicine pipeline into medicine and pathology. Since 2016, fourteen outreach presentations have been delivered. The number of rotators increased from 1 in 2013 to 18 in July 2019. Rotators self-identified as African, African American, Hispanic, and Native American. Most were second- to fourth-year medical students, and 1 was a pathology resident. Six rotators are currently pathology residents, and others are strongly considering applying to pathology. The outreach efforts account for the success of our rotation, which, in turn, has had a positive impact on interest in pathology. However, we recognize barriers to retention and intend to incorporate additional professional development activities to further address equity.
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Fritz, Heather, und Malcolm Cutchin. „CHRONIC CONDITION SELF-MANAGEMENT FOR OLDER AFRICAN AMERICANS: THE CHALLENGE OF COMPLEXITY“. Innovation in Aging 6, Supplement_1 (01.11.2022): 668. http://dx.doi.org/10.1093/geroni/igac059.2461.
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Abstract Older African Americans have higher rates of comorbidity and face substantive challenges with chronic condition self-management (CCSM), including less effective and supportive CCSM care than their white counterparts. Such disparities in care stem, in part, from physicians’ lack of understanding about challenges older African Americans face as they engage in CCSM. Yet little is known about the CCSM experiences of older African Americans with comorbidity. In this study, we aimed to determine the central dynamics of those experiences. As part of a larger study on African American CCSM and physician empathy, we conducted in-depth qualitative interviews with 30 older African Americans living in Detroit aged 65 years and older with comorbidity. We used grounded theory analysis to distill findings into a core conceptual category as well as component domains and dimensions. “Complexity” emerged as the core category to describe CCSM in our sample. Complexity resides often at the intersection of race, age, and social position making the older African American CCSM experience inherently difficult for those of different races, ages, and social positions to understand. Data illustrate that domains of complexity include "care time", "care roles", "social context", "logistics", "learning", and "pain management". Each domain is composed of 2 to 4 dimensions, further fleshing out the nature of CCSM complexity for older African Americans with comorbidity. Findings provide a basis to enhance understanding and empathy for older African Americans with comorbidity. We discuss how the model will be used to test understanding of older African American CCSM by medical students.
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Gugliucci, Marilyn R. „VIRTUAL REALITY MEDICAL EDUCATION PROJECT ENHANCES EMPATHY“. Innovation in Aging 3, Supplement_1 (November 2019): S298—S299. http://dx.doi.org/10.1093/geroni/igz038.1096.
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Abstract Introduction: It is particularly important that innovative learning modalities are utilized to augment medical students’ learning about empathy in relation to older adult health care. As the older population increases and lives longer, their health care utilization is predicted to increase dramatically. Methods: 1st year osteopathic medical students (N=174) at the University of New England were required to complete the National Network of Libraries of Medicine (NN/LM) New England Region (NER) grant funded Embodied Labs’ “We Are Alfred” Virtual Reality (VR) module (15 min) and a pre/post-test. The students assumed the role of Alfred, a 74 y/o African American male with macular degeneration and hearing loss. “We Are Alfred” utilizes a virtual reality headset, headphones, and a hand-tracking device to immerse students into Alfred’s experiences as a patient. Descriptive statistics and t-tests were applied for data analyses. Results: Learning was broad and significant: 94% reported increased empathy; 92% reported increased learning about macular degeneration; and 90% reported increased learning about hearing loss. Qualitative data collected from the pre-tests and post-tests supported learning on empathy with 4 associated themes (Personal Experiences, Perceptions of Older Adults, Thoughts about Health, Descriptors of Aging).. Conclusion: Virtual reality was deemed a successful medical education learning tool for these medical students. Utilizing this technology to create an immersive case study taught these medical students about the aging experience from the first-person patient perspective.
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Hesser, A., L. L. Cregler und L. Lewis. „Predicting the admission into medical school of African American college students who have participated in summer academic enrichment programs“. Academic Medicine 73, Nr. 2 (Februar 1998): 187–91. http://dx.doi.org/10.1097/00001888-199802000-00018.
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Wilson, Ruth. „"Got Milk": Bridging the Town-Gown Divide with Evaluation Research in African-American Communities“. Practicing Anthropology 27, Nr. 3 (01.07.2005): 4–8. http://dx.doi.org/10.17730/praa.27.3.mpt2h6621102364t.
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In 2000, I was asked by the American Cancer Society to evaluate We Care About Kids, a newly funded 18-month community-based pilot project to address cancer prevention needs in urban low-income minority populations. We Care About Kids (WCAK) peaked my interest for several reasons: First, as an applied medical anthropologist working in an academic setting, I seek opportunities to bridge the university's educational mission with service to the surrounding communities. Secondly, service in local community organizations provides opportunities for graduate students to understand how anthropology and anthropologists impact the lives of everyday citizens. Thirdly, this project would involve anthropology at its inception: thus I could incorporate an emic perspective into project activities from the beginning, increasing opportunities for community members' input in data collection, data analysis, and intervention development and implementation.
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Staubs, Melinda Odom. „Notable Trade Book Lesson Plan: A Strong Right Arm: The Story of Mamie “Peanut” Johnson“. Social Studies Research and Practice 2, Nr. 3 (01.11.2007): 457–63. http://dx.doi.org/10.1108/ssrp-03-2007-b0011.
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This lesson uses, A Strong Right Arm, a book about Mamie Johnson and her experiences as an African-American girl who played baseball in the days when the major leagues were segregated. This book is an historical account told firsthand by Mamie Johnson to the author. This lesson can be used with upper elementary students to examine conflicting interests and to explore the ways human beings view themselves in and over time.
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West, Kelsey, Leen Oyoun Alsoud, Kathryn Andolsek, Sara Sorrell, Cynthia Al Hageh und Halah Ibrahim. „Diversity in Mission Statements and Among Students at US Medical Schools Accredited Since 2000“. JAMA Network Open 6, Nr. 12 (14.12.2023): e2346916. http://dx.doi.org/10.1001/jamanetworkopen.2023.46916.
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ImportanceDiversity in the physician workforce improves patient care and decreases health disparities. Recent calls for social justice have highlighted the importance of medical school commitment to diversity and social justice, and newly established medical schools are uniquely positioned to actively fulfill the social mission of medicine.ObjectiveTo identify diversity language in the mission statements of all medical schools accredited since 2000 and to determine whether the presence of diversity language was associated with increased diversity in the student body.Design, Setting, and ParticipantsCross-sectional study of public websites conducted between January 6, 2023, and March 31, 2023. Qualitative content analysis of mission statements was conducted using a deductive approach. Eligible schools were identified from the 2021-2022 Medical School Admission Requirements and American Medical Colleges and American Association of Colleges of Osteopathic Medicine websites. Each school’s publicly available website was also reviewed for its mission and student body demographics. All United States allopathic and osteopathic medical schools that have been accredited and have enrolled students since 2000.ExposureContent analysis of medical school mission statements.Main Outcomes and MeasuresPrevalence of diversity language in medical school mission statements and its association with student body racial diversity. Data were analyzed in 5-year groupings: 2001 to 2005, 2006 to 2010, 2011 to 2015, and 2016 to 2020).ResultsAmong the 60 new medical schools (33 [55%] allopathic and 27 [45%] osteopathic; 6927 total students), 33 (55%) incorporated diversity language into their mission statements. In 2022, American Indian or Alaska Native individuals accounted for 0.26% of students (n = 18), Black or African American students constituted 5% (n = 368), and Hispanic or Latinx individuals made up 12% (n = 840). The percentage of schools with diversity language in their mission statements did not change significantly in schools accredited across time frames (60% in 2001: mean [SE], 0.60 [0.24] vs 50% in 2020: mean [SE], 0.50 [0.11]). The percentage of White students decreased significantly over the time period (26% vs 15% students in 2001-2005 and 2016-2020, respectively; P &lt; .001). No significant differences were observed in student body racial or ethnic composition between schools with mission statements that included diversity language and those without.Conclusions and RelevanceIn this cross-sectional study of US medical schools accredited since 2000, diversity language was present in approximately half of the schools’ mission statements and was not associated with student body diversity. Future studies are needed to identify the barriers to increasing diversity in all medical schools.
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Henry, Paul, Harold R. Bardo und Carol A. Henry. „The Effectiveness of Career Development Seminars on African American Premedical Students: A Program Evaluation Using the Medical Career Development Inventory“. Journal of Multicultural Counseling and Development 20, Nr. 3 (Juli 1992): 99–112. http://dx.doi.org/10.1002/j.2161-1912.1992.tb00566.x.
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Turner, Arlener, Larry Keen, Mark Bernard, Judite Blanc, Azizi Seixas und Girardin Jean-Louis. „0622 Influence of Cannabis Use Disorder on Sleep Quality among College Students“. Sleep 45, Supplement_1 (25.05.2022): A272—A274. http://dx.doi.org/10.1093/sleep/zsac079.619.
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Abstract Introduction Poor sleep, which has numerous deleterious effects, is one of the most common health complaints among college students. Both race/ethnicity and sex are associated with poor sleep outcomes, with Black college women potentially having higher risk. The college experience is often associated with an increase in stress, as well as drastic shifts in lifestyle and sleep patterns. Research indicates that college students report cannabis use enables them to cope with life stressors and negative emotions and is often used as a sleep aid. The use of cannabis as a to cope may lead to more chronic cannabis use, and the development of Cannabis Use Disorder (CUD), which is most prevalent in individuals aged 18-25. Therefore, this study examined the influence of CUD symptomatology on sleep among Black female college students. Methods Participants included 200 Black/African American women (age range: 18-25 years) attending a Historically Black College/University. Each participant completed an Qualtrics online survey including assessment of DSM-5 CUD criteria, and validated measures of sleep quality (Pittsburgh Sleep Quality Index [PSQI]) and perceived stress (Perceived Stress Scale [PSS]). Results 11.5% of the sample met criteria for CUD. There were no significant differences between the CUD and non-CUD groups in perceived stress, however, all participants endorsed moderate stress levels (M=19.51, SD=5.33). Additionally, all participant’s PSQI scores met criteria for impaired sleep (score >5). [MOU1] [TAD2] T-test analyses indicate that the CUD subgroup reported poorer sleep quality (M=9.04, SD=3.69 vs M=7.07, SD=3.28), more sleep disturbances (M=1.52, SD=0.59 vs M=1.15, SD=0.74), and longer sleep latency (M=37.70, SD=25.28 vs M=25.92, SD=23.95), than the non-CUD group (all p<.05). Conclusion Black/African American female college students who met criteria for CUD reported more sleep disturbances, longer sleep latencies, and poorer overall sleep quality. Given the lack of difference in perceived stress, these results suggest that the use of cannabis as a coping aid may exacerbate poor sleep. Previous research indicates that Black women are not only more likely to report poor sleep, but that they also report exploring non-traditional strategies to address their sleep problems. These findings suggest a need to examine these non-traditional coping strategies for possible paradoxical and deleterious effects. Support (If Any) Funding: R01HL142066, R01HL095799, RO1MD004113, R01HL152453, 1R15 DA052886-01A1
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Capers, Quinn, und David P. Way. „Academic and Post-Graduate Performance of African American Medical Students by Category of Premed Institution: Historically Black vs. Predominantly White Institutions“. Journal of Health Care for the Poor and Underserved 26, Nr. 3 (2015): 617–30. http://dx.doi.org/10.1353/hpu.2015.0082.
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May, Laura A., Vera Stenhouse und Teri Holbrook. „Critical Moment but not Critical Literacy: Perspectives on Teaching about President Obama“. Social Studies Research and Practice 9, Nr. 1 (01.03.2014): 165–88. http://dx.doi.org/10.1108/ssrp-01-2014-b0010.
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This manuscript describes the findings of an examination of 21 pre-service teachers and one literacy course instructor within the context of a program focused on urban teacher preparation. Using inductive thematic analysis of multiple data sources, the research team identified three themes. First, general agreement existed amongst the pre-service teachers that Barack Obama’s 2008 election was a critical, important moment in U.S. history with consistent rationales for why they should include information about President Obama’s life and work as part of the curriculum, especially for African American students. This theme comprised three trends: the importance of teaching civics, the historical importance of the first African American president, and the importance of President Obama as a role model. Second, pre-service teachers enacted and responded to barriers to teaching critical literacy about the Obama presidency. This second theme also comprised three trends: a reluctance to detract from President Obama’s positive image, an unease in teaching politics, and the references to developmental issues related to the ages of the kindergarten children they taught. Third, inconsistencies occurred amongst pre-service teachers’ understandings of critical literacy.
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Kim, Jennifer J., Hailey L. Hill, James B. Groce, James M. Granfortuna und Tanya K. Makhlouf. „Pharmacy Student Monitoring of Direct Oral Anticoagulants“. Journal of Pharmacy Practice 31, Nr. 5 (24.01.2018): 462–68. http://dx.doi.org/10.1177/0897190017752713.
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Background: Best practice recommendations are lacking. Thus far, literature has described pharmacist-led DOAC monitoring. Objective: The purpose of this study is to describe a DOAC monitoring program involving pharmacy students. Methods: This was an observational analysis of a quality improvement initiative. A clinical pharmacist preceptor identified clinic patients taking DOACs by running a report using the electronic medical record. Pharmacy students conducted chart reviews, called pharmacies for 6-month refill histories, and interviewed and educated patients. Findings were communicated to the care team and interventions were performed as applicable with the preceptor. Results: Of 90 patients included, the mean age was 63 years, 54% were female, and 65.6% were black or African American. Rivaroxaban and apixaban were used most commonly. Sixty-two percent of DOACs were prescribed for atrial fibrillation/flutter, while 32.2% for venous thromboembolism. The mean MPR was 77.1%, with 27.7% of patients having an MPR ≤60%. Of the 136 student-led interventions, 25.2% involved medication access, 24.4% adherence education, 20.7% processing refills, 14.8% laboratory monitoring recommendations, 8.9% switching or recommending switching to another anticoagulant, and 4.4% stopping a nonsteroidal anti-inflammatory drug or aspirin. Conclusion: Pharmacy students can help to ensure medication safety and effective use of DOACs.
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Jackson, Kirah A., und Sabrina A. Brinson. „Racial Attitudes, Racial Preferences, and Social Interactions of African American Students as Reflected by Self-Image and Race as a Construct“. Journal of Information Technologies and Lifelong Learning 6, Nr. 1 (30.06.2023): 254–61. http://dx.doi.org/10.20533/jitll.2633.7681.2023.0034.
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Baugh, Aaron, und Reginald F. Baugh. „Assessment of Diversity Outcomes in American Medical School Admissions: Applying the Grutter Legitimacy Principles“. Sustainability 12, Nr. 12 (26.06.2020): 5211. http://dx.doi.org/10.3390/su12125211.
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In the last 30 years, except for female participation, the enrollment of Latinx, African Americans, Native Americans, Alaskan natives, and disadvantaged students in medical school has been constant; however, increasing enrollment of these minority populations is feasible, if admissions committees make two changes in approach. First, the traditional belief that matriculation merit is a linear function of past academic performance must be rejected. Second, once the threshold needed to complete medical school in four years and to pass licensing examinations at the first attempt has been met, all candidates are equally qualified, and matriculation decisions must be based, in part, on societal interests. In Grutter vs. Bollinger, the United States Supreme Court determined that graduate admission committees can and should consider societal interests. Each admission decision represents a substantial government investment in each student, as the Medicare Act directly subsidizes much of the cost of medical education. As Grutter explained, there is a societal interest in the public having confidence in, and access to, the medical school training that will prepare tomorrow’s medical, professional, and political leaders. Our analysis suggests that medical school admissions are biased towards academic achievement in matriculants, beyond acceptable thresholds for graduation and licensure. We believe medical schools must shift their admissions strategies and consider noncognitive factors in all candidates as determinative once minimum acceptable academic standards have been met.
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Bell, Lindsay, Jessica Livingston, Yael Schenker, Robert Arnold und Tessie October. „Lack of Exposure to Hospice and Palliative Medicine Training for African American Students: The State of the U.S. Medical Education System (RP501)“. Journal of Pain and Symptom Management 60, Nr. 1 (Juli 2020): 229. http://dx.doi.org/10.1016/j.jpainsymman.2020.04.093.
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Schiel, Kimberly, Kelly M. Everard, Denise Hooks-Anderson und Peter F. Cronholm. „People, Not Programs:“. Family Medicine 54, Nr. 9 (03.10.2022): 718–21. http://dx.doi.org/10.22454/fammed.2022.683878.
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Background and Objectives: Patients are best served by a health care workforce that reflects the diversity of their community. Increasing diversity of family medicine requires a long-term effort to recruit more medical students from underrepresented in medicine (URiM, defined as people of Black/African American, Hispanic/Latino, Native American or Pacific Islander heritage) backgrounds into family medicine residencies. This paper examines factors that influence URiM medical students to choose family medicine residencies. Methods: Data were collected via a Council of Academic Family Medicine Educational Research Alliance (CERA) survey of family medicine clerkship directors. Correlations examined associations between the percent URiM faculty, percent URiM preceptors, percent clerkship cases addressing health equity, and the percent of URiM students choosing family medicine residencies. t tests determined associations between clerkship director race, preclinical electives on health equity, department faculty champion for diversity, and department diversity activities; and the percentage of URiM students choosing family medicine residencies. Results: Survey response rate was 49%. Two factors had a positive relationship with the percentage of graduating students who were URiM choosing family medicine residencies: having a higher percentage of faculty who were URiM (r=0.33, P=.004) and having a higher percentage of preceptors who are URiM (rs=.386, P=.001). We found no such association for having cases addressing health equity, offering preclinical electives, departments with a faculty champion for diversity, clerkship director race, or a department’s diversity activities. Conclusions: The presence of teaching faculty and community preceptors from URiM backgrounds is correlated with the rate at which students who are URiM choose family medicine. People, rather than activities, seem to influence the career choices of students from URiM backgrounds.
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Spadola, C. E., D. Groton, R. Lopez, S. L. Burke, C. Hilditch, A. Pandey, K. Littlewood, E. S. Zhou und S. M. Bertisch. „1166 Investigating Social Workers’ Sleep Health Knowledge: Opportunities to Promote Sleep Health Among Underserved Populations“. Sleep 43, Supplement_1 (April 2020): A445. http://dx.doi.org/10.1093/sleep/zsaa056.1160.
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Abstract Introduction Social workers are often front-line psychosocial providers working with underserved populations, many of whom struggle with sleep. They are uniquely positioned to promote sleep health among individuals experiencing health inequities. However, U.S. accredited social work programs do not require sleep health training. We used both quantitative and qualitative methodologies to investigate social work students’: a) sleep health knowledge; b) self-reported sleep quality; c) prior sleep health education; and d) client discussions about sleep, in order to inform the development of a sleep health training for social work students. Methods Twenty-five social work students were recruited via a listserv email sent at a Florida university. Participants were asked to complete the Sleep Beliefs Scale (SBS) and the Pittsburgh Sleep Quality Index (PSQI) and then to participate in a one-hour long focus group (3 groups with 6-11 students/group) conducted by experienced qualitative researchers. Results Mean age was 27.0±11.5 yrs, 92.0% were female, and 48.0% were non-Hispanic white, 28.0% African American, 16.0% Hispanic, 8.0% other. Only 28.0% indicated that they had ever discussed sleep with clients. Knowledge of healthy sleep behaviors (assessed via the SBS) was moderate on a 0-20 scale (13.88, S.D.= 2.7). Participants had an average PSQI score of 8.8 (SD.=4.0), reported sleeping an average of 6.0 hours (SD=1.6), and mean sleep efficiency of 87.0% (SD=12.0). Themes from focus group data highlight students’ lack of exposure to sleep health training and a dearth of sleep discussions in clinical practice. Conclusion Though social work students acknowledged the importance of sleep health promotion, they reported feeling ill-equipped to promote healthy sleep practices due to lack of sleep education. Sleep health training could allow social workers to confidently promote healthy sleep practices among their clients, recognize when appropriate to refer clients for evaluation for sleep disorders, and improve social workers’ own sleep health. An online educational program was subsequently created by study investigators to meet these aims. Support American Academy of Sleep Medicine Foundation
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Spadola, C., D. Groton, R. Lopez, S. L. Burke, C. J. Hilditch, A. Pandey, K. Littlewood, E. S. Zhou und S. M. Bertisch. „1168 Preliminary Impact of a Sleep Health Educational Module for Social Work Students“. Sleep 43, Supplement_1 (April 2020): A446. http://dx.doi.org/10.1093/sleep/zsaa056.1162.
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Abstract Introduction Social workers are well-positioned to promote healthy sleep behaviors among underserved populations; however sleep health training is rarely integrated into social work curriculums. To address this gap, our interdisciplinary team developed a 2-hour online sleep health educational module for social work students. The module was grounded in best e-learning pedagogical principles, and based on qualitative formative research. We tested the initial impact and acceptability of the module. Methods We recruited 32 social work students at a Florida University via a departmental listserve. Pre- to post-intervention changes in the Sleep Beliefs Scale (SBS) and the Sleep Practices and Attitudes Questionnaire (SPAQ) were assessed using Wilcoxon Signed-Rank tests. We conducted qualitative research to assess intervention acceptability,and to inform future iterations of the program. Results Mean age was 29.5±11.6 yrs, 100% were female, and primarily Non-Hispanic White (41.9%), followed by African American/Black (35.5%), and Hispanic/Latino (22.6%). Results showed pre/post intervention improvements in both the Sleep Beliefs Scale (14.7±2.2 vs.16.9±2.6 [p=.002]; higher score=higher knowledge) and SPAQ (2.1±0.6 to 1.5±0.6 [p=.001]; lower score=higher importance of sleep) indicating improvements in knowledge surrounding healthy sleep behaviors and the importance of sleep for overall health (respectively). Qualitative data supports the intervention’s acceptability and utility. When asked what participants liked best about the module, responses included: “I was educated and am better prepared to offer some insight to my clients and staff”; “..they offer resources we can use for ourselves and our clients;” and “easy to navigage, and full of useful information.” Suggestions for improvement included shortening the module’s length. Conclusion Assessment of an online sleep health educational module indicates a promising impact on sleep health knowledge. A larger study is planned to more definitively evaluate the module’s impact and acceptability among social work students. Support American Academy of Sleep Medicine Foundation
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Park, Peter Sang Uk, Eda Algur, Sweta Narayan, William B. Song, Matthew D. Kearney und Jaya Aysola. „Representation of Asian American Populations in Medical School Curricula“. JAMA Network Open 5, Nr. 9 (23.09.2022): e2233080. http://dx.doi.org/10.1001/jamanetworkopen.2022.33080.
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ImportanceDespite being one of the fastest-growing populations in the US, the Asian American population is often misrepresented in and omitted from health research and policy debate. There is a current lack of understanding of how Asian American populations are portrayed in medical school curricula.ObjectiveTo assess how Asian American populations and their subgroups are represented in medical school curricula.Design, Setting, and ParticipantsIn this qualitative study, the content of 632 lectures from all 19 courses of the preclinical curriculum at a single US institution from the academic year 2020 to 2021 was analyzed to identify and characterize unique mentions of race and ethnicity as well as granular ethnicity. Among the 632 lectures, we identified 256 nonrepetitive, unique mentions of race and ethnicity or granular ethnicity. These unique mentions were coded and analyzed for emerging patterns of use.Main Outcomes and MeasuresStudy outcomes included (1) the frequency of specific racial and ethnic categories mentioned in the curriculum, (2) the relative proportion of mentions of race and ethnicity that involved or included Asian American data by courses and context, and (3) key themes representing emerging patterns found from qualitative analysis of curriculum content for mentions of Asian American populations or lack thereof.ResultsAmong the 632 lectures, 256 nonrepetitive mentions of race and ethnicity or granular ethnicity were identified; of these, Asian American populations and/or their subgroups were mentioned in 79 of the instances (30.9%). The most common terms used to denote Asian American populations were Asian, with 36 mentions (45.6%); followed by Japanese, with 10 mentions (12.7%); and Chinese, with 8 mentions (10.1%). Overall, there were 26 mentions (10.2%) of American Indian or Alaska Native populations, 12 mentions (4.7%) of Asian and Pacific Islander or Asian American and Pacific Islander populations, 67 mentions (26.2%) of Asian or Asian American populations, 143 mentions (55.9%) of Black or African American populations, 62 mentions (24.2%) of Hispanic or Latino populations, 4 mentions (1.6%) of Native Hawaiian or Pacific Islander populations, and 154 mentions (60.2%) of White populations. During the analysis of the curriculum for representation of Asian American populations, the following 5 key themes emerged from the data: (1) omission, (2) aggregation, (3) inconsistent categorization, (4) misidentification of granular ethnicity, and (5) association of race and ethnicity with disease.Conclusions and RelevanceThis qualitative study suggests that the curriculum from a single US medical school largely mirrors the inappropriate use of race and ethnicity found in published health literature and clinical guidelines. Solutions with long-term results will require collaboration among diverse groups of interest to adopt inclusive research programs and design. Such solutions could better equip students in combating race-based medicine and could promote community outreach programs built based on trust.
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McCollum, C. Greer, Alyssa Carodine, Ashleigh Chiedo, Brooke Penney, Dustin Long, Rebecca Blumenfeld, Angela Smith et al. „Social Support Assets and Needs of Underrepresented Students Participating in Health Sciences Pathways Programs in Birmingham, Alabama“. JAIDS Journal of Acquired Immune Deficiency Syndromes 94, Nr. 2S (01.10.2023): S99—S107. http://dx.doi.org/10.1097/qai.0000000000003255.
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Background: Using the Asset Bundle Model, we sought to understand the social support assets and needs of underrepresented minority (URM) high school, undergraduate, and graduate students. Setting: Study participants were or had participated in health sciences pathway programs at Birmingham City Schools and/or the University of Alabama at Birmingham. Methods: We took a concurrent mixed methods approach to conduct an environmental scan of health science pathway programs in the Birmingham, AL area. Four focus groups were conducted between November 2022 and January 2023, and a 225-item online survey was administered between November 4, 2022, and February 4, 2023. Both tools collected data from high school, undergraduate, and graduate students to examine key components of existing health care pathways programs for URMs and identify barriers and facilitators to successful implementation of such programs. Results: Twenty-two students participated in the focus groups, and 168 individuals responded to the survey. Both focus group participants and interview respondents were primarily URMs (eg, 68.2% and 65.7% identified as Black or African American, respectively). Survey responses and focus group discussions showed that, overall, undergraduate and graduate students programs develop more robust identities as future health care professionals through friendships and institutional supports, expand their networks more broadly through mentorship, and feel more supported by family members in their academic endeavors than high school students. Conclusions: Health science pathway programs for URMs should facilitate and bolster social supports for students, especially those in high school, to enhance persistence through education and into the workforce.
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Orr, Shelly, Shirley Helm, Mary Harmon und Gerry Moeller. „92 Effectiveness of an Academic Medical Center Clinical Research Coordinator Intern Program on Learning and Workforce Expansion“. Journal of Clinical and Translational Science 7, s1 (April 2023): 26. http://dx.doi.org/10.1017/cts.2023.175.
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OBJECTIVES/GOALS: The Clinical Research Coordinator (CRC) Intern Program was developed to increase knowledge and awareness of CRC’s vital role in conducting clinical studies. Program outcomes are to provide students with marketable skills and knowledge leading to employment within the clinical research ecosystem. METHODS/STUDY POPULATION: The CRC Intern Program is available to college students for health-related academic courses requiring an internship component. Didactic and experiential learning are incorporated into the program with students imbedded within well-established clinical research teams. Activities include attending IRB meetings, recruitment and enrollment, data collection and entry, and regulatory items. Students complete knowledge pre- and post-assessments (Competency Index for Clinical Research Professionals-CIRCP) via REDCap surveys to assess learner knowledge acquisition and program effectiveness. Demographic, program evaluation, and 3-month follow up survey data are analyzed using descriptive statistics. RESULTS/ANTICIPATED RESULTS: Beginning in Spring 2022, the Intern Program has accepted 9 students with 5 completing the program, with 2 of this 5 having been offered employment as CRCs. Preliminary CIRCP assessment data indicates increased CRC knowledge upon Intern Program completion. Demographic data shows that students are mostly female and non-white (43% African American, 29% Hispanic). Additional results from the current cohort will be shared upon program completion. Of note is the development of partnerships with local colleges, including community colleges, to build awareness of the CRC career path and to provide opportunities for CRC exploration resulting in expansion and diversification of the clinical research workforce. DISCUSSION/SIGNIFICANCE: There is an industry wide shortage of CRCs. Our internship program has provided an effective method to expand and diversify the CRC workforce through knowledge acquisition and application building CRC skills and competencies. Lessons learned and future plans for intern expansion will be discussed.
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Hughes, Linda M., und John Clarke. „Identifying Predictors of Pressurized Submarine Escape Training (PSET) Attrition“. Military Medicine 184, Supplement_1 (01.03.2019): 476–87. http://dx.doi.org/10.1093/milmed/usy377.
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Abstract Pressurized Submarine Escape Training (PSET) physically prepares submariners to safely escape a submarine at depth. Failure to complete PSET is not a submarine service disqualification. Serious medical incidents are rare, but the safety record tradeoff has been low throughput. From 2009 to 2015, only 34% of students screened completed PSET. Students may be medically screened out of the training altogether (disqualified), or dropout during the physical training (attrite). Training records from 12,122 U.S. Navy students were used to identify factors contributing to training disqualification and attrition. Multivariate logistic regression model predictors included demographic and screening items. Association to PSET disqualification included cold/congestion/cough (ORadj 12.34), limited duty status (ORadj 4.29), Physical Readiness Test failure (ORadj 3.37), pneumonia or bronchitis in last 2 years (ORadj 3.17) and nervousness or anxiety in tight spaces (ORadj 2.37). Basic Enlisted Submarine School students were more likely to be disqualified and attrite than other submariner groups, and black/African American (ORadj 1.53) students were more likely to attrite than white students. Only cold/congestion/cough (ORadj 1.52), trouble swimming (ORadj 1.53), and screening during cold/flu season (ORadj 1.28), were associated with training attrition. Recommendations to modify screening requirements are listed in conclusions.
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Chaudhry, Ayesha Siddiqua. „Shattering the Stereotypes“. American Journal of Islam and Society 22, Nr. 4 (01.10.2005): 106–8. http://dx.doi.org/10.35632/ajis.v22i4.1668.
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Ever since the West’s initial contact with the East, Muslim women haveoccupied center stage as highly politicized subjects who the West hasclaimed to liberate from the oppressive East and who the East has claimedto protect from the hedonistic West. Despite their central role as pawns inthis political struggle, women have been strikingly silent subjects. Thisbook belongs to an emerging collection of books that seek to give voice tothese silent subjects. Nawal El Saadawi, in her emotionally charged“Foreword,” captures the book’s tone quite well in her expression that “thepersonal is political” (p. x). Through personal stories, this anthology seeksto dissociate Islam from both terrorism and the oppression of women.Fawzia Afzal-Khan’s anecdotal introduction reveals that her goal istwofold: first, to connect various strands of conversation between MuslimAmerican women from different backgrounds since 9/11, and, second, toenlighten both Muslim and non-Muslim readers of the varied realities of the“Muslim Woman.”This anthology is divided into six sections. Section 1, “Non-Fiction,”contains several personal accounts of Muslim American women’s encounterswith 9/11. In her piece “Unholy Alliances,” Afzal-Khan vents her frustrationon several targets, including Israel, American foreign policy, SalmanRushdie, women who choose to wear the hijab, as well as the MontclairUniversity Muslim Students’ Association and the Global Studies Institute.Nadia Ali Maiwandi, Zohra Saed, and Wajma Ahmady reflect on theresponses they encountered and experienced amidst the Afghan-Americancommunity in the aftermath of 9/11. Eisa Nefertari Ulen’s genuinely tolerantarticle encourages Muslim and non-Muslim women to work together.Writing from her perspective as an African-American convert, she identifiesissues of gender and religion as mere smokescreens used by the “oppressor”to separate women (p. 50). Humera Afridi’s witty and refreshing work functionsas a social commentary on the climate of New York City after the 9/11attacks. One of the most edifying pieces is Rabab Abdulhadi’s “Where isHome?” This piece, written as a series of journal entries, captures the strugglesof identity faced by an exiled Palestinian woman as she tries to make ahome in New York City in the aftermath of 9/11 ...
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Wallace, Brandy, Leanne Clark-Shirley und Pallavi Podapati. „Strategies for Developing an Inclusive Geriatric Physician Workforce for Older Adults in the U.S.“ Innovation in Aging 5, Supplement_1 (01.12.2021): 762. http://dx.doi.org/10.1093/geroni/igab046.2824.
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Abstract The “geriatric imperative” has been part of the aging discourse for more than 30 years but neither geriatric practice nor older adults are homogenous. As the U.S. population ages, elders will become more racially and ethnically diverse; and, their health outcomes will be shaped by lifetime experiences with systemic discrimination and racism. Already, COVID-19 has made clear that older adults and non-Whites, particularly African Americans and Hispanics, disproportionately bear the burden of disease and illness. Research suggests health disparities will continue unless there is change within the health care system. The Institute of Medicine (2001) reported on the problematic nature of the stark contrast between the diversity of patients and the physicians caring for them, including issues with patient trust and communication, yet no significant movement has been made to diversify the physician workforce. Despite being 13% and 16% of the U.S. population, respectively, African Americans and Hispanics make up just 5% and 6% of the practicing physician workforce. Further, practicing geriatricians represent less than 1% of physicians with very few physicians of color. There is a need for more African American and Hispanic geriatricians. In this systematic review, we examine recruitment and retention efforts targeting students of color, and curricula of geriatric medical programs in the U.S. We offer recommendations toward incentivizing physicians of color to enter geriatrics, strategies to support decolonization of geriatric medical curricula in undergraduate medical education programs, and the development of mentorship and pipeline programs to increase diversity in the geriatric physician workforce.
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Kealy-Bateman, Warren, Georgina M. Gorman und Adam P. Carroll. „Patient/Consumer Codesign and Coproduction of Medical Curricula: A Possible Path Toward Improved Cultural Competence and Reduced Health Disparity“. SAGE Open 11, Nr. 2 (April 2021): 215824402110168. http://dx.doi.org/10.1177/21582440211016836.
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There is often a sociocultural distance between medical practitioners and patients. We bridge that gap in the therapeutic alliance via improved cultural competence and an understanding of the person in their context. The traditional approach in medical education has been of learning via expert-designed curricula, which may tend to mirror the knowledge and needs of the experts. This places individuals at risk who come from culturally and linguistically diverse groups (CALD) with known health disparities: minority groups (e.g., African American); First Nations’ people; immigrants and refugees; people who speak nondominant languages; and lesbian, gay, bisexual, transgender people. The authors briefly review the complex area of cultural competency and teaching delivery. The authors survey the Australian population to provide a tangible example of complex cultural diversity amid curriculum challenges. An evidence-based approach that recognizes specific health inequity; the inclusion of CALD stakeholders, students, care professionals, and education professionals; and codesign and coproduction of curriculum components is recommended. This method of people’s own stories and collaboration may be applied in any international context, correctly calibrating the learning experience. The aim is for medical students to improve their knowledge of self, others, others within groups, and recognition of unconscious biases to achieve better health outcomes within their specific communities.
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Weiss, Jasmine, Louisa Holaday, Danya Keene, Ngozi D. Akingbesote, Lilanthi Balasuriya, Mona Sharifi, Darin Latimore und Inginia Genao. „Perspectives of Historically Black College and University Advisors to Premedical Students During the COVID-19 Pandemic“. JAMA Network Open 5, Nr. 10 (21.10.2022): e2238563. http://dx.doi.org/10.1001/jamanetworkopen.2022.38563.
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ImportanceBlack students remain underrepresented in medicine despite national efforts to increase diversity in the physician workforce. Historically Black College and University (HBCU) students play a vital role in increasing representation in the workforce. Currently, there is a paucity of literature understanding the impact of COVID-19 on premedical students from HBCUs. Understanding the adverse impact of the pandemic on HBCU students is essential to inform strategies that promote holistic medical school admissions and increased diversity, equity, and inclusion in the medical workforce.ObjectiveTo explore premedical advisors' perspectives on the impact of the COVID-19 pandemic on HBCU premedical students pursuing admission to medical school.Design, Setting, and ParticipantsIn this qualitative study, semistructured interviews of HBCU premedical advisors were performed from March 2020 to March 2021. One-on-one interviews were conducted with 21 advisors with a depth of experience as advisors, varied educational backgrounds, and diverse geographic representation. Data analysis was performed from March 2021 to December 2021.Main Outcomes and MeasuresThe experiences of HBCU premedical students during the COVID-19 pandemic from the perspective of the premedical advisor.ResultsAmong the 21 participants, 13 (62%) were female, 15 (71%) were Black or African American, 11 (52%) had a doctorate degree, and 7 (33%) had more than 10 years of experience as advisors. Participants described 3 major themes: (1) balancing academic responsibilities with family demands; (2) distraction, disruption, and isolation in the virtual learning environment; and (3) harmful impact of new stressors for HBCU applicants in the medical school admissions process.Conclusions and RelevanceIn this qualitative study of HBCU advisors to premedical students, advisors described how the COVID-19 pandemic adversely affected undergraduate HBCU premedical students; students faced family hardships, challenges with virtual learning, and uncertainty in the medical school admissions process. These findings suggest that medical schools should continue to create direct interventions to address the challenges that HBCU students faced during the height of the pandemic and as longitudinal consequences of the pandemic. Addressing these issues may improve physician workforce representation and promote more equitable patient care for underserved communities disproportionately affected by COVID-19 and other health disparities.
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Okeke, Nwora Lance, Kenric B. Ware, Russell Campbell, Jamilah Taylor, Frances Hung, Caroline Questell, Mildred P. Brickler et al. „Evidence2Practice (E2P): Leveraging Implementation Science to Promote Careers in HIV Research Among Students From Historically Black Colleges and Universities“. JAIDS Journal of Acquired Immune Deficiency Syndromes 94, Nr. 2S (01.10.2023): S65—S72. http://dx.doi.org/10.1097/qai.0000000000003263.
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Background: The HIV research workforce is not representative of populations most affected by the epidemic. Innovative educational programs are needed to motivate diverse student populations to pursue careers in HIV research. Methods: The Duke University Center for AIDS Research Evidence2Practice (E2P) program is a 3-day interactive workshop that introduces students from Historically Black Colleges and Universities (HBCU) to HIV pre-exposure prophylaxis, implementation science, and human-centered design. Participants develop 1-page action plans to increase awareness and uptake of pre-exposure prophylaxis on their campus. The program was evaluated using a partially mixed-method concurrent equal status study design with pre-program and post-program surveys and in-depth interviews. Results: Among the 52 participating students, 44 completed the preworkshop survey, 45 completed the postworkshop survey, and 10 participated in an in-depth interview. Most participants identified as Black or African American and cisgender female. Participating in the E2P program was associated with: (1) an increase in median interest in pursuing a career in HIV research (P < 0.01) and (2) a decrease in median perceived difficulty in starting a career in HIV research (P < 0.01). Several students described that a lack of knowledge about initiating an HIV research career, a perceived lack of qualifications and knowledge about HIV science, and limited experience were major barriers to considering careers in HIV research. Conclusions: The E2P program enhanced HBCU students' interest in careers related to HIV research and improved their self-efficacy to pursue such careers. On-campus educational enrichment initiatives, led by active HIV researchers and clinicians, should be a critical part of diversifying the HIV workforce.
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Valencia, Dora, Javier Mendoza, Denise Rodriguez Esquivel, William D. S. Killgore, M. Denisse Armenta und Michael Grandner. „0942 Sleep duration benefits for Spanish-speaking Hispanic/Latine respondents of the 2020 BRFSS“. SLEEP 46, Supplement_1 (01.05.2023): A415—A416. http://dx.doi.org/10.1093/sleep/zsad077.0942.
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Abstract Introduction Habitual sleep duration is associated with many aspects of health. Previous studies show that some groups of Hispanic/Latine Americans are somewhat protected from sleep disparities seen in other groups, but also that this may depend on acculturation. This study expanded this finding to nationally-representative data and explored some potential pathways that may link acculturation and sleep in Hispanics/Latinos. Methods Data from the 2020 Behavioral Risk Factor Surveillance System (BRFSS) were used (N=309,548 provided complete data). Habitual sleep duration was self-reported in hours and converted to minutes for analysis. Race/ethnicity was self-reported as Non-Hispanic White, Black/African American, Hispanic/Latine, Asian/Pacific-Islander, American Indian/Alaskan Native, and Multiracial/Other. The Hispanic/Latine group was further divided into those who chose to complete the survey in English versus Spanish. Covariates included age, sex, education level, household income, employment status, overall health, and mental health. Linear regression examined sleep duration (minutes) as the outcome, with race/ethnicity as the predictor. Race/ethnicity-by-covariate interactions were explored. Results Compared to non-Hispanic Whites, Blacks/African Americans reported 7.4 minutes less sleep (p< 0.0005), English-speaking Hispanics/Latine reported 4 fewer minutes (p=0.038), Spanish-speaking Hispanic/Latine reported 16.9 more minutes (p< 0.0005), Asians/Pacific Islanders reported 4.7 fewer minutes (p=0.042), no difference was seen for American Indians/Alaskan Natives, and Multiracial/Others reported 9.5 fewer minutes (p< 0.0005). Significant interactions were seen for age, education, income, employment, health, and mental health (all p< 0.05). Sleep duration benefits of speaking Spanish were evident especially in younger groups (under age 50, peaking age 30), those with more education, those with higher income, those in better health, those with fewer mental health problems, and those who were employed or were students. Conclusion Spanish-speaking Hispanics/Latine Americans were the only race/ethnicity group to report more sleep than non-Hispanic White adults and showed markedly different relationships versus when including English-speaking Hispanic/Latine adults. This advantage was differentially experienced, though, and depended on age, socioeconomics, and health status. Also, the BRFSS did not ask about primary household language nor English fluency. Future research is needed to explicitly explore acculturation-related explanations and develop linguistically- and culturally-targeted interventions for sleep health, especially for addressing apparent generational and socioeconomic differences. Support (if any)
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Rensch, Carola, und Walter Bruchhausen. „Medical Science Meets ‘Development Aid’ Transfer and Adaptation of West German Microbiology to Togo, 1960–1980“. Medical History 61, Nr. 1 (21.12.2016): 1–24. http://dx.doi.org/10.1017/mdh.2016.98.
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After losing the importance it had held around 1900 both as a colonial power and in the field of tropical medicine, Germany searched for a new place in international health care during decolonisation. Under the aegis of early government ‘development aid’, which started in 1956, medical academics from West German universities became involved in several Asian, African and South American countries. The example selected for closer study is the support for the national hygiene institute in Togo, a former German ‘model colony’ and now a stout ally of the West. Positioned between public health and scientific research, between ‘development aid’ and academia and between West German and West African interests, the project required multiple arrangements that are analysed for their impact on the co-operation between the two countries. In a country like Togo, where higher education had been neglected under colonial rule, having qualified national staff became the decisive factor for the project. While routine services soon worked well, research required more sustained ‘capacity building’ and did not lead to joint work on equal terms. In West Germany, the arrangement with the universities was a mutual benefit deal for government officials and medical academics. West German ‘development aid’ did not have to create permanent jobs at home for the consulting experts it needed; it improved its chances to find sufficiently qualified German staff to work abroad and it profited from the academic renown of its consultants. The medical scientists secured jobs and research opportunities for their postgraduates, received grants for foreign doctoral students, gained additional expertise and enjoyed international prestige. Independence from foreign politics was not an issue for most West German medical academics in the 1960s.
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Hall, Ralph P., Jessica Agnew, Wei Liu, Lana Petrie und Chris North. „Systematic investigation of inadequate food access at a large southeastern land grant university“. PLOS ONE 19, Nr. 3 (06.03.2024): e0298041. http://dx.doi.org/10.1371/journal.pone.0298041.
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Over the past decade, the impact of low food security on student well-being and academic performance has become a growing concern at institutions of higher education across the U.S. This mixed methods study adds to the growing body of evidence on the association between student socio-demographic and economic characteristics and food security. An online survey covering food access, student well-being, and housing security was sent to 35,337 undergraduate and graduate students at a large southeastern land grant university. A total of 2,116 complete responses were received; a 6% response rate. The survey responses also included 176 written statements by students. The survey found that 16% of both undergraduate and graduate students had low or very low food security, as defined by a modified USDA food security measure. The socio-demographic and economic characteristics that were linked to a higher likelihood of low food security included: having a GPA of less than 3.0, having a disability, being an international student, being a first-generation student, being a transfer student, going into debt to pay for food, being a Black or African American student, having poor mental health, having uncertain living arrangements, and having no medical insurance. Recommendations for enhancing student access to food, housing, and mental health services are discussed.
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Majerczyk, Daniel, Erin M. Behnen, David J. Weldon, Roy Kanbar, Yolanda M. Hardy, Stanley K. Matsuda, Karen L. Hardinger und Farid G. Khalafalla. „Racial, Ethnic, and Sex Diversity Trends in Health Professions Programs From Applicants to Graduates“. JAMA Network Open 6, Nr. 12 (28.12.2023): e2347817. http://dx.doi.org/10.1001/jamanetworkopen.2023.47817.
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ImportanceDiversity is an essential element of an effective health care system. A key to developing a diverse workforce is establishing a diverse student population in health professions programs.ObjectiveTo examine the diversity of students in Doctor of Medicine (MD), Doctor of Osteopathic Medicine (DO), Doctor of Dental Surgery (DDS), Doctor of Dental Medicine (DMD), and Doctor of Pharmacy (PharmD) programs with emphasis on the trends of underrepresented minoritized groups (American Indian or Alaska Native, Black or African American, Hispanic or Latino, and Native Hawaiian or Other Pacific Islander) and sex relative to the overall age-adjusted US population.Design, Setting, and ParticipantsThis cross-sectional study used deidentified, self-reported data from 2003 to 2019 from the Association of American Medical Colleges, American Association of Colleges of Osteopathic Medicine, American Dental Education Association, American Dental Association, and American Association of Colleges of Pharmacy. Data analysis was performed from 2003 to 2004 and from 2018 to 2019.ExposuresData on the race, ethnicity, and sex of applicants, matriculants, and degrees conferred by health professions programs were collected and compared with the age-adjusted population in the US Census (aged 20-34 years) over time.Main Outcomes and MeasuresThe main outcomes were trends in the proportions of underrepresented minoritized groups and sex diversity among applicants, matriculants, and degrees conferred relative to the overall age-adjusted US population. Trends were measured using the representation quotient, which is defined as the ratio of the proportion of each subgroup to the total population of applicants, matriculants, or graduates relative to the proportion for that subgroup within the US Census population of similar age. Regression analysis was used to evaluate the trend over time.ResultsA total of 594 352 applicants were analyzed across the examined programs. From 2003 to 2019, the proportions of individuals from underrepresented groups increased for DDS and DMD (applicants, from 1003 of 8176 to 1962 of 11 298 [5.1%]; matriculants, from 510 of 4528 to 966 of 6163 [4.2%]; degrees awarded, from 484 of 4350 to 878 of 6340 [2.7%]), PharmD (applicants, from 9045 of 71 966 to 11 653 of 50 482 [9.0%]; matriculants, from 5979 of 42 627 to 10 129 to 62 504 [6.3%]; degrees awarded, from 922 of 7770 to 2190 of 14 800 [3.0%]), and DO (applicants, from 740 of 6814 to 3478 of 21 090 [5.4%]; degrees awarded, 199 of 2713 to 582 of 6703 [1.4%]) programs, but decreased for MD programs (applicants, from 6066 of 34 791 to 7889 of 52 777 [−2.3%]; matriculants, 2506 of 16 541 to 2952 of 21 622 [−2.4%]; degrees awarded, from 2167 of 15 829 to 2349 of 19 937 [−0.1%]). Compared with age-adjusted US Census data, all programs had more Asian students and fewer male, American Indian or Alaska Native, Black or African American, Hispanic or Latino, and Native Hawaiian or Other Pacific Islander students (representation quotient &lt;1).Conclusions and RelevanceIn this cross-sectional study, most of the health professions in the study saw increases in underrepresented minority applicants, matriculants, and degrees conferred from 2003 to 2019; however, all programs were below the age-adjusted US Census data. The increased racial, ethnic, and sex diversity in the programs illustrates progress, but additional strategies are needed to achieve a more representative health care workforce.
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Schulte, Kirsten, Katrina Mikofalvy, Lauren Beck und Prasad V. Bodas. „Comprehensive Sickle Cell Disease Management Is Associated with Superior Grade Attainment and High School Graduation Rates“. Blood 132, Supplement 1 (29.11.2018): 4692. http://dx.doi.org/10.1182/blood-2018-99-115093.
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Abstract Background: Sickle cell disease (SCD) in adolescents and young adults has been associated with low high school graduation rates. Complications of the disease may decrease school attendance, academic performance, and grade attainment. The graduation rate for patients with SCD enrolled in the Cooperative Study of Sickle Cell Disease (CSSD) was 71%. Poor educational outcomes might be due to a number of factors including socioeconomic status or days spent in the hospital due to illness. Neurological complications of SCD may also contribute. Stroke and microvascular ischemic events are detrimental to cognitive function and influence academic achievement and grade attainment. Patient and practitioner adherence to best practices, such as those described in the NHLBI 2014 guidelines vary widely, and the association of best practices with graduation rates has not been studied. We compared high school graduation rates of patients at Akron Children's Hospital Sickle Cell Disease Program (ACHSCDP) with national and local rates. Methods: We conducted a retrospective chart review of patients born between 1994 and 2000 who received care for all forms of SCD at ACHSCDP. Patients were identified through an onsite registry. Thirty-two patients were identified for chart review. We defined successful high school attainment as graduation from 12th grade, or having completed 11th grade by July 2018 and enrolled to begin 12th grade in Fall 2018, before or at 19 years of age. We determined successful high school attainment for patients at Akron Children's Hospital and assessed factors associated with success. Results: Patients born from 1994 to 2000 with sickle cell disease (SS, SC, SBeta-0, SBeta-+) were analyzed (n=32). Two patients transferred out of ACHSCDP prior to age 14 and were not included in our analysis. Of 30 patients studied, 14 were male and 16 were female. Twenty-six patients (86.7%) had graduated or were starting senior year as of July 2018. Of the 26 successful students, 12 (46.2%) had either an IEP or 504 (federally defined accommodation plan) in place. None of the 4 unsuccessful students had an IEP, however 1 student had a 504. Of the 26 successful students, 13 had HbSS, 1 had HbS/B o thal, 5 had HbS/B + thal, and 7 had HbSC. All 4 unsuccessful students had HbSS. Of the 26 successful students, clinical data from 4 years before graduation or 3 years before completion of the 11th grade revealed that the students were hospitalized an average of 5.77 days per year and visited the emergency department an average of 1.38 times per year. Of the 4 unsuccessful patients, data collected 4 years before the age of 19 revealed that the patients were hospitalized an average of 5.85 days per year and visited the emergency department an average of 1.37 times per year. Only one patient had a documented stroke, and this child successfully graduated from high school. Of the 26 successful students, 18 (69.2%) were enrolled in college after finishing high school and 3 students were in their senior year of high school. Discussion: In this cohort, a high percentage of patients (86.7%) graduated or were on track to graduate from high school. In the United States, approximately 90% of patients with SCD are African American. All patients analyzed here were African American. With this in mind, ACHSCDP patients' graduation rate compares favorably to estimated graduation rates across the US general population (84%), the U.S. African America population (76%), the U.S. sickle cell patient population (71%), the Ohio general population (84%), and the Ohio African American population (68%). The higher graduation rate among children at the ACHSCDP is associated with a multidisciplinary care model that prioritizes optimal hematologic care adhering to evidence based best practices including stroke risk screening and prevention, and use of hydroxyurea. In addition, team members assess for educations status and disease specific limitations at each encounter. A social worker advocates for educational needs. An outreach nurse makes school visits to educate staff and assist with implementation of federal accommodation plans. A teacher is available during inpatient stays to provide education in coordination with the patients' school. With comprehensive care, SCD is not a barrier to successful grade attainment, and academic distress in SCD patients should prompt re-evaluation of the patient's holistic medical care. Disclosures No relevant conflicts of interest to declare.