Department of Family and Community Medicine National Center for Medical Education Development and Research
TheVi 4th r tu a lAnnual Communities of Practice Conference Crossroads^ Between Clinical Practice and Medical Education: Addressing the Health Needs of Vulnerable Populations May 27–28, 2020 What is a Community of Practice? 4th Annual Communities of Practice Conference
A community of practice (CoP) is a group of people who share a craft or a profession. The concept was first proposed by cognitive anthropologist Jean Lave and educational theorist Etienne Wenger in their 1991 book Situated Learning (Lave & Wenger 1991). Wenger then significantly expanded on the concept in his 1998 book Communities of Practice (Wenger 1998). A CoP can evolve naturally because of the members’ common interest in a particular domain or area, or it can be created deliberately with the goal of gaining knowledge related to a specific field. It is through the process of sharing information and experiences with the group that members learn from each other, and have an opportunity to develop personally and professionally (Lave & Wenger 1991).
(Lave & Wenger 1991).
The Primary Care Training and Enhancement Academic Units (AU) project is supported in part through a cooperative agreement (UH1HP30348) with the US Department of Health and Human Services (DHHS)/Health Resources and Services Administration (HRSA) and Department of Family and Community Medicine, School of Medicine, Meharry Medical College. This information or content and conclusions are those of the authors and should not be construed as the official position or policy of, nor should any endorsements be inferred by DHHS, HRSA or the U.S. Government.
2 http://NCMEDR.org Table of Contents NCMEDR History and Years 1–4 Project Outcomes 5 Read about the start of the Center and its project outcomes through CoP. About NCMEDR 14 Get more information about the Center and its year 4 research areas. Program-at-a-Glance 15 Get an overview of what happens and when. Agenda 16 Take notes and engage in dynamic discussions with our content experts. Year 1 Research Projects 20 View the Center’s research on Implicit Bias and Pre-Exposure Prophylaxis. Year 2 Research Projects 37 Take a look at the Center’s research within Adverse Childhood Experiences and Interpersonal Violence. Year 3 Research Projects 51 Check out our research projects on the topics of Opioid Misuse and Sexual Violence. Year 4 Research Projects 61 Check out our research projects on the topics of Affirming Care and Immunizations.. Conference Posters 77 Review the sample of posters presented at national conferences. 2017 Readings on Vulnerable Populations 81 View the inaugural year’s topic references on Physician Bias and Pre-Exposure Prophylaxis. 2018 Readings on Vulnerable Populations 86 View last year’s topic references on Adverse Childhood Experiences and Interpersonal Violence. About the Speakers and Content Experts 92 Learn more about this year’s speakers and content experts.
http://NCMEDR.org 3 NCMEDR History 4th Annual Communities of Practice Conference
The National Center for Medical Education Development and Research (NCMEDR) at Meharry Medical College was established to: » conduct systems-level research that transforms medical education and clinical practice which results in better health outcomes for LGBTQ populations, persons experiencing homelessness, and migrant farm workers; » grow a CoP that brings together academic faculty with community partners, advocates, and consumers to assist the Center develop recommendations for transforming medical education curriculum and clinical practice so as to better addresses the needs of vulnerable populations; and » translate medical education research into curriculum, policy, and practice recommendations and disseminate findings broadly to all interested audiences, including academic medicine and other health professions faculty, health professions providers, and community partners and advocates.
4 http://NCMEDR.org 4th Annual Communities of Practice Conference NCMEDR History
The Center, through its CoP, is working to strengthen the capacity of medical schools to promote meaningful curriculum transformation. To achieve this overarching goal, we have conducted six (6) research studies presented below: Year One Topics and Outcomes: » Address implicit physician bias while working with vulnerable populations. » Systematic review completed of how medical schools are trained to address implicit physician bias towards vulnerable populations. Article submitted for publication. Paper is currently under review. » Survey of all US medical school undertaken to identify how they are addressing implicit physician bias among medical students towards LGBTQ persons, persons experiencing homelessness, and migrant farm workers. Paper is being prepared for submission. » Policy brief completed and disseminated on implicit physician bias. » Strategies to Reduce Physician Bias and Promote Culturally Competent Care for LGBTQ Patients: A Systematic Review of Interventions for Health Care Providers. Poster presentation at 10th Xavier Health Disparities Conference, 3/17/2017. » Physician Implicit Bias and LGBTQ Patients: A Systematic Review of Medical Student Education: Implications for Biomedical Education and Health Equity. Poster presentation at RCMI Science Translational Conference/DC, 10/26/2017. » Two videos completed of interviews with LGBTQ persons of their experience in receiving health care and posted on NCMEDR CoP YouTube Channel. » Cultural competency webinar completed with Dr. Matthews Juarez and posted on NCMEDR CoP YouTube Channel. » Identify how medical schools are preparing students to introduce Pre-Exposure Prophylaxis (PrEP) to vulnerable populations to prevent HIV transmission. » Completed systematic review of how medical schools are trained to address implicit physician bias towards vulnerable populations. Article submitted for publication. Paper is currently under review. » Survey of all US medical school conducted to identify how they are teaching medical students to address implicit physician bias towards LGBTQ persons, persons experiencing homelessness, and migrant farm workers. » Policy brief on PrEP completed and disseminated » Examining Differences in HIV Care Cascade Adherence and Health Outcomes be-tween African American MSM and MSW Poster presentation 10th Xavier Health Dis-parities Conference, 3/17/2017 » The Training of Medical Students in the Administration of Pre-Exposure Prophylaxis (PrEP) to Men and Transgender Women who have Sex with Men (MSM): A Systematic Review. Poster presentation at RCMI Science Translational Conference/DC, 10/26/2017.
http://NCMEDR.org 5 NCMEDR History 4th Annual Communities of Practice Conference
Year Two Topics and Outcomes: » Interpersonal violence across the lifespan among vulnerable populations. » Systematic review of literature completed (see program). Article is being prepared for submission for publication. » Juarez, PD. Screening for Violent Tendencies in Adolescents - A Focus On Causes, Effects And Screening. (Vince Morelli, Ed.). Adolescent Health Screening: an Update in the Age of Big Data. Elsevier. 2019. » Protocol for conducting survey of medical students at four HBCUs under review by MMC IRB. » Improving Patient Care Outcomes: Achieving Health Equity by Transforming Health Profession Training through an Interprofessional Patient- Centered Medical Home Model in Primary Care Settings. Beyond Flexner Conference, 4/9/2018. » Interpersonal Violence across the Life Course: Is there a need for a social mission in medical education transformation?” Beyond Flexner Conference, 4/9/2018. » Interpersonal Violence Across the Life Course. Poster presented at 11th Xavier Health Disparities Conference, 4/19/2018. » MEASURES FOR ENHANCING INTERPERSONAL VIOLENCE EDUCATION IN MEDICAL SCHOOLS. 11th Xavier Health Disparities Conference. 4/19/2018. » The effects of adverse childhood experiences (ACEs) in these three populations. » Systematic review of literature completed (see program). Article is being prepared for submission for publication. » Protocol for conducting survey of medical students at four HBCUs under review by MMC IRB. » Advancing Health Equity: Translating Research into Policy for Primary Care. AAMC/Orlando Florida. 4/24/2018. » The Art of Community of Practice as a Strategy: Transforming Medical Education and Clinical Practice to address Homelessness. National Health for the Homeless Council. 5/15/2018. » Transforming Medical Education and Clinical Practice to Address the Needs of Transgender Women: A Community of Practice Strategy. 11th Xavier Health Disparities Conference. 4/19/2018. » EDUCATIONAL INTERVENTIONS FOR ASSESSING ADVERSE CHILDHOOD EXPERIENCE. Poster presented at 11th Xavier Health Disparities Conference. 4/19/2018.
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Our third year topics were: » Opioid Misuse among vulnerable populations. » Systematic review of the literature completed on how medical schools are teaching students to address opioid misuse. No articles were identified that addressed the needs of vulnerable populations. See program for a complete list of articles. Article is in preparation for journal submission. » Patient/provider survey of how opioid misuse is being addressed in primary care is under discussion. » Modeling disparities in opioid overdose deaths: Using data from a national health crisis to train medical students in health disparities. Presented at Beyond Flexner Conference, 4/9/2018. » Mobilizing Academic and Community Partnerships to Address the Needs of Vulnerable Populations: A Social Media Perspective for Working with LGBTQ, Homeless Persons, and Migrant Workers. Beyond Flexner Conference, 4/9/2018. » Testing Low Threshold Models for Medication Assisted Treatment In Primary Care Residencies. Beyond Flexner Conference, 4/9/2018. » Sexual Violence among vulnerable populations. » Systematic review of the literature completed on how medical schools are teaching students to address sexual violence among vulnerable populations. See program for a complete list of articles. Article is in preparation for journal submission. » Becoming Culturally Competent Healthcare Providers: A Prerequiste to Address Healthcare Disparities. Poster presented at 11th Xavier Health Disparities Conference. 4/19/2018. » Patient/provider survey of how opioid misuse is being addressed in primary care is under discussion.
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Our proposed Year 4 Research Areas were: » Immunization disparities among vulnerable populations. LGBTQ, persons experiencing homelessness, and migrant farm workers are at higher risk for morbidity and mortality from both chronic and episodic illness than the general population. Few data are available on the prevalence of these conditions and uptake of vaccination for prevention. The unique conditions and circumstances encountered by these vulnerable populations can serve as obstacles to completing the recommended childhood and adult vaccination schedules, exposing them, and people they come into contact with increased risk for contracting infectious, yet preventable diseases. The purpose of this study is to identify whether and/or how medical students are being taught to recognize and address the challenges encountered by vulnerable populations in completing the schedule of childhood and adult immunizations. » Mental health needs of vulnerable populations. The current healthcare workforce lacks sufficient training on the early detection of mental health and substance use disorders among vulnerable populations. Screening for mental health conditions in primary care settings can help to reduce health disparities among vulnerable patient populations by initiating interventions that can alter health trajectories. Academic health centers are strategically positioned to train medical students who will impact the health of vulnerable populations by educating future generations of providers, advancing science, and delivering integrated care that addresses the unique mental health care needs of these communities. » Gender reassignment among persons who are transgender. A gap exists between the needs of transgender patients and the didactic and clinical transgender education medical students receive. Perceived importance of gender-confirming surgical training varies among medical students by specialization interest, sex and geography. While medical school education has focused mainly on introducing students to transgender health, a number of medical residency specialty and sub-specialty programs, including OB/GYN, Urology, and Surgery have identified the need for residents to receive training in gender reassignment. » Occupational exposures among migrant farm workers. The exposure of migrant and seasonal farmworkers and their families to agricultural and residential pesticides is a continuing public health concern. This research project will assess the extent to which medical schools prepare students to address the needs of vulnerable populations experiencing occupation-related health issues in primary care settings. It will employ multiple methods to assess current medical school educational practice, identify evidence-based best practices, and develop and recommend curricular modifications, and disseminate information to the broader medical education profession through presentations at professional meetings, policy briefs, and articles in peer reviewed journals.
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Table 1: Four Health Topics per Year for Vulnerable Populations: LGBTQ, Persons Experiencing Homeless, and Migrant Farm Workers:
YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5
» Training Primary » Physician Bias » HIV prevention » Mental Health » Health disparities Care Physicians Reduction among African of Lesbian, Gay, among urban to Deliver Training in the American Bisexual, and and rural LGBT Preexposure Treatment of heterosexual Transgender populations Prophylaxis (PrEP) Lesbian, Gay, women (LGBT) Youth. to Men that Bisexual and have Sex with Transgender Men (MSM) and Patients Transgendered Individuals (TG),
» Screening for » Providing » Screening for » Sexual » Transgender Interpersonal Trauma-Informed expanded reassignment health disparities Violence Tailored Care for HIV- adverse process for for Specific LGBT positive LGBT childhood transgender Populations populations: experiences populations Enhancing (ACEs) among Primary Care LGBT children Training and youth Curricula’
» Treatment for » Screening and » Leveraging » The health » Sexual history Uninsured treatment for the Affordable and mental and behavior of Homeless Adults interpersonal Care Act to health needs homeless youth with Substance violence address needs of homeless Use Disorders perpetration and of homeless women victimization populations among homeless veterans
» Exposure to » Screening » Immunization » Occupational » Cancer pesticides and referral of disparities health needs epidemiology by pregnant undocumented among migrant of migrant and of agricultural farmworkers migrant workers workers seasonal farm populations for intimate workers and their focussed on partner violence dependents migrant farm workers
http://NCMEDR.org 9 School of Medicine National Center for Medical Education, Development and Research
Dear Content Experts and Thought Leaders:
The National Center for Medical Education Development and Research (NCMEDR), with its Virtual 4th Annual Communities of Practice conference, contributes to the transformative best practice strategies of evidence-based interventions for vulnerable populations. These populations include LGBTQ, persons experiencing homelessness, and migrant farm workers; and this convening brings together national experts and stakeholders to examine faculty and medical education and curriculum strategies to inform primary care training and provide resources to providers and trainees. These experts and stakeholders will assist the center in making recommendations about medical education curriculum transformation and innovation. Meharry Medical College welcomes you to this significant convening. We appreciate your commitment and contributions over the next two days. Your virtual presence aids in strengthening the institution’s commitment to transform primary care training in medical education and clinical practice in Tennessee and within the United States. It is a responsibility that MMC is primed to exemplary patient care, and compassionate community outreach. Thank you for participating in helping us continue and grow our mission. The National Center for Medical Education Development and Research is unique in its effort to conduct medical education research that will identify and impact curriculum in medical education focusing on LGBTQ, Persons Experiencing Homelessness and Migrant Farm Workers. The research of the Center will inform medical school curriculum about the extent and impact of our training of medical students, especially in the area of health equity. Thank you for joining us. We appreciate your time and commitment. Sincerely,
Digna S. Forbes, MD Interim Dean, School of Medicine National Center for Medical Education, Development and Research
Welcome back, thought leaders, content experts, and stakeholders to our 4th Annual Communities of Practice (CoP) Meeting:
While COVID-19 has changed the world; ushering in innovative ways of working and meeting, it has not dampened our purpose, spirit or our aspiration for developing new ways to transform the primary care curriculum in medical education. Nor has it changed the crucial need to ensure that vulnerable populations (LGBTQ, persons experiencing homelessness, and migrant farm workers) have equal access to healthcare services, now and in the future. Looking for solutions for heath equity for these populations, our center continues to explore curricular gaps in medical education that may prevent and influence access to healthcare services across the nation. These gaps, which are national in scope, have prevented sustained transformation in primary care health services at the clinical practice level and within healthcare organizations and agencies. To kick off this virtual meeting focusing on health equity as a function of communities of practice, we will introduce to you again to Drs. Etienne Wenger-Trayner and Beverly Wenger-Trayner. Etienne is a globally recognized thought leader in the field of social learning and communities of practice. He has authored and co-authored many articles and books on the concept and theory of “Situated Learning” where the term “community of practice” emerged. His work has influenced our development as a national center and how we, as a center, engage thought leaders, content experts, and stakeholders in sustaining community change that is critical to the natural ethos and equilibrium of communities. Beverly is a learning consultant specializing in communities of practice and social learning systems. Her expertise encompasses both the design of learning architectures and the facilitation of processes, activities, and use of new technologies. As this virtual meeting concludes our successful fourth (4th) year, you have been powerful influencers in our achievements, which include published articles and a book chapter, policy briefs, and a dynamic social media presence (Twitter, Instagram, Facebook). Your involvement and contribution have demonstrated how working together collectively with a common purpose can transform primary care curriculum in medical education and clinical practice for not only vulnerable populations, but for everyone. A huge lift for health equity. This CoP meeting gives us another opportunity for you to comment upon our work that is intended to examine the training of a new generation of primary care physicians who will be patient-centered and exposed to new technology such as telehealth and healthcare applications that, we hope, will lead to health equity. For this and more, we thank you for advancing the work of the National Center for Medical Education Development and Research. Sincerely,
Pat Matthews-Juarez, PhD Project Director Professor Department of Family and Community Medicine National Center for Medical Education, Development and Research
Greetings Friends and Colleagues:
Welcome to the fourth annual NCMEDR Communities of Practice (CoP) meeting. We are excited to share with you the progress of our CoP. This past year we have focused on how we can better address adult immunization disparities among migrant farm workers and the need for affirming care among transgender and non-binary gender persons through medical education curriculum and clinical transformation. While our focus on these two topics has targeted the unique health care needs of a single vulnerable population, both topics are important for all three vulnerable populations (persons experiencing homelessness, LGBTQ persons, and migrant farm workers). The program for this meeting is structured to help us achieve this end. The goals of this virtual CoP meeting are to: 1) share our progress and 2) get your input into helping us identify strategies for expanding our understanding of the health care needs of other vulnerable populations transforming clinical practice and medical education to address immunization disparities and provide affirming care. On day 2, we will ask for your help in identifying the health care topics of vulnerable populations we should focus on in the upcoming year. This year we have chosen to go on-line using the Zoom videoconferencing platform to keep our momentum going. This has been an exciting process and we look forward to the exchange it will bring. Thanks for your interest. Enjoy! Be ready to contribute! Stay safe! Sincerely,
Paul D. Juarez, PhD, Professor and Vice Chair for Research Department of Family and Community Medicine Director, National Center for Medical Education Development and Research Meharry Medical College National Center for Medical Education, Development and Research
Welcome to the virtual 4th Annual Communities of Practice Conference,
This year has been filled with excitement, productivity, and resiliency. With dynamic CoP members and an innovative leadership team at the Center, we have had an amazing year in dissemination and Communities of Practice (CoP) activities and products. For example we added two CoPs activities (a research and Curriculum CoP). Our social media pages are active and include: Twitter, Instagram, Facebook, and YouTube. We also established a Primary Care and Training Social Media CoP which meets weekly to provide education on social media and to review all social media pages, develop graphics, and provide feedback on ways to share the work of programs. The CoP members on this team include representation of 5 national programs also housed in the Department of Family and Community Medicine. We have expanded the dissemination of the work of the NCMEDR from establishing social media pages to include Twitter. To date, we have grown our Twitter impressions to 398,510, maintain a CoP TV YouTube Channel with 246 videos, established a Primary Care Training CoP Twitter Page, and have conducted over 124 meetings (77 Weekly CoP Meetings, 39 AU Meetings with our Project Officer, 8 PCT CoP Meetings). Our partnerships include the University of Kentucky School of Medicine where we have a faculty exchange CoP (2 exchanges have been completed to date); the National Health Care for the Homeless Council, Fenway Institute, and the Migrant Clinicians Network. Working with our fellow AU partner at UC Davis Center for a Diverse Healthcare Workforce, we developed a CoP toolkit and a study focused on Micro aggressions among students at HBCU Medical Schools. We continue providing continuing to disseminate our work in medical education and clinical practice transformation via webinars. From August 2017 -May 2020, the NCMEDR CoP has completed 25 webinars (reaching over 729 people), published 6 blogs (reaching over 183 people), 416, 003 website views (as of 5/21/2020), presented 72 in-person and online presentations, 17 Publications (1 Manuscript Published, 1 Book Chapter Published, 3 Manuscripts Under Review and 2 In Progress. 6 Policy Briefs and 4 CoP Conference Brochures). Last year, we hosted a social media residency with the Mayo Clinic Social Media Network. This year, we are hosting the 1st Virtual Social Media Residency in collaboration with the Mayo Clinic Social Media Network on Friday, May 29, 2020 from 10 am-1:00 pm Central Time. As we enter Year 5, we continue to focus on Research, Communities of Practice, and Dissemination as a tool to transform medical education and clinical practice. Thank you for being part of our team. Cordially,
KatherineKatherine Y. Brown, Y. EdD Brown Assistant Professor Director, Communities of Practice & Dissemination National Center for Medical Education Development and Research About NCMEDR 4th Annual Communities of Practice Conference
In 2016, Health Resources and Services Administration (HRSA funded Meharry Medical College), through a cooperative agreement (#UH1HP30348), to establish the National Center for Medical Education Development and Research (NCMEDR), a new academic administrative unit whose purpose was to evaluate how medical schools in the United States are addressing the needs of vulnerable populations and to make recommendations that will have the impact of transforming medical education and clinical practice in Tennessee and across the country. For the purpose of this award, HRSA defined vulnerable populations as Lesbian, Gay, Bisexual, Transgender and Questioning (LGBTq), persons experiencing homelessness, and migrant farm workers. The goals of NCMEDR are to: 1) conduct systems-level research of evidence-based, medical education curriculum that target the needs of vulnerable populations; 2) disseminate best practices and resources in medical education to academic medicine faculty and other interested parties across the mid-South; and 3) establish a Community of Practice (CoP) to enhance curriculum and practice transformation and dissemination that better addresses the health care needs of persons who are LGBTQ, experiencing homelessness or are migrant farm workers. The CoP was established to recruit diverse audiences, including academic medicine faculty, inter- professional health care professionals, and community partners, including persons with lived experiences, to: 1) review current medical education curriculum and clinical practice landscape, and 2) recommend changes to the training of medical students in order that better address the needs of vulnerable populations. The charge of the CoP is to assist the NCMEDR plan, conduct, translate, and disseminate research findings and policy recommendations that will transform medical education curriculum and practice in order to better meet the health care needs of vulnerable populations. It is anticipated that these findings and recommendations will be disseminated broadly to other medical schools to help them update their curriculum and teach students to better address the needs of vulnerable populations using a life course model and a systems framework. In addition, the CoP will assist the NCMEDR in conducting research on curriculum transformation, translating results into policy and practice recommendations, and disseminating findings to diverse interested audiences. It is anticipated that the CoP will give relevant and timely feedback on the review and/or development of primary care research, medical education curriculum toolkits and resources, including case studies for simulation, and strategies to translate and disseminate research findings that will prepare medical students to better deliver high quality, cost-effective, patient-centered care to vulnerable populations in under-served communities.
14 http://NCMEDR.org 4th Annual Communities of Practice Conference Program at a Glance
DAY 1: WEDNESDAY, MAY 27, 2020
11:30 AM – 12:00 PM Conference Waiting Room Opens Virtual Waiting Room
12:00 PM – 1:00 PM Opening Webinar Session Webinar Session Employing Communities of Practice to Transform Medical Education Curriculum in the Time of COVID-19
1:00 PM – 1:15 PM Conference Waiting Room Opens Virtual Waiting Room
1:15 PM – 1:45 PM General I General Meeting Collective Impact of Immunization Disparities for Vulnerable Populations Room (LGBTQ, Persons Experiencing Homelessness, and Migrant Farmworkers)
1:50 PM – 2:40 PM Concurrent Breakout Sessions A, B, C Breakout Rooms Lessons Learned: Immunization Disparities for Vulnerable Populations
2:45 PM – 3:00 PM General I Closing General Meeting Closing General Session, Comments and Instructions Room
DAY 2: THURSDAY, MAY 28, 2020
11:30 AM – 12:00 PM Conference Waiting Room Opens Virtual Waiting Room
12:00 PM – 12:25 PM General Session II General Meeting Affirming Care for Vulnerable Populations Room (LGBTQ, Persons Experiencing Homelessness, and Migrant Farmworkers)
12:25 PM – 1:05 PM Concurrent Breakout Sessions D, E, F Breakout Rooms Advancing the Medical Education Curriculum to Promote and Encourage Affirming Care
1:05 PM – 1:15 PM Closing Session General Meeting Communities of Practice Lessons Learned & Pathways Forward: Room Year 5 Research
1:15 PM – 1:30 PM Conference Waiting Room Opens Virtual Waiting Room
1:30 PM – 2:30 PM Town Hall Meeting Webinar Session Innovations in Medical Education: Lessons Learned to Prepare Providers for Future Public Health Crises
http://NCMEDR.org 15 Program Agenda 4th Annual Communities of Practice Conference
OPENING WEBINAR SESSION Employing Communities of Practice to Transform Medical Education Curriculum in the Time of COVID-19 Wednesday, May 27, 2020 • 12:00 PM – 1:00 PM
Welcome & Overview Patricia Matthews-Juarez, PhD Meharry Medical College
Greetings Digna S. Forbes, MD Meharry Medical College
Greetings & Introductions Paul D. Juarez, PhD Meharry Medical College
Employing Communities of Practice Étienne Charles Wenger-Trayner, PhD to Transform Medical Education Co-Founder, Communities of Practice Curriculum in the Time of COVID-19 Beverly Wenger-Trayner Co-Founder, Communities of Practice
Moderated Q & A and Closing Katherine Y. Brown, EdD, OTR/L Meharry Medical College
GENERAL SESSION I Collective Impact of Immunization Disparities for Vulnerable Populations (LGBTQ, Persons Experiencing Homelessness, and Migrant Farm Workers) Wednesday, May 27, 2020 • 1:15 PM – 1:45 PM
Teaching Medical Students How to Allysceaeioun Britt, PhD Meharry Medical College Address Adult Immunizations in Migrant Farm Workers an
Breakout Instructions Renee S. Frazier, MHSA RSF Consulting
CONCURRENT BREAKOUT SESSION A Lessons Learned: Immunization Disparities for Vulnerable Populations — Interventions for LGBTQ Persons Wednesday, May 27, 2020 • 1:50 PM – 2:40 PM
Immunization Disparities among Leandro A. Mena, MD, MPH University of Mississippi Medical Center LGBTQ Persons
Moderated Discussion Steven Wakefield Fred Hutchinson Cancer Research Center Content & Thought Leaders
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CONCURRENT BREAKOUT SESSION B Lessons Learned: Immunization Disparities for Vulnerable Populations — Interventions for Persons Experiencing Homelessness Wednesday, May 27, 2020 • 1:50 PM – 2:40 PM
Lived Experiences Cynthia C. Davis, MPH, DHL Charles R. Drew University of Medicine and Science
Improving Health Equity through Suzanne L. Wenzel, PhD University of Southern California Clinical Transformation
Moderated Discussion Marybeth Shinn, PhD Vanderbilt University Content & Thought Leaders
CONCURRENT BREAKOUT SESSION C Lessons Learned: Immunization Disparities for Vulnerable Populations — Interventions for Migrant Farm Workers Wednesday, May 27, 2020 • 1:50 PM – 2:40 PM
Leveraging Curriculum to Improve Deliana Garcia, MA Migrant Clinicians Network Clinical Practice Paul D. Juarez, PhD Meharry Medical College
Moderated Discussion Thomas A. Arcury, PhD Wake Forest School of Medicine Content & Thought Leaders
GENERAL SESSION I CLOSING Closing General Session, Comments, and Instructions Wednesday, May 27, 2020 • 2:45 PM – 3:00 PM
Speaker Katherine Y. Brown, EdD, OTR/L Meharry Medical College
http://NCMEDR.org 17 Program Agenda 4th Annual Communities of Practice Conference
GENERAL SESSION II The Impact of COVID-19 on Affirming Care for Vulnerable Populations (LGBTQ, Persons Experiencing Homelessness, and Migrant Farm Workers) Thursday, May 28, 2020 • 12:00 PM – 12:25 PM
Affirming Care for Persons with Paul D. Juarez, PhD Meharry Medical College Non-Binary Gender Identities: Transforming Medical Education and Clinical Practices
Breakout Instructions Renee S. Frazier, MHSA RSF Consulting
CONCURRENT BREAKOUT SESSION D Advancing the Medical Education Curriculum to Promote and Encourage Affirming Care — Optimizing Health: Training Medical Students to Provide Affirming Care to the LGBTQ Community Thursday, May 28, 2020 • 12:25 PM – 1:05 PM
Transforming the Medical Cheryl L. Holder, MD Florida International University Education Curriculum Jayne S. Reuben, PhD Texas A & M University
Moderated Discussion Leandro A. Mena, MD, MPH University of Mississippi Medical Center Content & Thought Leaders
CONCURRENT BREAKOUT SESSION E Advancing the Medical Education Curriculum to Promote and Encourage Affirming Care — Providing Affirming Care for Persons Experiencing Homelessness Thursday, May 28, 2020 • 12:25 PM – 1:05 PM
Lived Experience Del Ray Zimmerman Vanderbilt University Medical Center
Engaging Academic Partners Anita Nelson, MBA CEO, Single Resident Occupancy Housing, Los Angeles in Affirming Care for Persons Suzanne L. Wenzel, PhD University of Southern California Experiencing Homelessness
Moderated Discussion Marybeth Shinn, PhD Vanderbilt University Content & Thought Leaders
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CONCURRENT BREAKOUT SESSION F Advancing the Medical Education Curriculum to Promote and Encourage Affirming Care — Promote an Affirming Care Environment for Migrant Farm Workers Thursday, May 28, 2020 • 12:25 PM – 1:05 PM
Crossroads Between Clinical Care Janeth Ceballos Osorio, MD University of Kentucky and Medical Education
Moderated Discussion Freida H. Outlaw, PhD American Nurses Association Content & Thought Leaders
CLOSING SESSION Communities of Practice Lessons Learned & Pathways Forward: Year 5 Research Thursday, May 28, 2020 • 1:05 PM – 1:15 PM
Speaker Patricia Matthews-Juarez, PhD Meharry Medical College
TOWN HALL MEETING Innovations in Medical Education: Lessons Learned to Prepare Providers for Future Public Health Crises Thursday, May 28, 2020 • 1:30 PM – 2:15 PM
Moderator Patricia Matthews-Juarez, PhD Meharry Medical College
Greetings James E.K. Hildreth, PhD, MD Meharry Medical College
Interprofessionalism Johnnie L. Early, II, PhD, RPh Florida A&M University and the Continuum of Care in the Face of Crisis
The Role of Allied Health C. Alicia Georges, EdD, RN Lehman College and the Graduate Center, Professionals in Clinical City University of New York Transformation
The Future of Undergraduate and William A. McDade, MD, PhD Accreditation Council for Graduate Graduate Education in Forecasting Medical Education (ACGME) New Competencies for Clinical Transformation
http://NCMEDR.org 19 Year 1 Research Projects 4th Annual Communities of Practice Conference
YEAR 1 SYSTEMATIC REVIEW Medical Education Efforts to Reduce Implicit Bias towards LGBTQ Patients
EXECUTIVE SUMMARY BACKGROUND Over the last three decades, there has been a growing recognition that biased attitudes and beliefs of health care providers towards LGBTQ patients in the healthcare system contribute to disparities through its impact on healthcare access and quality of clinical care1,2 METHODS We conducted a systematic review of the literature using the 2009 PRISMA guidelines3 to identify original studies that focused on how medical schools are training students to address implicit bias towards LGBTQ persons. An electronic search was conducted in MEDLINE/PubMed, PsycINFO, Web of Science, Scopus, Ingenta, Science Direct, and Google Scholar databases for articles in English published prior to February 2017. RESULTS Effective programs designed to increase student or provider knowledge of the LGBTQ community and LGBTQ-relevant health care issues utilized lectures, readings, videos, interviews and presentations by LGBTQ individuals, and group discussion. Significant knowledge gains were observed for students attending single-session4-6 and for students and providers attending more time- intensive program formats7,8. The only study assessing knowledge retention found that knowledge gains for medical students were maintained three months after the training program9. Other programs designed to reduce LGBTQ-related bias in non-providers showed that: 1) educational components can be effective at increasing knowledge about the LGBTQ community; 2) contact with LGBTQ individuals is effective at promoting positive attitudes; 3) the combination of education and intergroup contact is effective at changing attitudes and behavioral intentions; and 4) providing information regarding social norms is effective at changing behavior10. RECOMMENDATIONS A curricular framework for reducing implicit biases towards LGBTQ persons and other vulnerable populations among medical students is needed and has the potential of transforming medical school education. Bias awareness strategies are more effective when practiced in a supportive and individualized learning environment such as a patient simulation that provides students with opportunities to receive direct feedback out perceived implicit biases while minimizing student defensiveness11. KEY STAKEHOLDERS Key stakeholders include but are not limited to academic medical institutions, medical education accreditation bodies, health care providers, advocacy groups, public health officials, policymakers, health professions associations, and populations at risk. METHODS We conducted a systematic review of the literature using the 2009 PRISMA guidelines39 to identify original studies that focused on reducing medical student or health care provider bias towards LGBTQ persons. An electronic search was conducted in MEDLINE/ PubMed, PsycINFO, Web of Science, Scopus, Ingenta, Science Direct, and Google Scholar databases for articles in English published prior to February 2017. The search strategy cross-referenced keywords for LGBTQ populations (lesbian, gay, bisexual, transgender, questioning, homosexual, MSM, WSW, sexual minority) with keywords for health care professions students or providers (medical student, medical resident, provider, physician, doctor, nurse, health personnel, practitioner, fellow, social worker) and keywords for bias (implicit bias, explicit bias, de-biasing, cultural competence, cultural competency, discrimination, prejudice, health disparity). To be included in this systematic review, a study had to: 1) assess LGBTQ-related bias; 2) include dental, nursing or medical students or practicing medical professionals; 3) include a training program designed to promote culturally-competent care for LGBTQ individuals; 4) be written in English; and 5) be published prior to February 2017. We did not exclude qualitative studies nor did we exclude studies conducted outside of North America.
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LIMITATIONS Findings of the systematic review were limited as none addressed the impact of implicit bias training on changing students’ behavior or on patient outcomes. Hence, we could only draw from the extant literature on implicit racial/ethnic bias reduction to generate recommendations for training to address implicit bias towards LGBTQ persons and other vulnerable populations3, 39, 40. RESULTS/KEY FINDINGS The systematic literature search yielded nine studies that assessed training programs to reduce LGBTQ-related bias in health care professions students and four studies that focused on health care providers. Studies ranged from small sample size (n = 13) to large (n = 848) and represented a wide range of health professions training programs including medicine (n = 6), nursing (n = 2) and dentistry (n = 1), as well as health care providers (n = 4). The programs varied in their delivery format (e.g., lecture, small group discussion, interactive theater workshop), frequency (range: 1 to 6 sessions) and duration (range: 45-minute lecture to 4-week web-based course). Programs designed to increase student or provider knowledge of the LGBTQ community and LGBTQ-relevant health care issues utilized lectures, readings, videos, interviews or presentations by LGBTQ individuals, and group discussion. Significant knowledge gains in knowledge were observed for students attending single-session41-44 and for students and providers attending more time-intensive program formats45, 46. One found that knowledge gains for medical students were maintained three months after the training program46. Programs designed to promote more positive student attitudes toward LGBTQ patients utilized perspective-taking exercises, videos of LGBTQ patients describing discrimination in health care settings, individual presentations, lectures, and LGBTQ patient panels. Strategies that reduce biases in students and providers are likely to increase access to care and reduce health disparities among vulnerable populations. DISCUSSION The present review provides direction for researchers and educators seeking to reduce implicit bias among medical students toward LGBTQ patients and other vulnerable populations and provides a blueprint that can be used to train students how to become aware of and address personal biases. While research on programs to reduce bias among medical students is limited, research with health professionals may shed light on the key ingredients of effective programs. This review found that comfort level regarding LGBTQ health care was increased through experiential learning, which is consistent with prior results found in health professions samples47. Once implicit biases have been identified, medical students can be taught strategies to reduce their potential impact on patient care39. Some of these strategies, such as perspective-taking and intergroup contact, were identified in the present review as effective components of programs seeking to promote more positive explicit attitudes and greater comfort working with LGBTQ patients. Strategies that have received support for reducing implicit bias in other populations include: 1) the use of mindfulness meditation to promote nonjudgmental awareness48,49 2) individuation training to encourage providers to focus on individual attributes rather than group membership50; and 3) training in emotion regulation skills to reduce stress levels and negative emotions1,51. Although changes in implicit bias were not assessed using quantitative measures, anecdotal evidence from two studies found that an increase in awareness of implicit bias can be achieved among students41, 52. Future studies and medical school training programs should examine the influence of training on implicit LGBTQ-related bias.
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RECOMMENDATIONS/NEXT STEPS A curricular framework for reducing implicit biases among medical students towards LGBTQ persons and other vulnerable populations is needed and offers the potential for transforming medical school education in addressing the needs of vulnerable populations. Training activities and modalities that reduce bias towards LGBTQ persons and other vulnerable populations through increases in knowledge, explicit attitudes, and comfort level are supported by the present review. Results suggest that bias awareness strategies should be practiced in a supportive and individualized learning environment such as patient simulation that provides students with opportunities to receive direct feedback about perceived implicit biases while minimizing student defensiveness39. Towards this end, curricula should emphasize that implicit biases – whether negative or positive – are universal psychological phenomena51. While the Association of American Medical Colleges Advisory Committee on Sexual Orientation, Gender Identity, and Sex Development has generated professional competency objectives, they currently are only advisory. Further review of incorporating professional competency objectives of the needs of LGBTQ and other vulnerable populations into accreditation standards of the Liaison Committee on Medical Education (LCME) should be considered. ACKNOWLEDGMENTS This project is supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under grant number UH1HP30348, entitled “Academic Units for Primary Care Training and Enhancement.” This information or content and conclusions are those of the authors and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS or the U.S. Government. REFERENCES 1. Burgess D, van Ryn M, Dovidio J, Saha S. Reducing Racial Medical Association. Bias Among Health Care Providers: Lessons from Social- 10. Bartos SE, Berger I, Hegarty P. Interventions to reduce sexual Cognitive Psychology. Journal of General Internal Medicine. prejudice: a study-space analysis and meta-analytic review. J 2007;22(6):882-887. Sex Res. 2014;51(4):363-382. 2. Shavers VL. The state of research on racial/ethnic 11. Zestcott, C. A., Blair, I. V. & Stone, J. Examining the presence, discrimination in the receipt of health care. Am J Public consequences, and reduction of implicit bias in health care: Health. 2012;102. A narrative review. Group Process Intergroup Relat. 2016. 3. Moher D, Liberati A, Tetzlaff J, Altman DG, Group P. Preferred doi:10.1177/1368430216642029. reporting items for systematic reviews and meta-analyses: 12. Williams EC, Bradley KA, Balderson BH, et al. Alcohol and the PRISMA statement. 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Nurs Educ. 2015;54(1):45-49. 2015;65(5):384-400. 6. Thomas DD, Safer JD. A Simple Intervention Raised Resident- 15. Conron KJ, Mimiaga MJ, Landers SJ. A Population-Based Physician Willingness to Assist Transgender Patients Seeking Study of Sexual Orientation Identity and Gender Differences Hormone Therapy. Endocr Pract. 2015;21(10):1134-1142. in Adult Health. American Journal of Public Health. 7. Hardacker CT, Rubinstein B, Hotton A, Houlberg M. Adding 2010;100(10):1953-1960. silver to the rainbow: the development of the nurses’ health 16. Dilley JA, Simmons KW, Boysun MJ, Pizacani BA, Stark MJ. education about LGBT elders (HEALE) cultural competency Demonstrating the Importance and Feasibility of Including curriculum. J Nurs Manag. 2014;22(2):257-266. Sexual Orientation in Public Health Surveys: Health 8. Johnson K, Rullo J, Faubion S. Student-Initiated Sexual Disparities in the Pacific Northwest. American Journal of Health Selective as a Curricular Tool. 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American Journal of Public Health. 2013;103(10):1802-1809. Public Health. 2012;103(1):92-98. 18. Bauermeister J, Eaton L, Stephenson R. A Multilevel Analysis 32. Sullivan PS, Rosenberg ES, Sanchez TH, et al. Explaining of Neighborhood Socioeconomic Disadvantage and racial disparities in HIV incidence in black and white men Transactional Sex with Casual Partners Among Young Men who have sex with men in Atlanta, GA: a prospective Who Have Sex with Men Living in Metro Detroit. Behav Med. observational cohort study. Annals of epidemiology. 2016;42(3):197-204. 2015;25(6):445-454. 19. Smalley KB, Warren JC, Barefoot KN. Differences in Health 33. Millett GA, Peterson JL, Flores SA, et al. Comparisons of Risk Behaviors Across Understudied LGBT Subgroups. Health disparities and risks of HIV infection in black and other men Psychology. 2016;35(2):103-114. who have sex with men in Canada, UK, and USA: a meta- 20. Cochran SD, Bandiera FC, Mays VM. Sexual orientation- analysis. Lancet. 2012;380(9839):341-348. related differences in tobacco use and secondhand smoke 34. Mereish EH, Bradford JB. Intersecting Identities and exposure among US adults aged 20 to 59 years: 2003-2010 Substance Use Problems: Sexual Orientation, Gender, Race, National Health and Nutrition Examination Surveys. Am J and Lifetime Substance Use Problems. Journal of Studies on Public Health. 2013;103(10):1837-1844. Alcohol and Drugs. 2014;75(1):179-188. 21. Charlton BM, Corliss HL, Missmer SA, et al. Reproductive 35. Torres CG, Renfrew M, Kenst K, Tan-McGrory A, Betancourt health screening disparities and sexual orientation in a JR, Lopez L. Improving transgender health by building cohort study of U.S. adolescent and young adult females. J safe clinical environments that promote existing resilience: Adolesc Health. 2011;49(5):505-510. Results from a qualitative analysis of providers. Bmc 22. Haas AP, Eliason M, Mays VM, et al. Suicide and suicide risk in Pediatrics. 2015;15. lesbian, gay, bisexual, and transgender populations: review 36. Kamen C, Palesh O, Gerry AA, et al. Disparities in Health and recommendations. J Homosex. 2011;58(1):10-51. Risk Behavior and Psychological Distress Among Gay 23. Buchmueller T, Carpenter CS. Disparities in health insurance Versus Heterosexual Male Cancer Survivors. Lgbt Health. coverage, access, and outcomes for individuals in same-sex 2014;1(2):86-U103. versus different-sex relationships, 2000-2007. Am J Public 37. Khan A, Plummer D, Hussain R, Minichiello V. Does physician Health. 2010;100(3):489-495. bias affect the quality of care they deliver? Evidence in the 24. Heck JE, Sell RL, Gorin SS. Health care access among care of sexually transmitted infections. Sexually Transmitted individuals involved in same-sex relationships. Am J Public Infections. 2008;84(2):150-151. Health. 2006;96(6):1111-1118. 38. AAMC Advisory Committee on Sexual Orientation GI, 25. Maina IW, Belton TD, Ginzberg S, Singh A, Johnson TJ. A and Sex Development,. Implementing Curricular and decade of studying implicit racial/ethnic bias in healthcare Institutional Climate Changes to Improve Health Care for providers using the implicit association test. Social Science Individuals Who Are LGBT, Gender Nonconforming, or Born & Medicine. with DSD: A Resource for Medical Educators. 2014. 26. Grant JM, Mottet LA, Tanis J. National Transgender 39. Zestcott CA, Blair IV, Stone J. Examining the Presence, Discrimination Survey Report on Health and Health Care. Consequences, and Reduction of Implicit Bias in Health Care: Washington DC: National Center for Transgender Equality A Narrative Review. Group processes & intergroup relations : and National Gay and Lesbian Task Force; 2010. GPIR. 2016;19(4):528-42. doi:10.1177/1368430216642029 27. Burke SE, Dovidio JF, Przedworski JM, et al. Do Contact 40. Valverde EE, DiNenno EA, Schulden JD, Oster A, Painter T. and Empathy Mitigate Bias Against Gay and Lesbian Sexually transmitted infection diagnoses among Hispanic People Among Heterosexual Medical Students? A Report immigrant and migrant men who have sex with men from Medical Student CHANGES. Academic medicine : in the United States. International Journal of Std & Aids. journal of the Association of American Medical Colleges. 2016;27(13):1162-9. doi:10.1177/0956462415610679 2015;90(5):645-651. 41. Carabez R, Pellegrini M, Mankovitz A, Eliason MJ, Dariotis 28. Sabin JA, Riskind RG, Nosek BA. Health Care Providers’ WM. Nursing students’ perceptions of their knowledge of Implicit and Explicit Attitudes Toward Lesbian Women and lesbian, gay, bisexual, and transgender issues: effectiveness Gay Men. Am J Public Health. 2015;105(9):1831-1841. of a multi-purpose assignment in a public health nursing 29. FitzGerald C, Hurst S. Implicit bias in healthcare class. The Journal of nursing education. 2015;54(1):50-3. professionals: a systematic review. BMC Medical Ethics. doi:10.3928/01484834-20141228-03 2017;18:19. 42. Eriksson SE, Safer JD. Evidence-Based Curricular Content 30. Rowniak SR. Factors Related to Homophobia Among Improves Student Knowledge and Changes Attitudes Nursing Students. J Homosex. 2015;62(9):1228-1240. Towards Transgender Medicine. Endocrine practice : official 31. Blair IV, Havranek EP, Price DW, et al. Assessment of Biases journal of the American College of Endocrinology and Against Latinos and African Americans Among Primary Care the American Association of Clinical Endocrinologists. Providers and Community Members. American Journal of 2016;22(7):837-41. doi:10.4158/EP151141.OR
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43. Strong KL, Folse VN. Assessing undergraduate nursing 48. Lueke A, Gibson B. Mindfulness Meditation Reduces Implicit students’ knowledge, attitudes, and cultural competence Age and Race Bias: The Role of Reduced Automaticity of in caring for lesbian, gay, bisexual, and transgender Responding. Soc. Psychol. Personal Sci. 2015;6(3):284-91. patients. The Journal of nursing education. 2015;54(1):45-9. doi:10.1177/1948550614559651 doi:10.3928/01484834-20141224-07 49. Stell AJ, Farsides T. Brief loving-kindness meditation reduces 44. Thomas D.D., Safer J.D. A Simple Intervention Raised racial bias, mediated by positive other-regarding emotions. Resident-Physician Willingness to Assist Transgender Motiv. Emot. 2016;40(1):140-7. doi:10.1007/s11031-015-9514-x Patients Seeking Hormone Therapy. Endocrine practice : 50. Stone J, Moskowitz GB. Non-conscious bias in medical official journal of the American College of Endocrinology decision making: what can be done to reduce it? and the American Association of Clinical Endocrinologists. Medical education. 2011;45(8):768-76. doi:10.1111/j.1365- 2015;21(10):1134-42. doi:10.4158/EP15777.OR 2923.2011.04026.x 45. Hardacker CT, Rubinstein B, Hotton A, Houlberg M. Adding 51. Kirwan Institute. State of the Science: Implicit Bias Review silver to the rainbow: the development of the nurses’ health 2016. 2016. education about LGBT elders (HEALE) cultural competency 52. Kelley L, Chou CL, Dibble SL, Robertson PA. A critical curriculum. Journal of nursing management. 2014;22(2):257- intervention in lesbian, gay, bisexual, and transgender 66. doi:10.1111/jonm.12125 health: knowledge and attitude outcomes among second- 46. Johnson K, Rullo J, Faubion S. Student-Initiated Sexual year medical students. Teaching and learning in medicine. Health Selective as a Curricular Tool. Sexual medicine. 2008;20(3):248-53. doi:10.1080/10401330802199567 2015;3(2):118-27. doi:10.1002/sm2.57 47. Turner RN, Crisp RJ, Lambert E. Imagining intergroup contact can improve intergroup attitudes. Group Process Intergroup Relat. 2007;10(4):427-41. doi:10.1177/1368430207081533
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YEAR 1 SYSTEMATIC REVIEW Training of Medical Students and Residents in the Administration of Pre-Exposure Prophylaxis
EXECUTIVE SUMMARY BACKGROUND Although the incidence of Human Immunodeficiency Virus (HIV) has been declining over the past decade, approximately 50,000 new infections are diagnosed annually in the United States. Men who have sex with men (MSM) and transgender women continue to have higher rates of infection in the US. MSM make up 58% of people living with HIV, although they only account for 2% of the population. People who inject drugs (PWID) account for an additional 8% of newly diagnosed HIV infections while African American women account for 19%. A growing body of research has shown high levels of Pre-exposure prophylaxis (PrEP) efficacy in reducing the risk of contracting HIV. PrEP has been found to reduce the risk of infection between 44% and 86%, and with greater adherence, reductions are even higher. Despite the high efficacy of PrEP, prescription rates remain low. The study was guided by two questions: 1) Are medical students currently being taught how to prescribe PrEP for patients who are at risk for HIV? 2) What are the barriers to prescribing PrEP? METHODS A systematic review of the literature was conducted using three databases (PubMed, CINAHL, & Web of Science) to address the research questions. Search terms included: HIV prevention, pre-exposure prophylaxis, primary care, medical education and training. A total of 560 articles were found. Titles and abstracts were reviewed to determine relevance to the research questions and eliminate duplicate articles reducing this number to 26. The full text of the 26 articles were then reviewed for relevance to the research questions. Twenty-one (21) articles remained for inclusion in this review. RESULTS No articles or studies were found that focused on how prescribing PrEP is being taught to medical students. Barriers to prescribing PrEP by practicing primary care providers were identified, however, and a PrEP cascade for prescribing PrEP was identified. RECOMMENDATIONS This review included four recommendations: 1) Medical schools should adapt a universal PrEP curriculum for its patient population using the PrEP cascade model; 2) medical students should be taught how to universally screen candidates for PrEP appropriateness (MSM, transgender women, discordant couples, African American women, young persons who have multiple partners, and PWID); 3) Medical students need to be familiar with patient medication assistance programs; and 4) medical students need to be taught how to monitor PrEP adherence. KEY STAKEHOLDERS Key stakeholders include but are not limited to academic medical institutions, medical education accreditation bodies, health care providers, advocacy groups, health insurance providers, pharmaceutical companies, public health officials, policymakers, health professions associations, and populations at risk.
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BACKGROUND The efficacy of PrEP as a preventative measure, has been tested in multiple studies,14-20 and meta-analyses21,22 and findings suggest that, when used consistently, PrEP results in significantly decreased rates of HIV infection. A recent meta-analysis of PrEP efficacy confirmed that PrEP was equally effective for men and women.23 Despite the high level of efficacy of PrEP, less than 4.2% of persons in the US who would benefit from it, currently have a PrEP prescription. In order for PrEP to reach its full potential in reducing HIV, those individuals at highest risk must gain widespread access. This access will only be achieved by increasing the pool of willing and able prescribing physicians and consumers. While barriers to PrEP prescribing to at-risk populations have been noted in the literature,33-53 training medical students to prescribe will be critical to the full realization of PrEP’s preventive possibilities. While PrEP is an important tool for ending the HIV epidemic. Yet, there is no evidence that US medical schools currently are training students how to administer PrEP. Knowledge among primary care providers about PrEP is low and medical students are not being taught to prescribe it. To reduce the incidence of HIV infection, accrediting bodies should take a position on making the integration of PrEP prescription training mandatory in all all US medical schools. The goals of this review were to determine prescribing practices of primary care physicians, how prescribing was taught in medical schools and to make recommendations for enhancements in medical education to ensure that physicians entering practice will have the knowledge, skills, and intent to deliver PrEP to at-risk populations with the long term aim of ending the HIV epidemic. The need to develop curricula that include PrEP training is directly in line with the National HIV/AIDS prevention strategy to better equip doctors with the skills needed to reduce the incidence of HIV. We organized our findings utilizing the PrEP cascade,34 (see Table 1.) and provide both content and educational delivery method recommendations. METHODS To address the research questions, a systematic review of articles was conducted from four databases (PubMed, CINAHL, Web of Science and PsycInfo). Search terms, inclusion and exclusion criteria were developed to conduct the systematic review. Initially, a total of 560 articles were found that met the search criteria. Next, titles and abstracts were reviewed to determine relevance to the research questions and to eliminate duplicate articles which reduced this number to 26. The full text of the 26 articles were then reviewed for relevance to the research questions. The CORE-Q checklist 54 was used to review qualitative studies and the STROBE checklist 55 for cross sectional surveys. After the full text review, 21 articles remained for inclusion in the review. LIMITATIONS The limitations of our study included the small sample size of articles that fit the search criteria, and the gaps in current literature regarding physicians’ knowledge, skills, and prescription behavior regarding PrEP. The most evident gap is the lack of studies that have examined the effectiveness of PrEP prescription training to medical students on increasing PrEP prescription behavior. In addition, few studies have examined the rate of at-risk patients who may benefit from PrEP prescription in primary care. RESULTS The systematic review found no articles or studies that focused on how PrEP prescription is being taught to medical students. Results found, however, that among health care providers, there has been much confusion about whether PrEP should be delivered by HIV specialists or by primary care providers.34 The purview barrier refers to HIV specialists being the most informed and skilled in the delivery of antiretrovirals, contrasted with the need for primary care physicians to deliver PrEP as they are more likely to encounter high risk, HIV negative persons. Generalists often cited the lack of knowledge about antiretroviral medications as a barrier to implementing PrEP in general practice settings.40,43,50 A national study of PrEP providers conducted annually from 2009-201544 found that HIV specialists were most likely to prescribe PrEP, but over time, the number of primary care physicians prescribing PrEP has steadily risen.42,43 Other systemic provider concerns identified, included a lack of resources to support prescriptions for PrEP patients,34,45,52 and the need for adherence monitoring.33,37,40,47-52 PrEP prescription without financial assistance is expensive, and many patients that may benefit most from PrEP may not have insurance or a means to pay for the prescription. Physicians in several of the studies noted this concern.34,45,52 However, a wealth of resources were identified to support patients that are appropriate candidates for the medication, including the Patient Advocacy Foundation, Gillead Sciences, and many state based programs.33 Additionally, for PrEP to be successful, adherence must be monitored and encouraged and regular check-ups are included in the PrEP protocol to identify any adverse consequences from the medication. 33,37,40,47-52 To achieve this, providers will need to increase patient communication regarding sexual risk, increase knowledge and willingness to prescribe PrEP, identify patient sexual risk behavior, and discuss these risks non-judgmentally. Each of these factors can decrease the likelihood of providers prescribing PrEP.
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DISCUSSION For PrEP to be delivered on a scale that can reduce HIV transmission among at-risk populations and fulfill its potential role for ending the epidemic, consensus among medical educators on the venue for PrEP must be agreed upon and communicated. Delivering PrEP in primary care settings will require sexual histories to be taken regularly, HIV testing to be performed more frequently, and HIV prevention messages to be delivered in culturally appropriate ways and made universally to a wide range of patients. Medical students must be exposed to training in LGBTQ and PWID affirming practices. In order for PrEP to be delivered in real world settings, primary care physicians will need training to identify appropriate candidates for PrEP based on risk assessment, patient data from electronic medical records, patient preferences for use of chemoprophylaxis, and to become comfortable in prescribing and monitoring patient adherence and knowledge about patient assistance programs. Primary care residency training programs might focus on low cost methods (i.e., self-report for monitoring adherence in the patient-centered medical home clinical setting to ensure cost of PrEP remains low and available to promote patient adherence. Because mental health and substance abuse are factors that impact adherence and retention, medical students should receive training in screening and intervention approaches to ensure these barriers do not affect medication adherence. These skills have broad applicability and can easily be integrated into the medical school education curriculum. If PrEP is to be a viable preventive measure and to realize its potential in ending the HIV epidemic, physicians must be trained to deliver PrEP and barriers to prescribing it must be addressed in training. Integrating PrEP prescription training into the curriculum will aid in the fight to end the HIV epidemic. The PrEP cascade was identified as a framework for teaching medical students and residents the requisite knowledge and skills to deliver PrEP in their future practice and for assessing PrEP delivery and adherence. The PrEP Cascade, adapted from Liu, Colfax, Bacon, Kolber, et al. (2015) is presented in Table 1. TABLE 2: ELEMENTS OF THE PREP CASCADE AND EDUCATIONAL RECOMMENDATIONS
PrEP Cascade Educational Recommendations
Identify populations at » Utilize health services research projects to familiarize students and residents with population and risk for HIV individual risk.
Identify PrEP candidate » Create algorithms in Electronic Health Record (EHR) systems to identify those at high risk for HIV. » Increase community knowledge of PrEP through educational materials, and PrEP testimonials from PrEP users.
Train medical students » Address student bias/cultural competence regarding risk populations. Increase student/resident about PrEP prescription knowledge of PrEP. » Utilize HIV specialist knowledge to train medical students about pharmacology, anti-retro viral therapy, and side effects. » Teach students to conduct culturally appropriate sexual risk history. » Increase sexual risk assessment training, make standard of care in teaching hospitals. » Develop behavioral intervention to increase PrEP interest.
Link to PrEP » Teach students how to prescribe PrEP. » Allow students to shadow PrEP delivery sessions. » Develop simulated patient encounters to develop student skills in PrEP prescription and adherence.
Initiate PrEP prescription » Teach students to assess patients for medical assistance program eligibility.
Track PrEP adherence » Utilize PrEP navigators and other support staff to track retention. » Introduce patient interactive messaging to residents and students as a means to improve adherence.
Achieve adherence and » Train students to monitor adherence via self-reported adherence measures as standard care. persistence » Increase substance abuse and mental health screening, and referral, perhaps using Screening, Brief Intervention and Referral to Treatment (SBIRT) type models.
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RECOMMENDATIONS This review included four recommendations: 1) Medical schools should adapt a universal PrEP curriculum for its patient population using the PrEP cascade model; 2) medical students should be taught how to universally screen candidates for PrEP appropriateness (MSM, transgender women, discordant couples, African American women, young persons who have multiple partners, and PWID); 3) Medical students need to be familiar with patient medication assistance programs; and 4) medical students need to be taught how to monitor PrEP adherence. ACKNOWLEDGMENTS This project is supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under grant number UH1HP30348, entitled “Academic Units for Primary Care Training and Enhancement.” This information or content and conclusions are those of the authors and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS or the U.S. Government. REFERENCES 1. Prejean J, Song R, Hernandez A, et al. Estimated HIV CE, et al. (2012) Antiretroviral preexposure prophylaxis for incidence in the United States, 2006-2009. PLoS One. heterosexual HIV transmission in Botswana. New England 2011;6(8):e17502. http://dx.doi. org/10.1371/journal. Journal of Medicine 367: 423–434. pone.0017502. 11. Van Damme L, Corneli A, Ahmed K, Agot K, Lombaard J, et 2. Spinner CD, Boesecke C, Zink A, et al. HIV pre-exposure al. (2012). Preexposure Prophylaxis for HIV Infection among prophylaxis (PrEP): a review of current knowledge of oral African Women. New England Journal of Medicine 367: systemic HIV PrEP in humans. Infection. 2016;44(2):151–158. 411– 422. http://dx.doi.org/10.1007/s15010-015-0850-2. 12. Choopanya K, Martin M, Suntharasamai P, Sangkum U, Mock 3. Anderson, P.L., Glidden, D.V., Liu, et al. (2012). Emitricitabine- PA, et al. (2013). Antiretroviral prophylaxis for HIV infection tenofivir concentrations and pre-exposure prophylaxis in injecting drug users in Bangkok, Thailand (the Bangkok efficacy in men who have sex with men. Science Tenofovir Study): a randomised, double-blind, placebo- Translational Medicine, 4(151). http://dx.doi.org /10.1126/ controlled phase 3 trial. The Lancet 381: 2083–2090. scitranslmed.3004006. 13. Jiang, J., Yang, X., Ye, L., Zhou, B., Ning, C., Huang, J., . . . Liang, 4. Grant RM, Anderson PL, McMahan V, et al. Uptake of pre- H. (2014). Pre-exposure prophylaxis for the prevention exposure prophylaxis, sexual practices, and HIV incidence of HIV infection in high risk populations: A meta-analysis in men and transgender women who have sex with men: a of randomized controlled trials. PloS One, 9(2), e87674. cohort study. Lancet Infect Dis. 2014;14 (9):820–829. http:// doi:10.1371/journal.pone.0087674 [doi] dx.doi.org/10.1016/S1473-3099(14)70847-3. 14. Okwundu CI, Uthman OA, Okoromah CA (2012). 5. Bush S, Magnuson D, Rawlings M, Hawkins T, McCallister S, Antiretroviral pre-exposure prophylaxis (PrEP) for preventing Giler RM. Racial characteristics of FTC/TDF for pre-exposure HIV in high-risk individuals. Cochrane Database Systematic prophylaxis users in the U.S. Paper presented at: ASM Review 7: CD007189. Microbe Boston, MA, 2016. 15. Campbell JD, Herbst JH, Koppenhaver RT, Smith DK. (2013). 6. Baeten J, Celum C (2011) Antiretroviral preexposure Antiretroviral prophylaxis for sexual and injection drug use prophylaxis for HIV-1 prevention among heterosexual acquisition of HIV. American Journal of Preventive Medicine, African men and women: the Partners PrEP study. 6th IAS 44(1S2):S63–S69. Conference on HIV Pathogenesis, Treatment and Prevention. 16. Koenig, L.J., Lyles, C., & Smith, D.K. (2013). Adherence to Rome. antiretroviral medications for HIV pre-exposure prophylaxis: 7. Abdool Karim Q, Abdool Karim SS, Frohlich JA, Grobler AC, Lessons learned from trials and treatment studies. American Baxter C, et al. (2010) Effectiveness and safety of tenofovir Journal of Preventive Medicine, 44(IS2), S91-S98. gel, an antiretroviral microbicide, for the prevention of HIV 17. Ware NC, Wyatt MA, Haberer JE, et al. (2012). What’s love infection in women. Science 329: 1168–1174. got to do with it? Explaining adherence to oral antiretroviral 8. Grant RM, Lama JR, Anderson PL, McMahan V, Liu AY, et al. pre-exposure prophylaxis for HIV-serodiscordant couples. (2010) Preexposure chemoprophylaxis for HIV prevention Journal of Acquired Immune Defıciency Syndrome, in men who have sex with men. New England Journal of 59(5):463– 468. Medicine 363: 2587–2599. 18. Introducing Wicked Issues for HIV Pre-Exposure Prophylaxis 9. Peterson L, Taylor D, Roddy R, Belai G, Phillips P, et al. (2007) Implementation in the U.S. Tenofovir disoproxil fumarate for prevention of HIV infection 19. U.S. CDC. HIV Surveillance Report; CDC: Atlanta, GA, USA, in women: a phase 2, double-blind, randomized, placebo- 2011. controlled trial. PLoS Clinical Trials 2: e27. 20. U.S. CDC. HIV Surveillance Report; CDC: Atlanta, GA, USA, 10. Thigpen MC, Kebaabetswe PM, Paxton LA,Smith DK, Rose 2013.
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21. U.S. CDC. HIV Surveillance Supplemental Report; CDC: 34. Tellalian D, Maznavi K, Bredeek U.F, Hardy D. Pre-Exposure Atlanta, GA, USA, 2013. Prophylaxis (PrEP) for HIV Infection: Results of a Survey of HIV 22. Wilson EC, Garofalo R, Harris RD, et al. (2009).Transgender Healthcare Providers Evaluating Their Knowledge, Attitudes, Female Youth and Sex Work: HIV Risk and a Comparison of and Prescribing Practices. AIDS Patient Care and STDs 2013 Life Factors Related to Engagement in Sex Work. AIDS and 27, 553-559. doi: 10.1089/apc.2013.0173 Behavior, 13, 902–913. [PubMed: 19199022] 35. White J.M, Mimiaga M.J, Krakower D.S, Mayer K.H. Evolution 23. Garofalo R, Deleon J, Osmer E, Doll M, Harper GW (2006). of Massachusetts Physician Attitudes, Knowledge, and Overlooked, misunderstood and at-risk: exploring the lives Experience Regarding the Use of Antiretrovirals for HIV and HIV risk of ethnic minority male-to-female transgender Prevention. AIDS Patient Care and STDs 2012 26 395-405. doi: youth. The Journal of Adolescent Health: Official Publication 10.1089/apc.2012.0030 of the Society for Adolescent Medicine, 38(3):230–236. 36. Mimiaga M.J., White J.M, Krakower D.S, Biello K.B, Mayer K.H. [PubMed: 16488820] Suboptimal awareness and comprehension of published 24. Huang, M. B., Ye, L., Liang, B. Y., Ning, C. Y., Roth, W. W., pre-exposure prophylaxis efficacy results among physicians Jiang, J. J., . . . Bond, V. C. (2015). Characterizing the HIV/ in Massachusetts. AIDS Care 2014; 26(6)684-693. Doi:10.1080/ AIDS epidemic in the united states and china. International 09540121.2013.845289 Journal of Environmental Research and Public Health, 37. Karakower D.S, Oldenburg C.E, Mitty J.A, Wilson I.B, Kirth 13(1),10.3390/ijerph13010030. doi:10.3390/ijerph13010030 A.E, Maloney K.M…Mayer K.H. Knowledge, Beliefs and [doi] Practices Regarding Antiretroviral Medications for HIV 25. Strathdee SA, Stockman JK. Epidemiology of HIV among Prevention: Results from a Survey of Healthcare Providers injecting and noninjecting drug users: current trends in New England. PLoSONE. 2015 10(7) doi: 10.1371/journal. and implications for interventions. Curr HIV/AIDS Rep. pone.0132398 2010;7(2):99106. 38. Castel A.D, Feaster D.J, Tang W, Willis S, Jordan H, Villamizar 26. Choopanya K, Martin M, Suntharasamai P, Sangkum U, Mock K… Metsch L. Understanding HIV Care Provider Attitudes PA, Leethochawalit M, et al. Antiretroviral prophylaxis for Regarding Intentions to Prescribe PrEP. Journal of Acquired HIV infection in injecting drug users in Bangkok, Thailand Immune Deficiency Syndrome. 2015 70(5) 520-528. Doi: (the Bangkok Tenofovir Study): a randomised, double-blind, 10.1097/QAI.0000000000000780 placebo-controlled phase 3 trial. Lancet. 2013;381(9883): 39. Adams L.M, Balderson B.H. HIV Providers’ Likelihood to 208390. Prescribe Pre-exposure Prophylaxis (PrEP) for HIV Prevention 27. Mathers BM, Degenhardt L, Ali H, Wiessing L, Hickman Differs By Patient Type: A Short Report. AIDS Care. 2016 28(9) M, Mattick RP, et al. HIV prevention, treatment, and care 1154-1158. Doi: 10.1080/09540121.2016.1153595 services for people who inject drugs: a systematic review 40. Bacon O, Gonzalez R, Andrew E, Potter M.B, Iniguez J R, of global, regional, and national coverage. Lancet. 2010; Cohen S.E…Fuchs J.D. Informing Strategies to Build PrEP 375(9719):101428. Capacity Among San Francisco Bay Area Clinicians. J Acquir 28. Strathdee SA, Shoptaw S, Dyer TP, Quan VM, Aramrattana Immune Defic Syndr. 2017;7;74:175—179 A. Towards combination HIV prevention for injection drug 41. Walsh J.L, Petrol A.E. Factors Related to Pre-exposure users: addressing addictophobia, apathy and inattention. Prophylaxis Prescription by U.S. Primary Care Curr Opin HIV AIDS. 2012;7(4):3205. Physicians. American Journal of Preventive Medicine. 29. Centers for Disease Control and Prevention. Diagnoses of 2017;52(6):e165-e072 HIV infection in the United States and dependent areas; 42. Hakre S, Blaylock J.M, Dawson P, Beckett C, Garges E.C, 2015. Available from: https://www.cdc.gov/hiv/statistics/ Michael N.L… Olulicz J.F. Knowledge, attitudes, and beliefs overview/ataglance.html. Accessed April 5, 2017. about HIV pre-exposure prophylaxis among US Air Force 30. Fonner VA, Dalglish SL, Kennedy CE, et al. Effectiveness Health Care Providers. Medicine. 2016 95:32(e4511) and safety of oral HIV preexposure prophylaxis for all 43. Blackstock O.J, Moore B.A, Berkenblit G.V, Calabrese S.K, populations. AIDS. 2016;30(12):1973–1983. Cunningham C.O, Fiellin D.A… Edelman E.J. A Cross- 31. Van Damme L, Corneli A, Ahmed K, et al. Preexposure Sectional Online Survey of HIV Pre-Exposure Prophylaxis prophylaxis for HIV infection among African women. N Engl Adoption Among Primary Care Physicians. J Gent Intern J Med. 2012;367(5):411–422. Med. 2016 32(1):62-70. Doi: 10.1007/s11606-016-3903-z 32. Marrazzo JM, Ramjee G, Richardson BA, et al. Tenofovir- 44. Smith D.K, Mendoza M.C.B, Stryker J.E, Rose C.E. PrEP based pre-exposure prophylaxis for HIV infection among Awareness and Attitudes in a National Survey of Primary African women. N Engl J Med. 2015;372(6):509–518. Care Clinicians in the United States 2009-2015. PLoSONE. 33. Krakower D.S, Maloney K.M, Grasso C, Melbourne K, Mayer 11(6):e0156592. Doi: 10.1371/journal.pone.0156592 K.H. Primary care clinicians’ experiences prescribing HIV 45. Petroll A.E, Walsh J.L, Owczarzak J.L, McAuliffe T.L, Bogart pre-exposure prophylaxis at a specialized community health L.M, Kelly J.A. PrEP Awareness, Familiarity, Comfort, and centre in Boston: lessons from early adopters. Journal of the Prescribing Experiences among US Primary Care Providers International AIDS Society 2016, 19:21165 and HIV Specialists. AIDS Behav. 2017. 21:1256-1267. DOI
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10.1007/s10461-016-1625-1 the Reporting of Observational Studies in Epidemiology 46. Edelman E.J, Moore B.A, Calabrese S.K, Berkenblit G, (STROBE) statement: guidelines for reporting observational Cunningham C, Patel V, Phillips K… Blackstock O. Primary studies. Annals of Internal Medicine, 147(8), 573-577. Care Physicians’ Willingness to Prescribe HIV Pre-exposure 58. CDC. HIV and Injection Drug Use: Syringe Services Programs Prophylaxis for People who Inject Drugs. for HIV Prevention. Vital Signs. December 2016. 47. Karris M.Y, Beekmann S.E, Mehta S.R, Anderson C.M, 59. Reif S, Safley D, Wilson E, Whetten K. HIV/AIDS in the Polgreen P.M. Southern US: Trends from 2008-2011 show a consistent 48. Hoffman S, Guidry J.A, Collier K.L, Mantell J.E, Broccher- disproportionate epidemic. http://southernaidsstrategy.org/ Lattimore D, Kaighobadi F, Sandfot T.G.M. A Clinical research/. Accessed July 25, 2014. Home for Pre Exposure Prophylaxis (PrEP): Diverse Health 60. Reif S, Pence BW, Hall I, Hu X, Whetten K, Wilson E. HIV Care Providers’ Perspectives on the “Purview Paradox”. Diagnoses, prevalence and outcomes in nine Southern J Int Assoc Provid AIDS Care. 2016. 15(1):59-65. Doi: States J Community Health 2014 Dec 19. [Epub ahead of 10.1177/2325957415600798. print]. 49. Arnold E.A, Hazelton P, Lane T, Christopoulos K.A, Galindo 61. Quinn, G. P., Sanchez, J. A., Sutton, S. K., Vadaparampil, S. T., G.R, Steward W.T, Moring S.F. A Qualitative Study of Provider Nguyen, G. T., Green, B. L., … Schabath, M. B. (2015). Cancer Thoughts on Implementing Pre-Exposure Prophylaxis (PrEP) and lesbian, gay, bisexual, transgender/transsexual, and in Clinical Settings to Prevent HIV Infection. PLos ONE. 2012. queer/questioning (LGBTQ) populations. CA: A Cancer 7(7):e40603. Doi: 10.1371/journal.pone.0040603. Journal for Clinicians, 65(5), 384-400. doi:10.3322/caac.21288 50. Krakower D.S, Ware N.C, Maloney K.M, Wilson I.B, Wong [doi] J.B, Mayer K.H. Differing Experiences with Pre-Exposure 62. Conron KJ, Mimiaga MJ, Landers SJ. A population-based Prophylaxis in Boston Among Lesbian, Gay, Bisexual, and study of sexual orientation identity and gender differences Transgender Specialists and Generalists in Primary Care: in adult health. American Journal of Public Health. Implications for Scale-Up. AIDS Patient Care and STDS. 2017. 2010;100(10):1953–1960. doi: 10.2105/AJPH.2009.174169. 31(7). Doi: 10.1089/apc.2017.0031. 63. Dilley JA, Simmons KW, Boysun MJ, Pizacani BA, Stark MJ. 51. Blumenthal J, Jain S, Krakower D, Sun X, Young J, Mayer Demonstrating the importance and feasibility of including K, Haubrich R. Kowledge is Power! Increase Provider sexual orientation in public health surveys: Health disparities Knowledge Scores regarding Pre-exposure Prophylaxis in the Pacific Northwest. American Journal of Public Health. (PrEP) are Associated with Higher Rates of PrEP Prescription 2010;100(3):460–467. doi: 10.2105/AJPH.2007.130336. and Future Intent to Prescribe PrEP. AIDS Behav. 2015 May; 64. Fredriksen-Goldsen KI, Kim HJ, Barkan SE, Muraco A, Hoy- 19(5): 802-810. doi: 10.1007/s10461-015-0996-z. Ellis CP (2013). Health disparities among lesbian, gay, and 52. Finocchario-Kessler S, Champassak S, Hoyt M.J, Short bisexual older adults: results from a population-based study. W, Chakraborty R, Weber S… Anderson J. Pre-Exposure Am J Public Health, 103(10):1802-9. Prophylaxis (PrEP) for Safer Conception Among Serodifferent 65. Calabrese S.K, Earnshaw V.A, Underhill K, Hansen N.B, Couples: Findings from Healthcare Providers Serving Dovidio J.F. The Impact of Patient Race on Clinical Decisions Patients with HIV in Seven US Cities. AIDS Patients Care and Related to Prescribing HIV Pre-Exposure Prophylaxis STDs. (2016). 30(3). Doi:10.1089.apc.20150268. (PrEP): Assumptions About Sexual Risk Compensation and 53. Calabrese S.K, Magnus M, Mayer K.H, Krakower D.S, Eldahan Implications for Access. AIDS Behav. 2014 February; 18(2): A.I, Gaston L.A…Dovidio J.F. “Support Your Client at the 226-240. doi: 10.1007/s10461-013-0675-x. Space That They’re in”: HIV Pre-Exposure Prophylaxis 66. Lehman, D. A. and others. Risk of drug resistance among (PrEP) Prescribers’ Perspectives on PrEP- Related Risk persons acquiring HIV within a randomized clinical trial of Compensation. AIDS Patient Care and STDs. (2017). 31(4). Doi: single- or dual-agent preexposure prophylaxis.Journal of 10.1089.apc.2017.0002. Infectious Diseases. 2015. 54. Fortin, M., Stewart, M., Poitras, Marie-Eve, Almirall, J., & 67. Grant, R. M. & Liegler, T. Weighing the risk of drug resistance Maddocks, H. (2012). A systematic review of prevalence with the benefits of HIV preexposure prophylaxis. Journal of studies on multimorbidity: Toward a more uniform Infectious Diseases. Journal of Infectious Diseases. 2015. methodology. Annals of Family Medicine, 10(2). 68. Kalichman, S.C., Amaral, C.M., Swetzes, C., Jones, M., Macy, 55. Tong A, Sainsbury P, Craig J. Consolidated criteria for R., Kalichman, M.O., & Cherry, C. (2009). A simple single reporting qualitative research (COREQ): A 32 item checklist item rating scale to measure medication adherence: for interviews and focus groups. Int J Qual Health Care. 2007; Further evidence for convergent validity. Journal of 19(6): 349 -357. the International Physicians AIDS Care, 8(6), 367-374. 56. Liu, A.; Colfax, G.; Cohen, S.; Bacon, O.; Kolber, M.; Amico, KR., doi:10.1177/1545109709352884[doi] et al., editors. 7th International conference on HIV treatment 69. Cooper, R.L., Juarez P., Morris M., Edgerton R., Brown L.S., and prevention adherence. Florida: Miami Beach; 2012. The Ramesh A., Tabatabai M., Im, W., Arcury T.A., Mena L.,Collins, spectrum of engagement in HIV prevention: proposal for a S., Juarez P.M. (2017). Training for Medical Students and PrEP cascade. Residents in the Administration of Pre-Exposure Prophylaxis: 57. von Elm, E., Altman,D.G., Egger, M., Pocock, S.J., Gotzsche, A Systematic Review (In preparation, 2018). P.C., & Vandenbroucke, J.P. (2007). The Strengthening
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YEAR 1 POLICY BRIEF Medical Education Efforts to Reduce Implicit Physician Bias towards LGBTQ Patients
EXECUTIVE SUMMARY BACKGROUND LGBTQ individuals experience higher rates of health disparities, which in part, are driven, by lack of cultural awareness, personal discomfort and/or explicit and implicit bias encountered and exhibited in the health care environment. Over the last three decades, there has been a growing recognition that biased attitudes and beliefs of health care providers towards LGBTQ patients in the healthcare system contribute to disparities through its impact on healthcare access and quality of clinical care1,2 Little is known about how medical students are trained to identify, confront, and reduce personal bias towards LGBTQ persons and other vulnerable populations. The aim of this study was to conduct a systematic review of the literature to assess how US medical schools are training students to identify and address implicit biases towards LGBTQ persons. The research question was shaped by input from our Community of Practice. METHODS We conducted a systematic review of the literature using the 2009 PRISMA guidelines3 to identify original studies that focused on how medical schools are training students to address implicit bias towards LGBTQ persons. An electronic search was conducted in MEDLINE/PubMed, PsycINFO, Web of Science, Scopus, Ingenta, Science Direct, and Google Scholar databases for articles in English published prior to February 2017. RESULTS Effective programs designed to increase student or provider knowledge of the LGBTQ community and LGBTQ-relevant health care issues utilized lectures, readings, videos, interviews and presentations by LGBTQ individuals, and group discussion. Significant knowledge gains were observed for students attending single-session4-6 and for students and providers attending more time- intensive program formats7,8. The only study assessing knowledge retention found that knowledge gains for medical students were maintained three months after the training program9. Other programs designed to reduce LGBTQ-related bias in non-providers showed that: 1) educational components can be effective at increasing knowledge about the LGBTQ community; 2) contact with LGBTQ individuals is effective at promoting positive attitudes; 3) the combination of education and intergroup contact is effective at changing attitudes and behavioral intentions; and 4) providing information regarding social norms is effective at changing behavior10. RECOMMENDATIONS Addressing physician implicit biases has the potential of transforming medical school education. Curricular changes are needed that address implicit biases among medical students towards LGBTQ persons and other vulnerable populations Bias awareness strategies were found to be more effective when practiced in a supportive and individualized learning environment such as a patient simulation that provides students with opportunities to receive direct feedback on perceived implicit biases while minimizing student defensiveness11. KEY STAKEHOLDERS Key stakeholders include but are not limited to academic medical institutions, medical education accreditation bodies, health care providers, advocacy groups, public health officials, policymakers, health professions associations, and populations at risk. ISSUE Research has found that with less time and limited information gathered from the electronic health record (EMR), physician’s behavior becomes increasingly governed by stereotypes and implicit biases12,13. Vulnerable populations, such as LGBTQ individuals often experience higher rates of health disparities, which in part, are driven, by lack of cultural awareness, personal discomfort and/or explicit and implicit bias encountered and exhibited in the health care environment. Little is known about how medical students are trained to identify, confront, and reduce personal bias towards LGBTQ persons and other vulnerable populations. The aim of this study was to conduct a systematic review of how US medical schools are training students to identify and address personal implicit biases towards LGBTQ persons. The research question was shaped by our Community of Practice.
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BACKGROUND LGBTQ patients have higher rates of anal cancer14, asthma, cardiovascular disease15-18, obesity16, substance abuse12,18,19, cigarette smoking20, and suicide13. Sexual minority women report fewer lifetime Pap tests21; transgender youth have less access to physical and mental health care22; and LGBTQ individuals are more likely to delay or avoid necessary medical care, compared to heterosexual individuals. These disparities have been attributed, in part, to lower health care utilization by LGBTQ individuals23,24. Perceived discrimination from physicians and denial of health care altogether are common experiences among LGBTQ patients and have been identified as contributing to disparities25,26. Implicit biases among health care providers towards LGBTQ persons have been linked to lower quality of care27-29, are rarely assessed30, and can be resistant to change. Previous studies that addressed physician implicit bias towards patients from racial/ethnic minority groups have found that implicit bias continues to persist despite an absence of negative explicit attitudes31. Even when providers make an explicit commitment to equitable care, implicit biases operating outside of their conscious awareness may undermine that commitment. The disparities in access to care and health outcomes often are compounded by vulnerabilities linked to gender, racial identity32-34 and geographic location35.The percentage of the LGBTQ population lacking a regular primary care provider is significantly higher than among heterosexuals (30% versus 10%, respectively)24,36. One survey of health care providers found that over half expressed discomfort caring for LGBTQ patients37. The importance of physician implicit bias as a contributor to the health disparities that confront LGBTQ individuals is highlighted in professional competency objectives generated by the Association of American Medical Colleges Advisory Committee on Sexual Orientation, Gender Identity, and Sex Development 38. These competencies include the need for understanding that implicit LGBTQ-related bias may negatively impact interactions with patients and for including strategies to mitigate implicit bias in health care settings38. Training medical students to be aware of and how to address their own implicit biases towards LGBTQ persons and other vulnerable populations provides a critical opportunity for promoting equal access to quality health care and, ultimately, for eliminating health disparities. METHODS We conducted a systematic review of the literature using the 2009 PRISMA guidelines39 to identify original studies that focused on reducing medical student or health care provider bias towards LGBTQ persons. An electronic search was conducted in MEDLINE/ PubMed, PsycINFO, Web of Science, Scopus, Ingenta, Science Direct, and Google Scholar databases for articles in English published prior to February 2017. The search strategy cross-referenced keywords for LGBTQ populations (lesbian, gay, bisexual, transgender, questioning, homosexual, MSM, WSW, sexual minority) with keywords for health care professions students or providers (medical student, medical resident, provider, physician, doctor, nurse, health personnel, practitioner, fellow, social worker) and keywords for bias (implicit bias, explicit bias, de-biasing, cultural competence, cultural competency, discrimination, prejudice, health disparity). To be included in this systematic review, a study had to: 1) assess LGBTQ-related bias; 2) include dental, nursing or medical students or practicing medical professionals; 3) include a training program designed to promote culturally-competent care for LGBTQ individuals; 4) be written in English; and 5) be published prior to February 2017. We did not exclude qualitative studies nor did we exclude studies conducted outside of North America RESULTS / KEY FINDINGS The systematic literature search yielded nine studies that assessed training programs to reduce LGBTQ-related bias in health care professions students and four studies that focused on health care providers. Studies ranged from small sample size (n = 13) to large (n = 848) and represented a wide range of health professions training programs including medicine (n = 6), nursing (n = 2) and dentistry (n = 1), as well as health care providers (n = 4). The programs varied in their delivery format (e.g., lecture, small group discussion, interactive theater workshop), frequency (range: 1 to 6 sessions) and duration (range: 45-minute lecture to 4-week web-based course). Programs designed to increase student or provider knowledge of the LGBTQ community and LGBTQ-relevant health care issues utilized lectures, readings, videos, interviews or presentations by LGBTQ individuals, and group discussion. Significant knowledge gains in knowledge were observed for students attending single-session41-44 and for students and providers attending more time-intensive program formats45, 46. One found that knowledge gains for medical students were maintained three months after the training program46. Programs designed to promote more positive student attitudes toward LGBTQ patients utilized perspective-taking exercises, videos of LGBTQ patients describing discrimination in health care settings, individual presentations, lectures, and LGBTQ patient panels. Strategies that reduce biases in students and providers are likely to increase access to care and reduce health disparities among vulnerable populations.
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DISCUSSION The present review provides direction for researchers and educators seeking to reduce implicit bias among medical students toward LGBTQ patients and other vulnerable populations and provides a blueprint that can be used to train students how to become aware of and address personal biases. While research on programs to reduce bias among medical students is limited, research with health professionals may shed light on the key ingredients of effective programs. This review found that comfort level regarding LGBTQ health care was increased through experiential learning, which is consistent with prior results found in health professions samples47. Once implicit biases have been identified, medical students can be taught strategies to reduce their potential impact on patient care39. Some of these strategies, such as perspective-taking and intergroup contact were identified in the present review as effective components of programs seeking to promote more positive explicit attitudes and greater comfort working with LGBTQ patients. Strategies that have received support for reducing implicit bias in other populations include: 1) the use of mindfulness meditation to promote nonjudgmental awareness48,49 2) individuation training to encourage providers to focus on individual attributes rather than group membership50; and 3) training in emotion regulation skills to reduce stress levels and negative emotions1,51. Although changes in implicit bias were not assessed using quantitative measures, anecdotal evidence from two studies found that an increase in awareness of implicit bias can be achieved among students41, 52. Future studies and medical school training programs should examine the influence of training on implicit LGBTQ-related bias. LIMITATIONS Findings of the systematic review were limited as none addressed the long-term impact of implicit bias training on students’ behavior or on patient outcomes. Hence, we could only draw from the extant literature on implicit racial/ethnic bias reduction to generate recommendations for training to address implicit bias towards LGBTQ persons and other vulnerable populations3, 39, 40. RECOMMENDATIONS / NEXT STEPS Curriculum changes targeting a reduction of implicit biases among medical students towards LGBTQ persons and other vulnerable populations is needed and offers the potential for transforming medical school education. Training activities and modalities that reduce bias towards LGBTQ persons and other vulnerable populations through increases in knowledge, explicit attitudes, and comfort level are supported by the present review. Results suggest that bias awareness strategies should be practiced in a supportive and individualized learning environment such as patient simulation that provides students with opportunities to receive direct feedback about perceived implicit biases while minimizing student defensiveness39. Towards this end, curricula should emphasize that implicit biases – whether negative or positive – are universal psychological phenomena51. While the Association of American Medical Colleges Advisory Committee on Sexual Orientation, Gender Identity, and Sex Development has generated professional competency objectives, they currently are only advisory. Further steps towards incorporating professional competency objectives on reducing implicit bias towards LGBTQ and other vulnerable populations into accreditation standards of the Liaison Committee on Medical Education (LCME) should be considered. ACKNOWLEDGMENTS This project is supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under grant number UH1HP30348, entitled “Academic Units for Primary Care Training and Enhancement.” This information or content and conclusions are those of the authors and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS or the U.S. Government.
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Health Nurs Educ. 2015;54(1):45-49. Psychology. 2016;35(2):103-114. 6. Thomas DD, Safer JD. A Simple Intervention Raised Resident- 20. Cochran SD, Bandiera FC, Mays VM. Sexual orientation- Physician Willingness to Assist Transgender Patients Seeking related differences in tobacco use and secondhand smoke Hormone Therapy. Endocr Pract. 2015;21(10):1134-1142. exposure among US adults aged 20 to 59 years: 2003-2010 7. Hardacker CT, Rubinstein B, Hotton A, Houlberg M. Adding National Health and Nutrition Examination Surveys. Am J silver to the rainbow: the development of the nurses’ health Public Health. 2013;103(10):1837-1844. education about LGBT elders (HEALE) cultural competency 21. Charlton BM, Corliss HL, Missmer SA, et al. Reproductive curriculum. J Nurs Manag. 2014;22(2):257-266. health screening disparities and sexual orientation in a 8. Johnson K, Rullo J, Faubion S. Student-Initiated Sexual cohort study of U.S. adolescent and young adult females. 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Health care access among consequences, and reduction of implicit bias in health care: individuals involved in same-sex relationships. Am J Public A narrative review. Group Process Intergroup Relat. 2016. Health. 2006;96(6):1111-1118. doi:10.1177/1368430216642029. 25. Maina IW, Belton TD, Ginzberg S, Singh A, Johnson TJ. A 12. Williams EC, Bradley KA, Balderson BH, et al. Alcohol and decade of studying implicit racial/ethnic bias in healthcare associated characteristics among older persons living with providers using the implicit association test. Social Science human immunodeficiency virus on antiretroviral therapy. & Medicine. Subst Abus. 2014;35(3):245-253. 26. Grant JM, Mottet LA, Tanis J. National Transgender 13. Remafedi G, French S, Story M, Resnick MD, Blum R. The Discrimination Survey Report on Health and Health Care. relationship between suicide risk and sexual orientation: Washington DC: National Center for Transgender Equality results of a population-based study. Am J Public Health. and National Gay and Lesbian Task Force; 2010. 1998;88(1):57-60. 27. Burke SE, Dovidio JF, Przedworski JM, et al. Do Contact 14. Quinn GP, Sanchez JA, Sutton SK, et al. Cancer and and Empathy Mitigate Bias Against Gay and Lesbian lesbian, gay, bisexual, transgender/transsexual, and queer/ People Among Heterosexual Medical Students? A Report questioning (LGBTQ) populations. CA Cancer J Clin. from Medical Student CHANGES. Academic medicine : 2015;65(5):384-400. journal of the Association of American Medical Colleges. 15. Conron KJ, Mimiaga MJ, Landers SJ. A Population-Based 2015;90(5):645-651.
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28. Sabin JA, Riskind RG, Nosek BA. Health Care Providers’ of a multi-purpose assignment in a public health nursing Implicit and Explicit Attitudes Toward Lesbian Women and class. The Journal of nursing education. 2015;54(1):50-3. Gay Men. Am J Public Health. 2015;105(9):1831-1841. doi:10.3928/01484834-20141228-03 29. FitzGerald C, Hurst S. Implicit bias in healthcare 42. Eriksson SE, Safer JD. Evidence-Based Curricular Content professionals: a systematic review. BMC Medical Ethics. Improves Student Knowledge and Changes Attitudes 2017;18:19. Towards Transgender Medicine. Endocrine practice : official 30. Rowniak SR. Factors Related to Homophobia Among journal of the American College of Endocrinology and Nursing Students. J Homosex. 2015;62(9):1228-1240. the American Association of Clinical Endocrinologists. 31. Blair IV, Havranek EP, Price DW, et al. Assessment of Biases 2016;22(7):837-41. doi:10.4158/EP151141.OR Against Latinos and African Americans Among Primary Care 43. Strong KL, Folse VN. Assessing undergraduate nursing Providers and Community Members. American Journal of students’ knowledge, attitudes, and cultural competence Public Health. 2012;103(1):92-98. in caring for lesbian, gay, bisexual, and transgender 32. Sullivan PS, Rosenberg ES, Sanchez TH, et al. Explaining patients. The Journal of nursing education. 2015;54(1):45-9. racial disparities in HIV incidence in black and white men doi:10.3928/01484834-20141224-07 who have sex with men in Atlanta, GA: a prospective 44. Thomas D.D., Safer J.D. A Simple Intervention Raised observational cohort study. Annals of epidemiology. Resident-Physician Willingness to Assist Transgender 2015;25(6):445-454. Patients Seeking Hormone Therapy. Endocrine practice : 33. Millett GA, Peterson JL, Flores SA, et al. Comparisons of official journal of the American College of Endocrinology disparities and risks of HIV infection in black and other men and the American Association of Clinical Endocrinologists. who have sex with men in Canada, UK, and USA: a meta- 2015;21(10):1134-42. doi:10.4158/EP15777.OR analysis. Lancet. 2012;380(9839):341-348. 45. Hardacker CT, Rubinstein B, Hotton A, Houlberg M. Adding 34. Mereish EH, Bradford JB. Intersecting Identities and silver to the rainbow: the development of the nurses’ health Substance Use Problems: Sexual Orientation, Gender, Race, education about LGBT elders (HEALE) cultural competency and Lifetime Substance Use Problems. Journal of Studies on curriculum. Journal of nursing management. 2014;22(2):257- Alcohol and Drugs. 2014;75(1):179-188. 66. doi:10.1111/jonm.12125 35. Torres CG, Renfrew M, Kenst K, Tan-McGrory A, Betancourt 46. Johnson K, Rullo J, Faubion S. Student-Initiated Sexual JR, Lopez L. Improving transgender health by building Health Selective as a Curricular Tool. Sexual medicine. safe clinical environments that promote existing resilience: 2015;3(2):118-27. doi:10.1002/sm2.57 Results from a qualitative analysis of providers. Bmc 47. Turner RN, Crisp RJ, Lambert E. Imagining intergroup contact Pediatrics. 2015;15. can improve intergroup attitudes. Group Process Intergroup 36. Kamen C, Palesh O, Gerry AA, et al. Disparities in Health Relat. 2007;10(4):427-41. doi:10.1177/1368430207081533 Risk Behavior and Psychological Distress Among Gay 48. Lueke A, Gibson B. Mindfulness Meditation Reduces Implicit Versus Heterosexual Male Cancer Survivors. Lgbt Health. Age and Race Bias: The Role of Reduced Automaticity of 2014;1(2):86-U103. Responding. Soc. Psychol. Personal Sci. 2015;6(3):284-91. 37. Khan A, Plummer D, Hussain R, Minichiello V. Does physician doi:10.1177/1948550614559651 bias affect the quality of care they deliver? Evidence in the 49. Stell AJ, Farsides T. Brief loving-kindness meditation reduces care of sexually transmitted infections. Sexually Transmitted racial bias, mediated by positive other-regarding emotions. Infections. 2008;84(2):150-151. Motiv. Emot. 2016;40(1):140-7. doi:10.1007/s11031-015-9514-x 38. AAMC Advisory Committee on Sexual Orientation GI, 50. Stone J, Moskowitz GB. Non-conscious bias in medical and Sex Development,. Implementing Curricular and decision making: what can be done to reduce it? Institutional Climate Changes to Improve Health Care for Medical education. 2011;45(8):768-76. doi:10.1111/j.1365- Individuals Who Are LGBT, Gender Nonconforming, or Born 2923.2011.04026.x with DSD: A Resource for Medical Educators. 2014. 51. Kirwan Institute. State of the Science: Implicit Bias Review 39. Zestcott CA, Blair IV, Stone J. Examining the Presence, 2016. 2016. Consequences, and Reduction of Implicit Bias in Health Care: 52. Kelley L, Chou CL, Dibble SL, Robertson PA. A critical A Narrative Review. Group processes & intergroup relations : intervention in lesbian, gay, bisexual, and transgender GPIR. 2016;19(4):528-42. doi:10.1177/1368430216642029 health: knowledge and attitude outcomes among second- 40. Valverde EE, DiNenno EA, Schulden JD, Oster A, Painter T. year medical students. Teaching and learning in medicine. Sexually transmitted infection diagnoses among Hispanic 2008;20(3):248-53. doi:10.1080/10401330802199567 immigrant and migrant men who have sex with men in the United States. International Journal of Std & Aids. 2016;27(13):1162-9. doi:10.1177/0956462415610679 41. Carabez R, Pellegrini M, Mankovitz A, Eliason MJ, Dariotis WM. Nursing students’ perceptions of their knowledge of lesbian, gay, bisexual, and transgender issues: effectiveness
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YEAR 1 POLICY BRIEF Medical Education Efforts to Increase Pre-Exposure Prophylaxis among High Risk Populations
BACKGROUND Treatment adherence has been demonstrated to both improve the health outcomes of individuals infected with HIV and prevent the transmission of the virus to others. Of all racial/ethnic groups, African American men incur the highest risk of becoming infected with HIV and suffering poor health outcomes once infected. However, little is known about the differences in treatment adherence between HIV+ African American men who have sex with men (MSM) and HIV+ African American men who have sex with women (MSW). We compared the differences in behaviors and social determinants of health among African American MSM and African American MSW. The study results yield implications for modifying how primary care professionals intervene in the HIV care cascade to address the unique needs of each group. The study results can inform medical education, residency training, and clinical practice in primary care. METHODS We matched a data set from a matched sample of African American MSM and MSW (n=40). The data was collected as part of a social determinants of a health study of clinic patients with an administrative data set drawn from CAREWare of 242 biologically born males. The social determinants (matched) dataset was used to compare social determinants of health and behaviors of MSM and MSW. Differences in lost to care rates between these two populations were also examined. The CAREWare data set was used to compare the HIV treatment outcomes between African American MSM and MSW. RESULTS MSM were significantly younger than their MSW counter parts in our clinic data. There were no significant differences found in the social determinants of health, rates of drug use, stigma, mental health, discrimination, stress, nor income. However, MSM were more likely to have experienced sexual assault than their heterosexual counterparts. (X2 = 4.33, p < .05) (n = 40). In the CAREWare data set, we observed a significant difference in viral suppression rates between African American MSM and African American MSW: 53.2% of MSM reported viral suppression compared to 63.2% of MSW (X2 = 2.94, p < .05) (n = 242). Additionally, rates of those who had converted to AIDS (CDC definition) were significantly higher among MSM than MSW (X2 = 3.49, p < .05), (n = 242). RECOMMENDATIONS Our study findings suggest that the HIV Care Cascade may need to be tailored to address the unique needs of African American MSM and MSW populations through the patient-centered medical home (PCMH). The MSM population was younger and more likely to have experienced sexual trauma than MSW. Either or both factors may need to be addressed to increase treatment adherence to the HIV Care Cascade, improve health outcomes among African American MSM, and improve knowledge and skills for primary care physicians. Further, the findings suggest that enhancing cultural competency among physicians and increasing trauma informed care training in the primary care curriculum of medical students and residents is essential to improving health outcomes for this population. KEY STAKEHOLDERS Key stakeholders include, but are not limited to, academic medical institutions, medical education accreditation bodies, health care providers, advocacy groups, public health officials, policymakers, health professions associations, and populations at risk.
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YEAR 2 SYSTEMATIC REVIEW Screening and Health Care Services for Adverse Childhood Experiences in Vulnerable Populations in Primary Care Settings
DESCRIPTION The aim of this research is to identify and assess the extent to which medical students are taught about adverse childhood experiences (ACEs): screening, treatment, community referrals and their impact on personal health and health disparities in primary care settings. Based on this aim, we pose several research questions to be answered through systematic review of the literature, curricula, and student surveys about how medical schools are preparing students to address the effects of ACEs, with a focus on vulnerable populations. We will disseminate findings through scholarly presentations at graduate medical education conferences and meetings, peer reviewed publications, our community of practice, and a policy brief and provide technical assistance to programs on how to incorporate ACES in their curriculum and respond to the needs of vulnerable populations. Statement of the problem gaps in current research: Increasingly, studies are showing that adverse childhood experiences (ACEs) affect the health f persons as they age. Yet, there is paucity of information in the literature regarding strategies to teach medical students how to screen for ACEs and be responsive to the needs of vulnerable populations that are impacted by ACEs. While there is a growing body of research that supports a dose-response relationship between number of ACEs experienced during childhood and a range of adverse health outcomes of adulthood, especially among vulnerable populations, relatively little is known about the extent to which medical students are being taught about the effects of ACEs on the health of vulnerable populations, including LGBTq populations, homeless persons and, migrant farm workers, and how to screen for and care for those who have multiple exposures. To date, little systematic attention has been given to ensuring future primary health care providers are trained to screen for ACEs, undertake interventions that can improve long term health outcomes later in life, or refer patients to community resources that can lead improvements in health and healthcare. RESEARCH QUESTIONS » What evidence exists regarding what and how medical students are being taught about ACEs: what they are, what impact they have later in life, how they affect vulnerable populations, and what skills they are being taught to help students address them? » What are the core elements of the medical educational curriculum that can be revised and adapted to ensure students have the knowledge and skills to provide culturally competent health care for vulnerable populations exposed to ACEs? PROJECT GOALS » To identify the extent to which medical students are trained to screen, treat, or refer persons exposed to ACEs in primary care settings. » To identify and/or develop model curricular elements that can be used by other medical schools to prepare students to effectively address the needs of vulnerable populations exposed to ACEs. » To disseminate research results and curricular modules on how medical schools are addressing ACEs in vulnerable populations to graduate medical education audiences. OBJECTIVES » Provide direct feedback and consensus from content experts on the adequacy of the primary care research training process using evidence-based studies, data, and methodologies. » Determine the effectiveness and efficacy of the studies, results, findings, and products to inform curricular change in medical education in treating vulnerable populations that focus on continuing quality of care, team building and value-based pricing.
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YEAR 2 SYSTEMATIC REVIEW Screening & Health Care Services for Vulnerable Populations Exposed to Interpersonal Violence across the Life Course
DESCRIPTION This research project will assess the extent to which medical schools prepare students to address the needs of vulnerable populations exposed to interpersonal violence across the life course in primary care settings. It will employ multiple methods to assess current medical school educational practice, identify evidence-based best practices, develop and recommend curricular modifications, and disseminate information to the broader medical education profession through presentations at professional meetings, policy briefs, and articles in peer reviewed journals. Statement of the problem gaps in current research: Interpersonal violence (IV) is “the intentional use of physical force or power, threatened or actual, against oneself, another person, or against a group or community, that either results in or has a high likelihood of resulting in injury, death, psychological harm, stunted emotional development, or deprivation. IV occurs across the life course and threatens the life, health and happiness of thousands of persons each year in the United States. IV encompasses a wide range of incidents from child abuse and neglect by caregivers, youth violence (violence by adolescents and young adults aged 10 to 29 years), intimate partner violence, sexual violence, elder abuse, and gun violence. There is a limited evidence base regarding best strategies in teaching medical students how to screen for and address the needs of vulnerable populations affected by interpersonal violence. It is important that medical students understand and are prepared to take steps to address underlying individual, interpersonal, community and societal-level factors that increase the risk for interpersonal violence across the life course among of vulnerable populations. This research project will assess the extent to which medical students are taught about the needs of vulnerable populations and the skills to screen, care, and refer those exposed to interpersonal violence across the life course in primary care. RESEARCH QUESTIONS » What is the evidence base regarding education of medical students on screening for interpersonal violence across the life course among vulnerable populations for medical students in primary care settings? » What are the core elements of the medical educational curriculum that can be revised and adapted to ensure students have the knowledge and skills to provide culturally competent health care for vulnerable populations exposed to interpersonal violence across the life course? PROJECT GOALS » To identify the extent to which medical students are trained to screen, treat, or refer persons exposed to interpersonal violence across the life course. » To develop model curricular elements that can be used by other medical schools to prepare students to effectively address the needs of vulnerable populations exposed to violence at different stages of life. » To disseminate research results on how medical schools are addressing exposure to interpersonal violence across the life course in vulnerable populations to graduate medical education audiences.
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YEAR 2 POLICY BRIEF Addressing Adverse Childhood Experiences in Medical Education Curriculum Authors: Paul D. Juarez, Michael Paul, Aramandla Ramesh, & Patricia Matthews-Juarez, PhD
EXECUTIVE SUMMARY It is estimated that ACEs affect 20%–50% of adults and are associated with considerable adult chronic disease, unhealthy behavior, mental health conditions, early mortality, violence victimization and perpetration, and overall quality of life. ACEs include seven categories of childhood exposure, including three types of abuse: psychological abuse, physical abuse, sexual abuse; and four types of household dysfunction: substance abuse, mental illness, mother treated violently, and criminal behavior in the household. Vulnerable populations, such as migrant farmworkers, persons experiencing homelessness, and LGBTQ persons often experience multiple traumatic events early in their lives that put them at increased risk for experiencing ACEs and increased risk for multiple associated adverse health and mental health outcomes as they age. Yet, screening for ACEs and provision of trauma-informed care (TIC) are not yet part of standard medical care or medical education. The aim of this research was to identify and assess the extent to which medical students are taught about ACEs, ACEs screening, and trauma informed care. » ACEs include seven categories of childhood exposure, including three types of abuse: psychological abuse, physical abuse, sexual abuse; and four types of household dysfunction: substance abuse, mental illness, mother treated violently, and criminal behavior in the household. » Research on the biological consequences of ACEs on children has demonstrated lasting alterations to the endocrine, autonomic, and central nervous system. » ACEs occur early in life but have effects, which without intervention, can last a lifetime. » Persons exposed to ACEs are at increased risk for multiple adverse health and mental health outcomes and poorer quality of life as they age. » It is estimated that ACEs affect 20%–50% of adults. » Vulnerable populations, such as migrant farmworkers, persons experiencing homelessness, and LGBT persons are at increased risk for adverse childhood experiences. » Trauma informed care (TIC) is a promising approach that has been proposed to address ACEs. TIC has been shown to promote the provision of better inter-professional health care and higher compliance with health treatment plans. » A history of complex trauma will require the integration of behavioral health specialists as members of the primary health care team. » ACEs screening TIC are not yet part of standard medical education. BACKGROUND A growing body of research has attributed the adverse health consequences of ACEs to “lasting alterations to the endocrine, autonomic, and central nervous system” during early childhood. The core problems underlying ACEs are affect dysregulation, structural dissociation, somatic dysregulation, impaired self-development and disorganized attachment, regardless of the specific diagnosis or assessment and treatment methodologies in use.1 Adverse health outcomes that have been associated with ACEs include: alcoholism and alcohol abuse, chronic obstructive pulmonary disease, cardio-metabolic disease, depression, fetal death, early initiation of sexual activity, illicit drug use, risk for intimate partner violence, liver disease, sexually transmitted diseases, smoking, suicide attempts, and unintended pregnancies. Yet, ACEs research results have yet to be translated into clinical practice. Physicians typically are trained to address a behavior, like smoking, or to treat a disease like cardiovascular disease, without consideration of the underlying causes. The majority of primary care providers are not knowledgeable about ACEs, lack understanding of how to screen for ACEs reported by children or family members, and are ill equipped on how to respond. As a group, patients with a history of complex trauma disorders have developmental/attachment deficits that require additional treatment goals that are more extensive than those directed at PTSD symptoms alone. TIC is a strength-based, life course approach used to identify and respond to the needs of patients who have been exposed to multiple and/or complex trauma, such as ACEs. TIC views symptoms as expected and adaptive reactions to traumatic childhood. Core
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principles of trauma-informed care are `safety’, `trustworthiness’, `choice’, `collaboration’, and `empowerment’2. TIC recommends that the effects of trauma on the brain, body and subsequent functioning underlies a significant component of effective trauma therapy experiences and form part of patient psycho-education. TIC requires culturally competent providers who are sensitive to gender, sexual orientation, ethnicity, age, and other patient differences and highly attuned to their own responses to cultural, gender and other `differences’ in relation to their clients. Lack of attention to ACEs by physicians is attributed to a lack of training, familiarity with ACEs screening, and knowledge about how to respond when positive results are found. Failure to screen for ACEs leaves opportunities to improve health missed. Fortunately, patient centered medical homes which provide access to mental health clinicians and behaviorist teams are increasing primary care capacity to help patients and family physicians care for patients with ACE histories and improve patient quality of life. METHODS RESEARCH QUESTIONS Our research sought to assess the extent to which medical students are taught about the impact of ACEs among vulnerable populations, how to screen for ACEs, and how to respond. » What literature exists regarding what and how medical students are being taught about ACEs: what they are, what impact they have across the life course, how they affect vulnerable populations, and what skills they are being taught to help students address them? » What are the core components of ACEs educational content that medical student education needs to cover? » What evidence exists of the impact of physicians in addressing ACEs? PROCEDURES We conducted a systematic review seven databases to assess the strength of the evidence for screening and treating the effects of ACEs in general and on vulnerable populations, in particular. The databases that were searched included: PubMed, ERIC, SCOPUS, Web of Science, OVID, CINAHL, and Psych INFO. After searching the seven databases, 715 references were found. These references were downloaded and entered into the citation manager, RefWorks. In RefWorks we removed the exact and close duplicates (n=89), 626 references remained. Since we were primarily concerned with journal articles, we removed books (n=56), conference proceedings (n=3), and dissertations (n=3). This left 564 articles to review. After reviewing the title and abstract for the 564 references, results were narrowed down to 16 relevant articles. In addition, we assessed the literature to see if there was evidence that students were being prepared to screen for and address ACEs among vulnerable populations, including LGBT, persons experiencing homelessness, and migrant farm workers. Only two studies were found that addressed using a trauma informed care approach with persons experiencing homelessness and one with LGBTQ youth. RESULTS/KEY FINDINGS Results of the systematic review found little evidence that ACEs screening and trauma informed care have been incorporated into the standard, undergraduate medical education curriculum. While there is a growing support for the need to train medical and other health care providers3, behavioral health and social service care providers4-8 to address ACES, only a few articles were identified in the literature that reviewed actual efforts to train primary care providers9-18. Of those, only two addressed the needs of medical students13,17, one in residency training programs18, and six among primary care providers9-12,15,16. Of the two studies that addressed medical students, only one was a research study that assessed the impact of a brief course on ACEs knowledge. While the study yielded promising results, findings were limited by a convenience sample of 20 medical students. DISCUSSION While research suggests a dose-response relationship between number of ACEs experienced during childhood and a range of adverse health outcomes of adulthood, especially among vulnerable populations, study results found little evidence to suggest that medical schools are addressing ACEs in their curriculum. In addition, no studies have been conducted either in primary care settings to assess the impact of using a TIC to address ACEs in vulnerable populations, including persons experiencing homelessness, LGBTQ persons, or migrant farmworkers. Research findings on the effect of ACEs across the life course have not yet been translated into clinical practice or medical education. Only two articles were identified in the research literature that assessed the impact of teaching medical students about the effects of ACEs and none which identified how TIC can be used to screen or care for the complex needs of vulnerable populations, including LGBT, homeless persons and, migrant workers.
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Failures in the health care system occur when complex trauma and its effects are unrecognized or misdiagnosed, and services do not address trauma victims’ needs. People impacted by trauma characteristically present to multiple services over a long period of time and care is often fragmented with inadequate coordination between services, and poor referral pathways and follow-up protocols which results in unintegrated care. Understanding that trauma underpins the way in which many people present who attend a diversity of service settings necessitates substantially new ways of operating. There is an emerging body of evidence that suggests that the bio-physiological response to complex trauma can be prevented or mitigated by a supportive and empowering trauma informed care environment. Two papers looked at the implications of using a trauma informed care approach to working with persons experiences homelessness10,19 and one with LGBTQ youth20 but were not research papers. However, the systematic review has enabled us to make recommendations for a model ACEs screening protocol and trauma informed care approach for teaching medical students. When ACEs screening indicates that further assessment is needed, the clinician should warmly but directly investigate the client’s trauma history and formulate a trauma-informed treatment plan. It is critical that clinicians be aware of co-morbidities associated with the ACEs (especially the increased risk of suicidality and self-harm) and of the requirements of their mandated reporting status that may arise from assessing trauma history. Being prepared to offer (or offer referrals to) empirically supported trauma-informed treatments (i.e., Trauma-focused CBT, EMDR, or possibly exposure therapy) is also advisable. In the end, the great depth and breadth of research done on the ACEs and associated outcomes present clinicians with a major set of resources that are most accessible if the clinician conducts a screening using the ACEs questionnaire. There are six common core elements of a trauma-informed approach: (1) build trauma-informed knowledge and skills; (2) establish safe and supportive relationships and environments; (3) provide trauma-informed assessment and treatment services; (4) involve youth and families; (5) promote trauma-informed procedures and policies; and (6) collaborate across sectors. There is a growing consensus among health care providers that a TIC frame provides an effective strategy for addressing ACEs. Trauma-Informed services regardless of contexts must be based on principles, policies, and procedures that provide safety, voice and choice. They must focus first and foremost on an individual’s physical and psychological safety, including responding appropriately to suicidality. They must also be flexible, individualized, and culturally competent, promote respect and dignity, hope and optimism and reflect best practice. Recent research indicates that the most effective approaches for supporting recovery from trauma are well-integrated psychological/ therapeutic health services that also reflect the centrality of trauma in the lives and experiences of consumers. Creating a trauma-informed system of care requires cross-system collaboration around information collection and sharing, training, a common vision across public and private systems, and the ability to blend funding in a way that creates a seamless system. It also requires leadership. A TIC approach typically integrates behavioral health specialists into the primary care environment. A TIC approach recognizes the vast consequences of trauma in the developing years and throughout a person’s lifespan. A trauma-informed practitioner will be better equipped to understand why their patients’ current state of health is not based on their addiction, maladaptive behavior, or mental illness as much as it is a consequence of the body’s physiologic and psychologic response to toxic stress in the developing years. LIMITATIONS » There is a dearth of research on the need for teaching medical students about ACEs. » There is no research literature on the impact of using a TIC approach to address ACEs among vulnerable populations. RECOMMENDATIONS The connection between trauma, health, mental health and co-occurring disorders such as substance abuse, eating disorders, HIV/ AIDS and further violence has been well-documented. In recent years many recommendations and guidelines have been created documenting the need for culturally-competent, trauma-informed care. These guidelines typically emphasize the need for holistic treatment in which all components of an individual’s history and identity are considered in treatment planning and service provision. Central elements of history and identity include exposure to traumatic incidents as well as sexual orientation and gender identity, experiences with homelessness and addiction. These factors shape the way people think, feel, relate to others and manage stress. Failure to consider these factors can lead to misdiagnosis, poor treatment outcomes and ineffective therapeutic relationships. Creating programs that are trauma-informed and culturally competent requires deliberate planning, training and organizational change at all levels including direct care staff, managers, directors, administration and boards of directors. Organizations that fail to engage in a thorough internal assessment of their competencies in these areas risk alienating the community. By failing to accommodate all aspects of clients’ identity, organizations can unknowingly create organizational structures, processes, cultures and/ or staff members that do not demonstrate inclusion or that are dismissive to vulnerable populations experiencing trauma.
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REFERENCES 1. Bernstein R. Treating Complex Traumatic Stress Disorders 11. van den Heuvel M, Martimianakis MAT, Levy R, Atkinson in Children and Adolescents: Scientific Foundations and A, Ford-Jones E, Shouldice M. Social pediatrics: weaving Therapeutic Models , edited by J. D. Ford and C. A. Courtois. horizontal and vertical threads through pediatric residency. Vol 152014. BMC Medical Education. 2017;17(1):12. 2. Fallot R, Harris M. Creating Cultures of Trauma-Informed 12. Bethell CD, Carle A, Hudziak J, et al. Methods to Assess Care (CCTIC): A Self-Assessment and Planning Protocol Adverse Childhood Experiences of Children and Families: Community Connections; Washington, D.C. 2019. Toward Approaches to Promote Child Well-being in Policy 3. Strait J, Bolman T. Consideration of Personal Adverse and Practice. Acad Pediatr. 2017;17(7s):S51-s69. Childhood Experiences during Implementation of Trauma- 13. Goldstein E, Murray-García J, Sciolla AF, Topitzes J. Medical Informed Care Curriculum in Graduate Health Programs. Students’ Perspectives on Trauma-Informed Care Training. Perm J. 2017;21. The Permanente Journal. 2018;22:17-126. 4. Scheer JR, Poteat VP. Trauma-Informed Care and Health 14. Increasing awareness of Adverse Childhood Experience Among LGBTQ Intimate Partner Violence Survivors. Journal (ACE) and the benefits of inquiring about ACE. Family of Interpersonal Violence. 2018:0886260518820688. Medicine Block Clerkship, Student Projects 2014. 5. (US) CfSAT. Trauma-Informed Care in Behavioral Health 15. Pardee M, Kuzma E, Dahlem Chin Hwa Y, Boucher N, Services. . In: (US) SAaMHSA, ed. Rockville, MD: Substance Darling‐Fisher Cynthia S. Current state of screening Abuse and Mental Health Services Administration (US); 2014. high‐ACE youth and emerging adults in primary care. 6. Bateman J, Henderson C Trauma-Informed Care and Journal of the American Association of Nurse Practitioners. Practice: towards a cultural shift in policy reform across 2017;29(12):716-724. mental health and human services in Australia: a national 16. Tavakkoli M, Ann Cohen M, Alfonso C, M Batista S, Tiamson- straegic direction2013. Kassab M, Meyer P. Caring for Persons with Early Childhood 7. Layne CM, Ippen CG, Strand V, et al. The Core Curriculum on Trauma, PTSD, and HIV: a Curriculum for Clinicians. Vol Childhood Trauma: A tool for training a trauma-informed 382014. workforce. Psychological Trauma: Theory, Research, Practice, 17. Magen E, DeLisser HM. Best Practices in Relational Skills and Policy. 2011;3(3):243-252. Training for Medical Trainees and Providers: An Essential 8. Kezelman C SP. The Last Frontier’ PRACTICE GUIDELINES Element of Addressing Adverse Childhood Experiences and FOR TREATMENT OF COMPLEX TRAUMA AND TRAUMA Promoting Resilience. Acad Pediatr. 2017;17(7s):S102-s107. INFORMED CARE AND SERVICE DELIVERY2012. Located at: 18. Tink W, Tink JC, Turin TC, Kelly M. Adverse Childhood Adults Surviving Child Abuse, Australia. Experiences: Survey of Resident Practice, Knowledge, and 9. Green BL, Saunders PA, Power E, et al. Trauma-Informed Attitude. Fam Med. 2017;49(1):7-13. Medical Care: A CME Communication Training for Primary 19. K. Hopper E, Bassuk E, Olivet J. Shelter from the Storm: Care Providers. Family medicine. 2015;47(1):7-14. Trauma-Informed Care in Homelessness Services 10. Bassuk E. Guidance for Primary Care Clinicians. In: council Settings~!2009-08-20~!2009-09-28~!2010-03-22~! Vol 32010. HCftH, ed. Trauma and Homelessness. Nashville, TN: Health 20. Prevention NRCfMHPaYV. Adopting a Trauma-Informed Care for the Homeless Council; 1999. Approach for LGBTQ Youth. In: Administration SAaMHS, ed.
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THE PRE- AND POST-CURRICULUM SURVEY » How familiar are you with the clinical and scientific findings » Have you completed an ACEs questionnaire in the past? of the Adverse Childhood Experiences (ACEs) Study? No / Yes Unfamiliar / Somewhat Familiar / Extremely Familiar » If no, how likely are you to complete an ACEs questionnaire » How familiar are you with Trauma-Informed Care? on yourself? Unfamiliar / Somewhat Familiar / Extremely Familiar Unlikely / Somewhat Likely / Extremely Likely / Uncertain what » How comfortable are you discussing with your patient their this is personal history of physical, emotional, and sexual abuse? » If no, how comfortable are you completing an ACEs Uncomfortable / Somewhat Comfortable / Extremely questionnaire on yourself? Comfortable Unlikely / Somewhat Likely / Extremely Likely / Uncertain what » How important do you think it is for a patient’s medical this is record to include any history of physical, emotional, and » If yes, how likely are you to discuss your personal results of sexual abuse? the questionnaire with your own physician? Not important / Somewhat Important / Extremely Important Unlikely / Somewhat Likely / Extremely Likely » How likely will you be to administer and assess an ACEs » If yes, how comfortable are you discussing the results of the questionnaire on your patients? questionnaire with your own physician? Unlikely / Somewhat Likely / Extremely Likely / Uncertain what Uncomfortable / Somewhat Comfortable / Extremely this is Comfortable » How confident are you in knowing what to do to help your » What is your sex? patient after discussing his/her history of trauma? Male / Female Not Confident / Somewhat Confident / Extremely Confident
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YEAR 2 POLICY BRIEF Teaching Medical Students to address Interpersonal Violence across the Life Course Conducted by: Paul D. Juarez, Michael Paul, Aramandla Ramesh, & Patricia Matthews-Juarez, PhD
EXECUTIVE SUMMARY BACKGROUND Interpersonal Violence (IV) encompasses a wide range of incidents from child abuse, youth violence, intimate partner violence, sexual violence, elder abuse, and gun violence, all of which are commonly encountered within the health care system. Vulnerable populations such as LGBTQ persons, migrant farm workers, and persons experiencing homelessness are at increased risk for IV. Approximately 63% of homeless women have experienced domestic violence in their adult lives, across the life course. After reviewing the title and abstract for 564 references, we conclude that Migrant and seasonal farm working women report higher rates of intimate partner violence (IPV) as compared to the national average, yet are often reluctant to report these experiences. Exposure to IV during childhood, adolescence, and adulthood has been found to be associated with low self-rated health, depression, alcohol addiction, obesity, increased risks for cancer, osteoarthritis, chronic conditions, acute myocardial infarction, musculoskeletal pain, headache, stomach problems, allergy, anxiety, sleeping problems, stress and suicidal thoughts. Despite recommendations from the AAMC, the CDC, and the WHO, there is a lack of consistency in how medical schools teach students about IV. IV education needs to be incorporated throughout the medical school curriculum and across clinical rotations to stress the prevalence of injury and the necessity to incorporate injury prevention and control into patient education. METHODS A systematic review of seven databases was conducted to identify studies that focused on how medical schools are training students to address interpersonal violence (IV) across the life course. After reviewing seven databases, 1067 references were found. These references were downloaded and entered into the citation manager. After duplicates were removed, 556 references remained. Since we were primarily concerned with journal articles, we removed books (n=90), conference proceedings (n=43), book sections (n=30), and generic/serial citations (n=4), leaving us with 389 articles to review. After reviewing the titles and abstracts, we narrowed the search down to 13 articles which met our study criteria to conduct full article reviews. RESULTS Findings of the systematic review revealed that lack of knowledge about IV among medical students is a significant deficit. Some medical student surveys demonstrated that an increase in training on IV led to an increase in IV-related knowledge. Other studies found that physicians who received training during their student life are more likely to screen for IV when they are in practice. Results from a systematic review of 28 (of 576) studies on intimate partner violence (IPV) among U.S. men who have sex with men (MSM) indicate that all forms of IPV occur among MSM at rates similar to or higher than those documented among women. » IV encompasses a wide range of incidents from child abuse, youth violence, intimate partner violence, sexual violence, elder abuse, and gun violence, all of which are encountered commonly within the health care system. » Vulnerable populations such as LGBTQ persons, migrant farm workers, and persons experiencing homelessness are at increased risk of IV. » Exposure to IV during childhood, adolescence, and adulthood has been found to be associated with low self-rated health,2 depression,3 4alcohol addiction and obesity,5 increased risks for cancer,6 osteoarthritis,7 chronic conditions,8 acute myocardial infarction,9 musculoskeletal pain, headache, stomach problems, allergy, anxiety, sleeping problems, stress and suicidal thoughts.10–13 » IV is seldom a random, uncontrollable event, but rather its predictable and preventable2. » Injury-related morbidity and mortality disproportionately impact persons who are socially vulnerable due to age, race, gender, sexual identity, income, education, occupation, housing status, social support, disability, and place of residence. » Despite recommendations from the AAMC, the CDC, and the WHO, there is a lack of consistency in how medical schools teach students about IV. » Medical students typically are taught to screen for categorical types of IV, including child abuse, intimate partner violence, sexual assault/rape, and elder abuse without understanding the commonalities between them
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RECOMMENDATIONS Vulnerable populations are both at higher risk for IV and less likely to report violence victimization history due to fear, stigma, and lack of awareness that the physician may be able to help them. Physicians and other health-care workers are not being trained to include screening for risk of IV or to adopt routine standards of care for victims of violence. Curriculum change is one of many strategies and initiatives that must be implemented if we are to deal with the burden of IV. A trauma informed system of care provides an optimal setting for training medical students to be educated on IV prevention, screening, and treatment. KEY STAKEHOLDERS Key stakeholders include but are not limited to academic medical institutions, medical education accreditation bodies, health care providers, advocacy groups, public health officials, policymakers, health professions associations, and populations at risk BACKGROUND Interpersonal violence (IV), also referred to as intentional injury, is “the intentional use of physical force or power, threatened or actual, against oneself, another person, or against a group or community, that either results in or has a high likelihood of resulting in injury, death, psychological harm, stunted emotional development, or deprivation1”. IV occurs across the life course and threatens the health and happiness of thousands of persons each year in the United States. IV encompasses a wide range of incidents from child abuse and neglect by caregivers, to youth violence (violence by adolescents and young adults aged 10 to 29 years that includes bullying, dating violence, cyber violence, gang violence, etc.), intimate partner violence, sexual violence, elder abuse, and gun violence. Intentional and unintentional injuries are the leading cause of death for Americans ages 1 to 44, and a leading cause of disability for all ages, regardless of sex, race/ethnicity, or socioeconomic status3. More than 180,000 people die from injuries each year, and approximately 1 in 10 sustains a nonfatal injury serious enough to be treated in a hospital emergency department. In 2010, 55,000 deaths United States were violence-related and 2.3 million people were treated for an assault or act of self-harm. » In 2015, roughly 683,000 cases of neglect and abuse were reported to child protective services. » A total of 199,752 deaths from poisoning, motor vehicle and firearms were recorded in 2014. » Homicide is the fourth leading cause of death (National Center for Health Statistics, 2016). » Nearly 30 percent of women and 10 percent of men experience some form of intimate partner violence in their lifetime — physical violence, sexual violence, stalking and psychological aggression. » In 2008, one in every 10 elders reported instances of abuse within the last year. Beyond these injuries, millions of Americans every year are victims of child abuse, intimate partner violence, sexual violence, and elder abuse that do not result in medical attention.4 The effects of IV also extend beyond the acute injury and can have lasting physical, mental, sexual, and reproductive health consequences across the life course and result in substantial health burdens and costs4. LGBTQ PERSONS While IPV among partners of the opposite sex has received much attention, IPV among same-sex partners has been neglected. Statistics compiled by the National Intimate Partner and Sexual Violence Survey (NISVS), found that lesbian women and gay men reported levels of IPV and sexual violence equal to or higher than those of heterosexuals.5 Results from a systematic review of 28 (of 576) studies on intimate partner violence (IPV) among U.S. men who have sex with men (MSM) indicate that all forms of IPV occur among MSM at rates similar to or higher than those documented among women.6 Findings from the CDC’s National Intimate Partner Violence and Sexual Violence (NISVS) show that among sexual minority women, bisexual women are 2-6 times more likely to report IPV compared to heterosexual women. The prevalence of IV and sexual abuse has risen considerably over the past decade and may be as high as or higher than the straight/general population.7 LGBTQ youth have also been found to be at equal or greater risk for IPV than their heterosexual counterparts. Overall, the prevalence of dating violence among LGBTQ adolescents is similar to that of heterosexuals. However, compared with heterosexuals and controlling for age, bisexual males had greater odds of reporting any type of abuse, and bisexual females had greater odds of experiencing sexual abuse. Controlling for age, lesbians had greater odds of being scared about their safety compared to heterosexual females, and bisexuals were more likely to be threatened compared to gay males/lesbians. Physicians can play a vital role in preventing and identifying IV, by screening, providing counseling to youth and their parents, and advocating for programs and policies that address LGBTQ bullying.8
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PERSONS EXPERIENCING HOMELESSNESS Homelessness has been identified as both a cause, an outcome, and a mediating factor associated with IV. Approximately 63% of homeless women have experienced domestic violence in their adult lives (National Network to End Domestic Violence). The causes of IV among women who are homeless are complex. Advanced medical problems and psychiatric illnesses, exacerbated by drug and alcohol abuse, in combination with the economic and social issues (such as the lack of housing and proper transportation) make this subset of the population a unique challenge for health care providers, local communities, and the government. Insufficient personal income, mental illness, addiction, and a lack of affordable housing are among the major reasons for homelessness among women and risk factors that increase their risk of IV. Homeless children and runaway youth often have high rates of past abuse also, with up to two-thirds of youth who are homeless reporting a history of physical or sexual childhood abuse.9-11 The experience of homelessness among children and youth appears to have numerous adverse implications and effects on their mental and physical health, neurocognitive development, and academic performance. A history of prior abuse has been found to contribute to increases in risky and impulsive behavior12 leading to subsequent, adverse, medical and mental health conditions.13 Homeless youth demonstrate increased rates of tobacco use, substance abuse, high-risk sexual behavior, victimization, and mental illness compared to their housed peers.9,11,14-18 In serving children and youth who are homeless and who have been victims of abuse and/or violence, health care providers need to understand (1) how childhood trauma may play a role in the genesis of their behavior, (2) how childhood trauma interacts with victimization on the streets to create vulnerability to psychopathology, and (3) the state of the current literature of trauma-informed interventions for children and youth.19 MIGRANT FARM WORKERS Migrant farm workers and their children are at increased risk for all types of IV, including child abuse, bullying, IPV, and sexual violence. They face a high risk of domestic violence, sexual violence, and harassment in the work place. Migrant and seasonal farm working women report higher rates of IPV as compared to the national average,20 yet are often reluctant to report these experiences. While the exact prevalence of workplace sexual violence and harassment among farmworkers is difficult to determine due to the challenges of surveying a seasonal, migrant, and often undocumented population, the problem is severe. Victims often face systemic barriers—exacerbated by their status as migrant and as farmworkers, and often as unauthorized workers—to reporting these abuses and bringing perpetrators to justice. STATEMENT OF THE PROBLEM Despite advances in recent years in personalized medicine, medical technology, and pharmacology, our vast, expensive, and complex medical education system has failed to produce a physician workforce prepared to address the underlying social determinants of health which contribute to health disparities among vulnerable populations in our communities21. The current physician workforce is too small, specialized, and unprepared to work in inter-professional teams, ill-equipped to manage chronic diseases and injury, and lack the knowledge and skills needed to robustly promote IV prevention and control22. Interpersonal violence (IV) is an extremely complex phenomenon arising from the interaction of biological, social, cultural, economic and political factors2. The World Report on Violence and Health recommended the application of an ecological model to address the multifaceted nature of violence. An ecological model categorizes factors that increase the likelihood of IV into four levels: individual, relations, community, and societal. Physician involvement at each of these levels (screening, anticipatory guidance, patient education, community involvement, research, advocacy, legislation) can reduce IV. It is important that medical students understand and are prepared to take steps to address underlying individual, interpersonal, community and societal-level factors that increase the risk for IV among vulnerable populations. Intentional injury prevention efforts are typically classified on the basis of the at-risk group. Universal or primary interventions target a broad population without consideration of individual risk. Selective or secondary interventions are aimed at those who are considered to incur a higher risk of injury or violence, while indicated or tertiary interventions are directed at those who have demonstrated risky behavior. In 1993, the Centers for Disease Control and Prevention recommended that a national injury prevention and control training plan be required curricula of medical schools and be developed to encourage education about injuries and injury prevention. The American College of Emergency Physicians, the American College of Surgeons, and the Association of American Medical Colleges (AAMC), similarly, have called for the concepts of injury prevention and control to be part of undergraduate and resident medical education.23 However, current undergraduate medical school curricula continues to lack content and consistency in providing students training in IV.
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There is a limited evidence regarding best strategies for teaching medical students how to screen for and address the needs of vulnerable populations at risk of or affected by IV. The overall aim of this policy brief is to describe the need to incorporate IV into the medical school curriculum to teach future physicians the knowledge, awareness, and skills needed to screen for and respond to IV over the life course. METHODS PROCEDURES A systematic review of seven databases was conducted to identify studies that focused on how medical schools are training students to address interpersonal violence (IV) across the life course. The databases that were searched included: PubMed, ERIC, SCOPUS, Web of Science, OVID, CINAHL, and Psych INFO. After searching the seven databases, 1067 references were found. These references were downloaded and entered into the citation manager, EndNote. In EndNote, we removed the exact and close duplicates (n=511), 556 references remained. Since we were primarily concerned with journal articles, we removed books (n=90), conference proceedings (n=43), book sections (n=30), and generic/serial citations (n=4). This left us with 389 articles to review. After reviewing the titles and abstracts of the 564 references, we narrowed the search down to 13 which met our study criteria to conduct full article reviews. RESULTS/KEY FINDINGS Findings of the systematic review revealed that lack of knowledge of IV among students is a significant deficit24. A survey of 200 medical students and residents showed that their level of training on IV was inadequate and both groups expressed a desire to receive additional training25. Another survey of 2,316 medical students showed that only one fifth of medical students received extensive training on IV26. Student surveys revealed an improvement in their knowledge of domestic violence awareness after undergoing three hours of instruction27. Likewise, participation in an intensive domestic violence clerkship found improvements in the knowledge, attitudes, and skills of medical students28. A survey of medical students and residents revealed that compared to residents, medical students lacked knowledge about how to respond to IV29. Some surveys conducted among medical students have demonstrated that an increase in training on IV led to an increase in IV-related knowledge30. Other studies found that physicians who received training during their student life are more likely to screen for IV when they are in practice26. Medical schools that are affiliated with a hospital that has a trauma center are more likely to include IV education. These medical schools often introduce IV into the curriculum around child abuse, elder abuse, sexual assault and IPV. Some have used standardized patients while others have introduced personnel from community IV prevention and control resources, such as shelter staff, legal and law enforcement personnel31. One study, which employed standardized patients to teach medical students about IV, found improvements in comfort level and physician-patient communication32. Didactic based training of medical students in IPV prevention in a community based program was found to significantly improve students’ knowledge33. Efforts to assess the content of medical school curriculum in regard to family violence found differences of opinion between administrators and students about curricular offerings34. One survey found that over a fifth of medical students identified a positive history of family violence24. To be sensitive to this, it was recommended that curricular changes that address IV need to be sensitive to students’ personal experiences35. Similarly, addressing sexual violence in the medical school curricula may itself be traumatic for students who may have experienced sexual violence36,37. Both medical students and physician residents surveyed about incorporating sexual violence into the curriculum agreed that more research is needed to show that IV training actually increases knowledge, attitudes, skills of physicians, and patient outcomes38. Perceived barriers to physician screening for IV includes concerns expressed on time spent to evaluate patients and negative patient reactions39. DISCUSSION Interpersonal violence is not an intractable social problem or an inevitable part of the human condition. Limited research findings clearly show that IV is a universal problem but that vulnerable populations, including LGBTQ, homeless persons, and migrant farm workers are at increased risk. Attributes that increase risk among vulnerable populations include a range of personal and social characteristics, such as race/ethnicity, age, gender, sexual orientation, religious affiliation, degree of acculturation; stigmatizing health conditions such as poor oral health, mental illness or physical disability; and indicators of social class, such as education, occupation, housing status, poverty, and legal barriers. Physicians provide care for acute injuries, mitigate further insult from sustained injuries, and provide information on primary and secondary injury prevention to patients. Yet studies have shown that health care providers do not always recognize or respond to issues of IV among vulnerable populations. Nearly all doctors will encounter persons who have been, or are at risk of being a victim of an intentional injury or treat someone in the aftermath of IV in their practice. There is a growing evidence base of the effectiveness of physician initiated interventions designed to prevent child abuse,40 intimate partner violence among adolescents,41 elder abuse,42 intimate partner violence among adults,43 youth violence,44 gun violence,45 and sexual violence.41
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As such, medical students, resident physicians, and other health care providers need to be trained to screen, prevent, intervene, and refer persons identified as at risk or engaged in IV. In clinical settings, injury prevention has not been fully integrated into practice and physicians are not as familiar with ways to prevent injuries as they are with those for other major killers such as heart disease, stroke, and cancer.46 Vulnerable populations are both at higher risk for IV and less likely to report violence victimization history due to fear, stigma, and lack of awareness that the physician may be able to help them. Physicians and other health-care workers are not being trained to include screening for IV risk or to adopt routine standards of care for victims of violence47. Curriculum change is one of many strategies and initiatives that must be implemented if we are to deal with the burden of injury. A trauma informed system of care provides an optimal setting for training medical students to carry out IV prevention, screening, and treatment Recommendations » IV education should be taught to medical students early on, as IV is a health issue that occurs across the life course to achieve better patient outcomes. » While designing curriculum, it is necessary to consider students preexisting attitudes, culture, and personal exposure to IV. » Medical students need to be prepared to take the necessary steps to address underlying individual, interpersonal, community and societal-level factors that increase the risk for IV among vulnerable populations. » IV education needs to be incorporated throughout the medical school curriculum and across clinical rotations to stress the prevalence of injury and necessity to incorporate injury prevention and control in patient education. » Physician involvement at each level of the ecological model (screening, anticipatory guidance, patient education, community involvement, and advocacy) can reduce IV. » IV education must occur within a trauma-informed system of care. ACKNOWLEDGMENTS This project is supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under grant number UH1HP30348, entitled “Academic Units for Primary Care Training and Enhancement.” This information or content and conclusions are those of the authors and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS or the U.S. Government. REFERENCES 1. Krug E, Dahlberg, LL, Mercy, JA, Zwi, AB and Lozano, R. 8. Earnshaw VA, Bogart LM, Poteat VP, Reisner SL, Schuster MA. World report on violence and health. Geneva2002. Bullying Among Lesbian, Gay, Bisexual, and Transgender 2. Prevention CfDC. Healthy People 2010. 2006. Youth. Pediatric Clinics of North America. 2016;63(6):999- 3. Welch V, Petkovic J, Pardo JP, Rader T, Tugwell P. Interactive 1010. social media interventions to promote health equity: an 9. Busen NH, Engebretson, Joan C. Facilitating risk reduction overview of reviews. Health Promotion and Chronic Disease among homeless and street-involved youth. Journal of the Prevention in Canada : Research, Policy and Practice. American Academy of Nurse Practitioners. 2008;20(11). 2016;36(4):63-75. 10. Molnar BE, Shade SB, Kral AH, Booth RE, Watters JK. Suicidal 4. Houry D, Baldwin G. Announcing the CDC guideline for behavior and sexual/physical abuse among street youth. prescribing opioids for chronic pain. Journal of Safety Child Abuse & Neglect. 1998;22(3):213-222. Research. 2016;57:83-84. 11. Kimberly D. Ryan RPK, Ana Mari Cauce, Haruko Watanabe, 5. Walters ML, Chen J., & Breiding, M.J. The National Intimate Danny R. Hoyt. Psychological consequences of child Partner and Sexual Violence Survey 2010 Findings on maltreatment in homeless adolescents: Untangling the Victimization by Sexual Orientation National Center for unique effects of maltreatment and family environment. Injury Prevention and Control of the Centers for Disease Child Abuse and Neglect,. 2000;24(3):333-352. Control and Prevention 2013. 12. Nelson EC, Heath AC, Madden PF, et al. Association 6. Finneran C, Stephenson R. Intimate Partner Violence Among between self-reported childhood sexual abuse and adverse Men Who Have Sex With Men. Trauma, Violence, & Abuse. psychosocial outcomes: Results from a twin study. Archives 2012;14(2):168-185. of General Psychiatry. 2002;59(2):139-145. 7. Edwards KM. Intimate Partner Violence and the Rural– 13. Whitbeck LB, Hoyt, DR, Yoder, KA, Cauce, AM, Paradise, M. . Urban–Suburban Divide. Trauma, Violence, & Abuse. Deviant Behavior and Victimization Among Homeless and 2014;16(3):359-373. Runaway Adolescents. 2001.
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Report of the Advisory Panel on Injury issues involved in patient care and their attitudes to such Prevention and Control Education for Medical Students. patients J Forensic and Legal Med. 2013;20(6):582-587. 2005. 37. Kennedy K. The case in favour of educating medical 24. Cullinane PM1 AE, Freund KM. First-year medical students’ students about sexual violence. Medical Teacher. knowledge of, attitudes toward, and personal histories of 2014;36(3):267-268. family violence. Acad Med. 1997;72(1):48-50. 38. Hamberger LK. Preparing the Next Generation of Physicians: 25. Sprague S KR, Madden K, Sosanjh S, Mathews DJ, Bhandari Medical School and Residency-Based Intimate Partner M. Perceptions of Intimate Partner Violence: a cross sectional Violence Curriculum and Evaluation. Trauma, Violence, & survey of surgical residents and medical students. J Inj Abuse. 2007;8(2):214-225. Violence Res. 2011. 39. Aluko OE, Beck KH, Howard DE. Medical Students’ Beliefs 26. Frank E EL, Saltzman LE, Houry D, McMahon P, Doyle J. About Screening for Intimate Partner Violence: A Qualitative Clinical and personal intimate partner violence training Study. Health Promotion Practice. 2015;16(4):540-549. experiences of U.S. medical students. J Womens Health. 40. Jack SM, Catherine N, Gonzalez A, MacMillan HL, Sheehan 2006;15(9):1071-1079. D, Waddell C. Adapting, piloting and evaluating complex 27. Ernst AA, Houry D, Nick TG, Weiss SJ. Domestic Violence public health interventions: lessons learned from the Nurse–
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Family Partnership in Canadian public health settings. 44. Matjasko JL, Vivolo-Kantor AM, Massetti GM, Holland Health Promotion and Chronic Disease Prevention in KM, Holt MK, Dela Cruz J. A systematic meta-review of Canada : Research, Policy and Practice. 2015;35(8-9):151-159. evaluations of youth violence prevention programs: 41. Lundgren R, Amin A. Addressing Intimate Partner Violence Common and divergent findings from 25 years of meta- and Sexual Violence Among Adolescents: Emerging analyses and systematic reviews. Aggression and Violent Evidence of Effectiveness. Journal of Adolescent Health. Behavior. 2012;17(6):540-552. 2015;56(1):S42-S50. 45. Gjertsen F, Leenaars A, Vollrath ME. Mixed Impact of Firearms 42. Ayalon L, Lev S, Green O, Nevo U. A systematic review and Restrictions on Fatal Firearm Injuries in Males: A National meta-analysis of interventions designed to prevent or stop Observational Study. International Journal of Environmental elder maltreatment. Age and Ageing. 2016;45(2):216-227. Research and Public Health. 2014;11(1):487-506. 43. Bourey C, Williams W, Bernstein EE, Stephenson R. 46. R I. Injury prevention and lifestyle medicine. Am J Lifestyle Systematic review of structural interventions for intimate Med. 2010:4-5. partner violence in low- and middle-income countries: 47. Haegerich TM, Dahlberg LL, Simon TR, et al. Prevention of organizing evidence for prevention. BMC Public Health. injury and violence in the USA. Lancet (London, England). 2015;15:1165. 2014;384(9937):64-74.
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YEAR 3 SYSTEMATIC REVIEW Opioid Misuse
AUTHORS R. Lyle Cooper, Ph.D., MSSW, Paul Juarez, Ph.D., Matthew Morris, Ph.D. Aramandla Ramesh, Ph.D., Mohammad Tabatabai, Ph.D. Thomas A. Arcury, Ph.D., Leandro Mena, M.D., M.P.H., and Patricia Mathews-Juarez, Ph.D. BACKGROUND The opioid crisis has worsened in recent years. In 2011, more than 366,000 people were treated in emergency departments for misusing prescription opioids – an over two-fold increase since 2005. In 2014, almost 2 million Americans abused or were dependent on prescription opioids. Additionally, as many as 25% of people who receive prescription opioids for non-cancer pain in primary care settings struggle with addiction. The potential for fatal overdose distinguishes opioids from other drugs. In 2015, more than 33,000 deaths were attributed to opioid overdose. More than 60% of drug overdoses involve opioids and nearly half of all opioid deaths are due to prescriptions. The recent surge in illicit opioid overdoses also has been driven by heroin and illegally-made drugs, such as fentanyl. The face of the opioid epidemic also is evolving. While the epidemic started in rural America, data from the 2015 National Survey on Drug Use and Health show that opioid misuse and addiction are now as prevalent in urban and suburban areas. A recent U.S. Department of Health and Human Services (HHS) study found that the proportion of the population using prescription opioids is similar across large metropolitan (36.0%), small metropolitan (40.1%), and non-metropolitan (39.9%) areas. Overdose is also a leading cause of death for individuals returning to the community from prison, who disproportionately are African Americans and Latinos. American Indian/Alaska Native populations also have been disproportionately impacted compared to other communities (e.g., in terms of heroin use). PURPOSE The efforts to address the opioid crisis reveal some common needs across all communities in general, and vulnerable populations specifically, including persons who are LGBTq, homeless, and/or migrant farmworkers. Discrimination, implicit bias, lack of access to care and other social factors create unique challenges that both increase risk for opioid use and misuse and barriers to treatment. Our capacity to respond to the opioid epidemic is largely dependent upon capacity of the health care system to provide a spectrum of opioid services, from prevention to medically assisted treatment. Little is known about how medical schools are preparing future physicians to address this crisis. Even less is known about how they are preparing students to address the unique needs of vulnerable populations. METHODS We will conduct a systematic review literature using the PRISMA 2009 Checklist to identify how medical students and healthcare providers are being taught to screen for and respond to opioid use in general, and the needs of LGBTq populations, homeless persons, and migrant farm workers, in particular. In addition, we will work with our Community of Practice to develop and conduct a survey of the three vulnerable populations as to how their health care providers have addressed the opioid crisis with them or their family members.
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REFERENCES PERSONS EXPERIENCING HOMELESSNESS 10. Li, D. H., & Mustanski, B. (2018). Prevalence and Correlates of 1. A. Bachhuber, M. D. M. M., Christopher B. Roberts, M. P. Prescription Drug Misuse Among a Racially Diverse Sample H., Metraux, S., & Montgomery, A. (2015). Screening for of Young Sexual Minority Men. LGBT Health, 5(2), 95-104. homelessness among individuals initiating medication- doi:10.1089/lgbt.2017.0125 assisted treatment for opioid use disorder in the Veterans MIGRANT FARMWORKERS Health Administration (Vol. 11). 11. Borges, G., Cherpitel, C. J., Orozco, R., Zemore, S. E., Wallisch, 2. Cherpitel, C. J., Ye, Y., Zemore, S. E., Bond, J., & Borges, G. L., Medina-Mora, M.-E., & Breslau, J. (2016). Substance Use (2015). THE EFFECT OF CROSS-BORDER MOBILITY ON and Cumulative Exposure to American Society: Findings ALCOHOL AND DRUG USE AMONG MEXICAN-AMERICAN From Both Sides of the US–Mexico Border Region. American RESIDENTS LIVING AT THE U.S–MEXICO BORDER. Addict Journal of Public Health, 106(1), 119-127. doi:10.2105/ Behav, 50, 28-33. doi:10.1016/j.addbeh.2015.06.008 AJPH.2015.302871 3. Cheung, A., Somers, J. M., Moniruzzaman, A., Patterson, M., 12. Garcia, V. (2007). Meeting a Binational Research Challenge: Frankish, C. J., Krausz, M., & Palepu, A. (2015). Emergency Substance Abuse Among Transnational Mexican department use and hospitalizations among homeless Farmworkers in the United States. The Journal of rural health adults with substance dependence and mental disorders. : official journal of the American Rural Health Association Addiction Science & Clinical Practice, 10, 17. doi:10.1186/ and the National Rural Health Care Association, 23(Suppl), s13722-015-0038-1 61- 67. doi:10.1111/j.1748- 0361.2007.00125. x 4. Hall, G., Walters, S., Gould, H., & Lim, S. (2018). Housing versus 13. Robertson, A. M., Lozada, R., Pollini, R. A., Rangel, G., & treatment first for supportive housing participants with Ojeda, V. D. (2012). Correlates and contexts of U.S. injection substance use disorders: A comparison of housing and drug initiation among undocumented Mexican migrant public service use outcomes. Substance Abuse, 1-7. doi:10.10 men who were deported from the United States. AIDS and 80/08897077.2018.1449049 Behavior, 16(6), 1670-1680. doi:10.1007/s10461-011-0111-z 5. Kerman, N., Sylvestre, J., Aubry, T., & Distasio, J. (2018). The 14. Rosales, C., Ortega, M. I., De Zapien, J. G., Paniagua, A. D. C., effects of housing stability on service use among homeless Zapien, A., Ingram, M., & Aranda, P. (2012). The US/Mexico adults with mental illness in a randomized controlled trial Border: A Binational Approach to Framing Challenges and of housing first. BMC Health Services Research, 18, 190. Constructing Solutions for Improving Farmworkers’ Lives. doi:10.1186/s12913-018-3028-7 International Journal of Environmental Research and Public 6. Palepu, A., Gadermann, A., Hubley, A. M., Farrell, S., Gogosis, Health, 9(6), 2159-2174. doi:10.3390/ijerph9062159 E., Aubry, T., & Hwang, S. W. (2013). Substance Use and Access 15. Zhang, X., Martinez-Donate, A. P., Nobles, J., Hovell, M. F., to Health Care and Addiction Treatment among Homeless Rangel, M. G., & Rhoads, N. M. (2015). Substance Use Across and Vulnerably Housed Persons in Three Canadian Cities. Different Phases Of The Migration Process: A Survey Of PLoS ONE, 8(10), e75133. doi:10.1371/journal.pone.0075133 Mexican Migrants Flows. Journal of immigrant and minority 7. Parpouchi, M., Moniruzzaman, A., Rezansoff, S. N., Russolillo, health / Center for Minority Public Health, 17(6), 1746-1757. A., & Somers, J. M. (2017). Characteristics of adherence to doi:10.1007/s10903-014-0109-5 methadone maintenance treatment over a 15-year period among homeless adults experiencing mental illness. MEDICAL EDUCATION Addictive Behaviors Reports, 6, 106-111. doi:10.1016/j. 16. Korthuis, P., McCarty, D., Weimer, M., & et al. (2017). Primary abrep.2017.09.001 care–based models for the treatment of opioid use disorder: LGBTQ A scoping review. Annals of Internal Medicine, 166(4), 268- 278. doi:10.7326/M16-2149 8. Buttram, M. E., Kurtz, S. P., Surratt, H. L., & Levi-Minzi, M. 17. Zule, W. A., Oramasionwu, C., Evon, D., Hino, S., Doherty, I. A. (2014). Health and Social Problems Associated with A., Bobashev, G. V., & Wechsberg, W. M. (2016). Event-level Prescription Opioid Misuse Among a Diverse Sample of analyses of sex risk and injection risk behaviors among High Risk Substance-Using MSM. Substance Use & Misuse, nonmedical prescription opioid users. The American journal 49(3), 277-284. doi:10.3109/10826084.2013.828754 of drug and alcohol abuse, 42(6), 689-697. doi:10.1080/00952 9. Corliss, H. L., Rosario, M., Wypij, D., Wylie, S. A., Frazier, A. L., 990.2016.1174706 & Austin, S. B. (2010). Sexual Orientation and Drug Use in a Longitudinal Cohort Study of U.S. Adolescents. Addict Behav, 35(5), 517-521. doi:10.1016/j.addbeh.2009.12.019
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YEAR 3 SYSTEMATIC REVIEW Sexual Violence among Women who are LGBTQ, Homeless, and Migrant Farm Workers
AUTHORS Paul Juarez, Ph.D., Aramandla Ramesh, Ph.D., Matthew Morris, Ph.D., R. Lyle Cooper, Ph.D., MSSW, Mohammad Tabatabai, Ph.D. Thomas A. Arcury, Ph.D., Beth Shinn, PhD, Leandro Mena, M.D., M.P.H., and Patricia Mathews-Juarez, Ph.D. BACKGROUND Women who have sex with women (WSW), homeless, and migrant farmworkers are at increased risk for sexual violence due to their social status in our society. Social conditions experienced by women who have sex with women (WSW) and transgender women, migrant farmworkers, and homeless persons increase risk and/or lead to behaviors that increase risk for sexual violence. These conditions also pose challenges for health and mental health providers. Compared with never WSW, WSW begin sexual activities earlier, engage in sex, and unprotected sex more frequently, and more often trade sex for money or drugs. In combination, these behaviors elevate their risk for violence victimization, as well as for STIs/HIV, tobacco use, alcohol use, heroin, and cocaine, compared to never WSW. These behaviors further increase risk for sexual violence. Among homeless persons, young women who have sex with women (WSW) are at greatest risk for sexual violence. Homeless young women and teens are more likely to engage in survival sex, use drugs, and be in dangerous and vulnerable situations with little or no protection from violent sexual partners. Sexual violence among women within the farmworker community also is a pervasive problem. Ninety percent of female farmworkers in the United States report that workplace sexual violence is a “major problem.” Farmworker women who are victims of sexual violence often suffer in silence. They may have fears of losing their jobs, adverse action by law enforcement including immigration officials, and other forms of retaliation against them or their families. In addition, victims may not know their legal rights. They may have no one to reach out to in an unfamiliar community, isolated by language, distance, culture and lack of transportation. PURPOSE Sexual violence poses unique risk factors and sequelae for WSW, homeless women, and migrant farm worker women. Each group is vulnerable to sexual violence due to broader social conditions and fears which serve as barriers for them to seek and/or receive care. Perpetrators of sexual violence, frequently use these fears and conditions to exert power and control over their victims. Health care providers may not be aware of the increased risk for sexual violence experienced by these vulnerable populations or having any training on how to screen for and/or address the problem. METHODS We propose to conduct a systematic review of the literature using the PRISMA 2009 Checklist to identify how medical students are being to screen for sexual violence among WSW, homeless, and migrant farm worker women. The purpose of this review is to identify how medical schools are training students to screen for sexual violence and engage appropriate services and resources to assist them. In addition, we propose to conduct a survey among WSW, homeless, and women migrant farm worker constituents of our CoP partners about whether they have ever been screened for sexual violence by their health care providers and the outcome of the screening. In addition, we will develop curriculum tools which can be used to teach medical students about how to screen for and address sexual violence among WSW, homeless women, and women migrant farm workers.
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REFERENCES 1. Austin, S. B., Jun, H.-J., Jackson, B., Spiegelman, D., Rich- 11. Mattocks, K. M., Sadler, A., Yano, E. M., Krebs, E. E., Zephyrin, Edwards, J., Corliss, H. L., & Wright, R. J. (2008). Disparities L., Brandt, C., . . . Haskell, S. (2013). Sexual Victimization, in Child Abuse Victimization in Lesbian, Bisexual, and Health Status, and VA Healthcare Utilization Among Lesbian Heterosexual Women in the Nurses’ Health Study II. J and Bisexual OEF/OIF Veterans. Journal of General Internal Womens Health (Larchmt), 17(4), 597-606. doi:10.1089/ Medicine, 28(Suppl 2), 604-608. doi:10.1007/s11606-013- jwh.2007.0450 2357-9 2. Bell, A. V., Ompad, D., & Sherman, S. G. (2006). Sexual and 12. Pyra, M., Weber, K., Wilson, T. E., Cohen, J., Murchison, L., Drug Risk Behaviors Among Women Who Have Sex With Goparaju, L., & Cohen, M. H. (2014). Sexual Minority Status Women. American Journal of Public Health, 96(6), 1066-1072. and Violence Among HIV Infected and At-Risk Women. doi:10.2105/AJPH.2004.061077 Journal of General Internal Medicine, 29(8), 1131-1138. 3. Broll, R., & Huey, L. (2017). “Every Time I Try to Get Out, I doi:10.1007/s11606-014-2832-y Get Pushed Back”: The Role of Violent Victimization in 13. Smith, L. R., Yore, J., Triplett, D. P., Urada, L., Nemoto, T., Raj, A., Women’s Experience of Multiple Episodes of Homelessness. . . . Team, T. S. (2017). Impact of Sexual Violence Across the Journal of Interpersonal Violence, 0886260517708405. Lifespan on HIV Risk Behaviors Among Transgender Women doi:10.1177/0886260517708405 and Cisgender People Living With HIV. JAIDS Journal of 4. Dank, M., Lachman, P., Zweig, J. M., & Yahner, J. (2014). Acquired Immune Deficiency Syndromes, 75(4), 408-416. Dating Violence Experiences of Lesbian, Gay, Bisexual, and doi:10.1097/qai.0000000000001423 Transgender Youth. Journal of youth and adolescence, 43(5), 14. Tsai, A. C., Weiser, S. D., Dilworth, S. E., Shumway, M., & Riley, 846-857. doi:10.1007/s10964-013-9975-8 E. D. (2015). Violent Victimization, Mental Health, and Service 5. Gilmore, A. K., Koo, K. H., Nguyen, H. V., Granato, H. F., Utilization Outcomes in a Cohort of Homeless and Unstably Hughes, T. L., & Kaysen, D. L. (2014). Sexual Assault, Drinking Housed Women Living With or at Risk of Becoming Infected Norms, and Drinking Behavior among a National Sample of With HIV. American Journal of Epidemiology, 181(10), 817- Lesbian and Bisexual Women. Addict Behav, 39(3), 630-636. 826. doi:10.1093/aje/kwu350 doi:10.1016/j.addbeh.2013.11.015 15. Tyler, K. A., Whitbeck, L. B., Hoyt, D. R., & Cauce, A. M. 6. Griner, S. B., Vamos, C. A., Thompson, E. L., Logan, R., (2004). Risk Factors for Sexual Victimization Among Vázquez-Otero, C., & Daley, E. M. (2017). The Intersection of Male and Female Homeless and Runaway Youth. Gender Identity and Violence: Victimization Experienced Journal of Interpersonal Violence, 19(5), 503-520. by Transgender College Students. Journal of Interpersonal doi:10.1177/0886260504262961 Violence, 0886260517723743. doi:10.1177/0886260517723743 16. Wirtz, A. L., Poteat, T. C., Malik, M., & Glass, N. (2018). 7. Heerde, J. A., Scholes-Balog, K. E., & Hemphill, S. A. (2015). Gender-Based Violence Against Transgender People in Associations Between Youth Homelessness, Sexual Offenses, the United States: A Call for Research and Programming. Sexual Victimization, and Sexual Risk Behaviors: A Systematic Trauma, Violence, & Abuse, 1524838018757749. Literature Review. Archives of sexual behavior, 44(1), 181-212. doi:10.1177/1524838018757749 doi:10.1007/s10508-014-0375-2 17. Wong, L. H., Shumway, M., Flentje, A., & Riley, E. D. (2016). 8. Hequembourg, A. L., Livingston, J. A., & Parks, K. A. (2013). Multiple types of childhood and adult violence among SEXUAL VICTIMIZATION AND ASSOCIATED RISKS AMONG homeless and unstably housed women in San Francisco. LESBIAN AND BISEXUAL WOMEN. Violence Against Women, Violence and victims, 31(6), 1171-1182. doi:10.1891/0886-6708. 19(5), 634-657. doi:10.1177/1077801213490557 VV-D-15-00132 9. Long, S. M., Ullman, S. E., Long, L. M., Mason, G. E., & 18. Young, D. A., Shumway, M., Flentje, A., & Riley, E. D. Starzynski, L. L. (2007). Women’s Experiences of Male- (2017). The relationship between childhood abuse and Perpetrated Sexual Assault by Sexual Orientation. Violence violent victimization in homeless and marginally housed and victims, 22(6), 684-701. doi:10.1891/088667007782793138 women: The role of dissociation as a potential mediator. 10. Lyons, T., Shannon, K., Richardson, L., Simo, A., Wood, E., Psychological Trauma: Theory, Research, Practice, and Policy, & Kerr, T. (2016). Women who use drugs and have sex 9(5), 613-621. doi:10.1037/tra0000288 with women in a Canadian setting: Barriers to treatment enrollment and exposure to violence and homelessness. Archives of sexual behavior, 45(6), 1403-1410. doi:10.1007/ s10508-015-0508-2
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YEAR 3 POLICY BRIEF Medical Education Efforts to Manage the Opioid Epidemic Conducted by: Paul D. Juarez, Michael Paul, Tyler Dixon, & Aramandla Ramesh
BACKGROUND Rates of substance use disorders, including opioid misuse, continue to rise despite national initiatives. Opioid overdose fatalities include deaths from natural opioids (morphine and codeine), semi-synthetic opioids (oxycodone, hydrocodone), synthetic opioids (prescription and illicit fentanyl, tramadol), methadone, and heroin.1-4,5 From 1999 to 2017, there were 399,230 deaths attributed to opioids in the U.S.1 In 2017, a total of ~47,600 opioid overdose deaths occurred, accounting for 67.8% of all overdose deaths, an increase of 9.6%, from 19.8 to 21.7 deaths per 100,000.1 From 2015 to 2016, rates of overdose deaths for synthetic opioids, natural/ semisynthetic opioids, and heroin increased by 100%, 12.8%, and 19.5%, respectively.4 Medical schools and teaching hospitals are on the front lines in our communities dealing with the opioid epidemic: responding with new approaches to prevent, identify, and treat pain and substance use disorders, delivering pain management and addiction education, and leading efforts in this area to advance medical research and promote innovations in clinical care. Yet, there remains no consensus on how to teach medical students and residents about their role and responsibilities in managing the opioid epidemic. Managing the opioid epidemic includes a wide breadth of knowledge and skills, including pain management, opioid prescribing, risk mitigation and stratification, medical assisted treatment, treating overdoses, alternative pain therapies, interprofessional team based care, and prevention counseling. The aim of this research is to identify and assess the extent to which medical schools prepares students to address the opioid epidemic with specific emphasis on vulnerable populations. METHODS We conducted a systematic review of the literature using the 2009 PRISMA guidelines to identify original studies that focused on teaching medical students and residents the role of physicians in responding to the opioid epidemic. An electronic search was conducted in MEDLINE/ PubMed, PsycINFO, Web of Science, Scopus, Ingenta, Science Direct, and Google Scholar databases for articles published in English prior to February 2019. For Google Scholar, key terms were entered and related searches were reviewed. The first ten pages of the search for each of the key terms and related searches were reviewed. The search strategy cross-referenced keywords for opioid use, abuse, and misuse with keywords for teaching medical student and medical residents. It did not include other health professions training programs or continuing education of medical providers. It only included articles about education and training efforts that took place in US medical schools and residency training programs and only included articles written in English. These references were downloaded and entered into the citation manager. RESULTS A total of 13,061 articles were identified through database searching. After duplicates were removed, 11,014 records remained. 291 records were excluded due to exclusion criteria (books = 92; book sections =145, conference proceedings = 13, generic = 19, and serials = 22) leaving 10,723. After a full-text review was completed, only 40 remained. After a full text of article reviews was conducted, only 27 remained. Of the 27 articles, 14 were identified from the review of seven databases, two articles were identified by Google Scholar, 11 articles were identified by both the review of seven databases and Google Scholar, and one was identified from references. One article was published before 2000, four articles were published between 2000 and 2009, and 22 were published from 2000 to 2018. Eight of the articles were recommendations for added curriculum on opioids, seven were surveys of knowledge and attitudes, and nine were evaluations of curriculum evaluations. three (3) additional articles were reviews of secondary data. Of the nine articles that described curriculum interventions, eight of them resulted in statistically significant increases in knowledge (p=p.05) and only one was not significant. The interventions consisted primarily of didactic education with pre- post evaluations, seven were 2-8 hours of didactics, and two used a case based approach.
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RECOMMENDATIONS The dramatic increase in opioid misuse since 2000, has changed the need for medical education curriculum transformation to address opioid misuse. This review demonstrates that even a modest didactic educational intervention can have a significant impact on knowledge and attitudes of medical students towards opioid misuse and management. Articles that provided results of surveys (n=7) unanimously identified the need for national leadership in developing a core curriculum about opioid misuse REFERENCES 1. Centers for Disease Control and Prevention. 2018 Annual Pdf Surveillance Report of Drug-Related Risks and Outcomes 3. Seth P, Scholl L, Rudd RA, Bacon S. Overdose Deaths — United States. Surveillance Special Report. Centers for Involving Opioids, Cocaine, and Psychostimulants- United Disease Control and Prevention, U.S. Department of Health States, 2015-2016. MMWR 2018; 67:349-358. doi: http://dx.doi. and Human Services. Published August 31, 2018. Accessed org/10.15585/mmwr.mm6712a1. [date] from https://www.cdc.gov/ drugoverdose/pdf/ 4. Hedegaard H, Warner M, Miniño AM. Drug overdose deaths pubs/2018- cdc-drug-surveillance-report.pdf in the United States, 1999–2016. NCHS Data Brief, no 294. 2. Centers for Disease Control and Prevention. Annual Hyattsville, MD: National Center for Health Statistics. 2017. Surveillance Report of Drug-Related Risks 5. Mattson CL, O’Donnell J, Kariisa M, Seth P, Scholl L, Gladden and Outcomes — United States, 2017. Surveillance Special RM. Opportunities to Prevent Overdose Deaths Involving Report 1. Centers for Disease Control and Prevention, U.S. Prescription and Illicit Opioids, 11 States, July 2016–June Department of Health and Human Services. Published 2017. MMWR Morb Mortal Wkly Rep 2018; 67:945–951. DOI: August 31, 2017. Accessed [date] from https://www.cdc.gov/ http://dx.doi.org/10.15585/mmwr.mm6734a2 drugoverdose/pdf/pubs/2017- cdc-drug-surveillance-report.
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YEAR 3 POLICY BRIEF Medical Education Efforts to Address Sexual Violence Conducted by: Paul D. Juarez, Michael Paul, Tyler Dixon, & Aramandla Ramesh
A SYSTEMATIC REVIEW OF MEDICAL EDUCATION EFFORTS TO ADDRESS SEXUAL VIOLENCE: EXECUTIVE SUMMARY The aim of this research is to identify and assess the extent to which medical schools prepares students to address sexual violence with specific emphasis on vulnerable populations. STATEMENT OF THE PROBLEM Sexual violence is a common experience in the lives of both men and women[1]. Factors such as race, class, ethnicity, gender, sexual identity and social conditions, such as sex workers, homelessness, and migrant farm work may make persons particularly vulnerable to sexual assault. Marginalized populations are often the most vulnerable for sexual violence and often face the greatest obstacles to gaining protection and necessary services[2]. Sexual violence crosses all socioeconomic, racial, gender, and cultural boundaries and can have psychological, emotional, and physical effects on a survivor[3]. Current estimates suggest that one in six women and one in 33 men will experience attempted or completed rape (i.e., forced oral, anal, or vaginal penetration) in his or her lifetime.[4] While studies have shown that most female patients want to be asked about their experiences with sexual violence by their health care providers[5], few medical professionals screen any patients, female or male, for such trauma[6]. This may be due to a lack of training, time, or comfort on the part of the health care provider[7]. The effects of sexual violence aren’t always easy to deal with, but when diagnosed and with the right help and support they can be managed by the primary care team. Having a non-abusive relationship with a healthcare provider fosters mutual trust and promotes long-term health by allowing a survivor to feel taken care of in a relationship that is based on trust[8]. METHODS. We conducted a systematic review of the literature using the 2009 PRISMA guidelines to identify original studies that focused on teaching medical student to address sexual violence. RESULTS. Only four studies were identified whose purpose was to teach medical students how to address sexual violence in their patients. Of those, three administered an intervention while none used a high quality research design to assess impact. Two of the studies used a pre-post no control intervention while the other used a time series design without a control group. Significant changes in student knowledge and attitudes were found at post exam for three studies but the change was not sustained at timepoint three in the one study that used a multiple time series design. Two of the interventions were 2-3 hour lectures and the third used three downloadable modules. Interventions were administered to students across all four years of medical school. RECOMMENDATIONS. More research is needed to identify barriers to teaching medical students how to address sexual violence and the best strategies for undertaking it. The limited results of research on this topic add little to our knowledge of its perceived importance in academic medicine, the comfort level of providers in addressing it, or of effective strategies that prepare medical students to improve their knowledge, awareness and skills to effectively address it. Key stakeholders - Key stakeholders include but are not limited to academic medical institutions, medical education accreditation bodies, health care providers and students enrolled in health professions training programs, advocacy groups, public health officials, policymakers, health professions associations, and populations at risk.
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ISSUE One out of every six American women has been the victim of an attempted or completed rape in her lifetime (14.8% completed, 2.8% attempted). About 3% of American men—or 1 in 33—have experienced an attempted or completed rape in their lifetime.[4] In addition, Child Protective Services agencies substantiated, or found strong evidence to indicate that, 63,000 children a year, a majority of whom were between 12 and 17 years of age, were victims of sexual abuse[9]. Among victims under the age of 18, 34% were under the age of 12, while 66% of victims of sexual assault and rape were age 12-17 years of age[9]. Given the high rates of sexual violence and potential health impacts, it is therefore likely that most health care providers will come into contact with victims of sexual violence. Sexual assault of both men and women has received increased media attention in recent years, particularly in light of the Me2Movement and the surge of sexual abuse cases that have been uncovered in both the Catholic Church and the Boy Scouts. The enduring impact of sexual violence on the lives of survivors has been well documented. People who have been sexually victimized have been found to be more likely to suffer from chronic physical and mental health problems than those who have not been victimized, and believe that their health is fair or poor[10]. Other physical consequences of sexual violence include unintended pregnancy, chronic pain, gastrointestinal disorders, gynecological complications, genital injuries, and sexually transmitted disease[3]. Psychological response to being a victim of sexual assault include depression, anxiety, stress and fear, making it difficult to adjust or cope for some time afterward[11]. Female survivors of sexual violence visit the doctor more often than women who have not been victimized[12] Certain populations are at greater risk for sexual assault than others. Women, children, persons who are LGBTQ, experiencing homelessness, and/or migrant farmworkers all are at heightened risk for sexual violence due to social conditions such as stigma, discrimination, and segregation; social forces, including addictions, family breakdown, and mental illness; and structural forces such as lack of available low-cost housing, poor economic conditions, and insufficient mental health services. Despite their heightened risk, the unique needs of vulnerable populations experiencing sexual violence rarely are addressed in medical education due to “small numbers.” Many factors influence a survivors’ decision making in relation to reporting sexual violence. These include the individuals’ access to good medical care provided by knowledgeable and empathetic clinicians. Yet, it remains unclear how many medical schools provide teaching about sexual assault to undergraduate students, how it is carried out, and what impact it has. More research is needed that focuses upon measuring the effectiveness of sexual violence education in changing medical students’ negative attitudes and misperceptions about sexual violence. BACKGROUND Medical students who go on to work in any specialty are likely to encounter patients who have experienced sexual violence, even though it is likely that this history is unlikely to be disclosed. Studies have shown that many medical students have a negative attitude towards persons who have experienced sexual violence, particularly men. A 2007 editorial in The Lancet, entitled “Medical students should be taught about rape”—called for the widespread teaching on sexual violence: “Victims of rape deserve a better response, and teaching future doctors how to respond would be a good start”.[13] Yet there is little evidence that this has yet happened. Doctors are likely to be confronted with victims of sexual violence in obstetrics and gynecology, family practice, emergency medicine, pediatrics, surgery and other specialties, but may have received no training in this area. Correct examination, evidence gathering, and immediate medical and mental health care all are essential to working with sexual violence survivors but these skills are often are lacking in medical education. In addition, communication in a sensitive and non-judgmental approach, medical requirements such as management of genital and non-genital injuries, emergency contraception and prevention or treatment of sexually transmitted infections including HIV, and psychosocial support are other clinical skills that may be warranted. A recent survey of medical schools in the United Kingdom found that only a quarter provide teaching about sexual assault, with many thinking that this topic is too specialist for the undergraduate curriculum. By contrast, other countries, such as Canada, routinely train medical students in how to deal with victims of sexual assault. A qualitative study of physicians from five different specialties undertaken to identify barriers to providing care for women who are sexual violence survivors, identified several factors which hindered their ability to fulfill their roles. They include: (1) internal barriers (e.g. discomfort with the topic of sexual assault); (2) physician-patient communication; and (3) system obstacles (e.g. competing priorities for time)[14]. In addition, males have been found to be more likely to adhere to rape myths and to view male rape victims more negatively than female victims.[15]
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METHODS We conducted a systematic review of the literature using the 2009 PRISMA guidelines[16] to identify original studies that focused on reducing medical student or health care provider bias towards LGBTQ persons. An electronic search was conducted in MEDLINE/ PubMed, PsycINFO, Web of Science, Scopus, Ingenta, Science Direct, and Google Scholar databases for articles in English published prior to February 2017. The search strategy cross-referenced keywords for sexual violence, sexual assault, sexual abuse and rape AND medical education, undergraduate medical education, medical school curriculum, and curriculum OR vulnerable populations (Lesbian, gay, bisexual, transsexual, LGBTQ, persons experiencing homelessness, migrant farmworkers). To be included in this systematic review, a study had to: 1) focus on undergraduate medical education, 2) be written in English; 3) be undertaken in a US medical schools 4) be published prior to January 2019. RESULTS/KEY FINDINGS. Four studies were identified whose purpose was to teach medical students how to address sexual violence in their patients. Three administered an intervention while none used a high quality research design to assess impact. Two of these studies used a pre-post no control intervention while the other used a time series design without a control group. Significant changes in student knowledge and attitudes were found at post exam for three studies but the change was not sustained at time point three in the study that used a multiple time series design. Two of the interventions were 2-3 hour lectures and the third used three downloadable modules. Interventions were administered to students across all four years of medical school. None of the articles addressed the social circumstances, forces, and structures that increase risk for sexual violence among vulnerable populations. DISCUSSION The lack of attention to teaching medical students how to address sexual violence in their patients therefore was unexpected and it is unclear why this is the case. It has been argued that in academic medicine, the attention to sexual violence should be addressed more thoroughly in residency training. However, men and women who have been sexually assaulted present for help in various healthcare settings, even if they may not disclose the actual assault. They should have access to optimal management, which starts with a physician’s awareness of their needs. This is the rationale why sexual violence needs to be taught early in the medical education process and not only in specialized residency training. In addition, there is a need for medical students to understand the social conditions and circumstances that increase risk for sexual violence by vulnerable populations. LIMITATIONS In the United States, sexual violence is more commonly addressed in residency training programs than in undergraduate medical education. This was borne out by the number of research articles that were eliminated due to the exclusion criterion that they be limited to interventions that occurred during medical schools. A number of articles also were eliminated because they were undertaken in medical schools outside the United States. These additional articles suggest that US medical schools can build on work at other levels and from other countries in creating curricula. RECOMMENDATIONS/NEXT STEPS While the American Medical Association has issued a policy statement on Family and Intimate Partner Violence (H-515.965), it has not specifically addressed the need for medical education to include sexual violence in the curriculum. A statement by the AMA and other medical professional associations about the importance of addressing sexual violence in the medical education curriculum would bring greater importance to this critically important topic. ACKNOWLEDGMENTS This project is supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under grant number UH1HP30348, entitled “Academic Units for Primary Care Training and Enhancement.” This information or content and conclusions are those of the authors and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS or the U.S. Government.
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REFERENCES 1. Tjaden P., T., N., Prevalence, incidence and consequences of violence 10. Golding, J.M., M.L. Cooper, and L.K. George, Sexual assault history against women: Findings from the National Violence Against Women and health perceptions: Seven general population studies. Health Survey, in U.S. Department of Justice, National Institute of Justice. Psychology, 1997. 16(5): p. 417-425. 2000, U.S. Department of Justice, National Institute of Justice: WA DC. 11. Office on Violence Against Women, US DOJ, Assessing Patients For 2. The Advocates for Human Rights. Sexual Assault and Vulnerable Sexual Violence A Guide For Health Care Providers, N.S.V.R. Center, Populations. Stop Violence Agaisnt Women 2018 [cited 2018 12/13]; Editor. 2011: Enola, PA. p. 1-6. Available from: http://www.stopvaw.org/sexual_assault_and_ 12. Chivers-Wilson, K.A., Sexual assault and posttraumatic stress disorder: vulnerable_populations. a review of the biological, psychological and sociological factors and 3. Centers for Disease Control and Prevention. Sexual Violence: treatments. McGill journal of medicine : MJM : an international forum Consequences. Violence Prevention 2018 4/10/2018 [cited 2018 for the advancement of medical sciences by students, 2006. 9(2): p. 12/13]; Available from: https://www.cdc.gov/violenceprevention/ 111-118. sexualviolence/consequences.html. 13. The Lancet, Medical students should be taught about rape. The 4. Tjaden P1, T.N., Allison CJ., Comparing violence over the life span in Lancet, 2007. 369(9569): p. 1234. samples of same-sex and opposite-sex cohabitants. Violence Vict, 14. Amin, P., R. Buranosky, and J.C. Chang, Physicians’ Perceived Roles, 1999. 14(4): p. 13-25. as Well as Barriers, Toward Caring for Women Sex Assault Survivors. 5. Littleton, H.L., C.R. Breitkopf, and A.B. Berenson, Correlates of Women’s health issues : official publication of the Jacobs Institute of anxiety symptoms during pregnancy and association with perinatal Women’s Health, 2017. 27(1): p. 43-49. outcomes: a meta-analysis. American Journal of Obstetrics and 15. Anderson, I. and A. Quinn, Gender differences in medical students’ Gynecology, 2007. 196(5): p. 424-432. attitudes towards male and female rape victims. Psychology, Health & 6. McAfee, R.E., Physicians and domestic violence: Can we make a Medicine, 2009. 14(1): p. 105-110. difference? JAMA, 1995. 273(22): p. 1790-1791. 16. Moher, D., et al., Preferred reporting items for systematic reviews and 7. Stayton CD, D.M., Mutable influences on intimate partner abuse meta-analyses: the PRISMA statement. J Clin Epidemiol, 2009. 62(10): screening in health care settings: a synthesis of the literature. Trauma p. 1006-12. Violence Abuse, 2005. 6(4): p. 271-85. 17. https://www.ncbi.nlm.nih.gov/pubmed/11479107 8. Spinelli, F., The sexually abused man’s relationship with his physician. J Clin Case Rep 2016. 6: p. 893. 9. National Center for Victims of Crime. Child Sexual Abuse Statistics. 2018 [cited 2018 12/13]; Available from: http://victimsofcrime.org/ media/reporting-on-child-sexual-abuse/child-sexual-abuse-statistics.
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PROPOSED YEAR 4 RESEARCH TOPIC (SYSTEMATIC REVIEWS AND POLICY BRIEFS TO BE DEVELOPED) Teaching Medical Students to Provide Affirming Care for LGBTQ Patients PI: Patricia Matthews-Juarez, PhD / Contact person: Paul D. Juarez, PhD Date funded: UH1HP30348/ 07/01/2016 – 06/30/2021 BACKGROUND There is increasing recognition of the need for health care providers to provide affirming care to persons who are LGBTQ 1-3. On October 6, 2015, the U.S. Centers for Medicare and Medicaid Services (CMS)1 and the Office of the National Coordinator for Health Information Technology (ONC)2 announced that they will require that all electronic health record (EHR) systems certified under the Meaningful Use incentive program have the capacity to collect sexual orientation and gender identity (SO/GI) information from patients. The CMS final rule indicates that ‘‘CMS and ONC believe including SO/GI in the ‘demographics’ criteria represents a crucial step forward to improving care for LGBTQ communities.’’4 Yet the role of medical schools in ensuring students and residents are trained to provide affirming care continues to lag5-7. While there has been an increasing call for health care professionals to provide culturally appropriate care for LGBTQ patients, the teaching of future primary care providers how to provide affirming care is largely lacking in medical school curriculum 5-7. A 2009-2010 survey administered to medical school deans about LGBTQ related content in medical education found that the median reported time dedicated to LGBTQ-related topics was small (e.g. 5 hours) and that the quantity, content covered, and perceived quality of instruction varied substantially8. While there is an increasing number of medical residency specialty and sub-specialty programs, including OB/GYN, Urology, and Surgery that have identified the need for residents to receive training in affirming care for transgender patients8-12 little curriculum time of medical schools currently is allotted to addressing the unique, affirming needs of other LBGQ patients13. METHODS The research will be undertaken through three goals. The first goal is to conduct a systematic review of the literature on how medical students and residents are being taught to provide affirming care to LGBTQ patients. The second goal is to develop and administer a survey to assess the extent to which health care providers at community health centers are providing affirming care and barriers to implementation. This goal seeks to develop and administer a survey of health care providers at targeted community health centers to ascertain their level of knowledge, attitude, and awareness of affirming care and barriers to care. The survey will be conducted as a cross sectional study of knowledge, attitudes and awareness of health care providers at CHCs about affirming care for LGBTQ patients, the extent to which it is practiced in their clinic, and barriers to implementation. The third goal is to translate and broadly disseminate research findings as curriculum recommendations for medical schools, residency programs, and practicing health care providers. IMPLICATIONS There is increased awareness of the need for health care professionals to provide culturally appropriate health care to all patients, including those who are LBGTQ. Yet, knowledge, attitudes and level of awareness of how to provider affirming care to LGBTQ patients is woefully deficient. Medical education curriculum needs to be revised to include the core elements of affirming care for LGBTQ patients. Affirming, curriculum modules will be developed, evaluated, and disseminated to health professions educators and advocates for LGBGQ health.
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RESEARCH DESCRIPTION TITLE: TEACHING MEDICAL STUDENTS AND RESIDENTS TO PROVIDE AFFIRMING CARE FOR PATIENTS WHO ARE LGBTQ STATEMENT OF THE PROBLEM Medical students and residents currently lack sufficient training on affirming care to patients who are LGBTQ and how to provide it. There has been an increasing call for health care providers to provide culturally appropriate, affirming care to persons who identify as LGBTQ1-3. On October 6, 2015, the U.S. Centers for Medicare and Medicaid Services (CMS)1 and the Office of the National Coordinator for Health Information Technology (ONC)2 announced that they will require that all electronic health record (EHR) systems certified under the Meaningful Use incentive program have the capacity to collect sexual orientation and gender identity (SO/GI) information from patients. The CMS final rule indicates that ‘‘CMS and ONC believe including SO/GI in the ‘demographics’ criteria represents a crucial step forward to improving care for LGBTQ communities.’’4 Yet the role of medical schools in ensuring students and residents are trained to provide affirming care continues to lag5-7. A 2009-2010 survey administered to medical school deans about LGBTQ related content in medical education found that the median reported time dedicated to LGBTQ-related topics was small (e.g. 5 hours) and that the quantity, content covered, and perceived quality of instruction varied substantially8. While there is an increasing number of medical residency specialty and sub-specialty programs, including OB/GYN, Urology, and Surgery that have identified the need for training in affirming care for transgender patients8-12, the need to provide affirming primary care to patients who are LGBTQ continues to be largely overlooked. Little curriculum time of medical schools currently is allotted to addressing the unique, affirming, primary health care needs of LGBTQ patients13. TARGET POPULATIONS LGBTQ patients. RESEARCH QUESTIONS OR HYPOTHESIS: 1. What is the evidence base for health care professionals providing affirming care to LGBTQ patients in community health care settings? 2. What are the core elements of the medical educational curriculum that can be revised and adapted to ensure students have the knowledge and skills to provide culturally competent health care to LGBTQ patients? 3. Will inclusion of education on affirming care for LGBTQ patients result in improved knowledge and attitudes among medical students and residents? 4. Will inclusion of education on affirming care for LGBTQ patients result in perceived improvements in patient care and outcomes? WORK PLAN The research will be undertaken through three goals. The first goal is to conduct a systematic review of the literature on how medical students and residents are being taught to provide affirming care to LGBTQ patients. The second goal is to develop an affirming care curriculum that can be taught to medical students and residents. The third goal is to broadly disseminate research results to medical schools, residency programs and practicing health care providers through traditional and non-traditional venues. PROJECT GOAL 1 To conduct a systematic review of the literature to identify how medical students and residents are being trained to provide affirming care to LGBTQ patients. METHODOLOGY » We will use PRISMA guidelines to conduct a systematic review of the literature from 2005 until present using Scopus, PubMed, Web of Science, EBSCOhost, Google Scholar and PsycINFO. A systematic review will be conducted according to PRISMA guidelines. The search strategy cross-referenced keywords for LGBTQ populations (lesbian, gay, bisexual, transgender, gender identity, transsexual, gender reassignment, gender affirmation, genderqueer, gender nonconforming, gender dysphoria, transgender non-conforming/ TGNC) with keywords for medical students and residents (medical student, medical resident), and medical education (medical school curriculum, basic science, clinical, rotations, OSCE, standardized patient). ANALYSIS » A systematic review of the literature will be conducted on how US medical school curricula addresses provision of affirming care for transgender patients using the PRISMA guidelines.
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ANTICIPATED PRODUCTS » We will present findings of the systematic review at a minimum of two professional conferences per year. » We will submit a minimum one article for publication in a peer reviewed journal on how medical schools are teaching students and residents to provide affirming care to LGBTQ patients. PROJECT GOAL 2 To work with our Community of Practice and national partners to develop and administer a survey to providers at community health centers about the extent and barriers to the provision of affirming care for LGBTQ patients. METHODOLOGY » We will work with our consultants, the Fenway Institute, the Migrant Clinicians Network, and the National Health Care for the Homeless Council to develop and administer a survey to assess the extent to which health care providers at community health centers are aware of and are providing affirming care to LGBTQ patients. Core elements of affirming care will address a number of elements, including cultural awareness, staff training, waiting areas, bathrooms, fluency of terminology, and gender identity data. ANALYSIS » A pre/post survey of knowledge and attitudes about affirming care will be administered to staff of targeted community health centers. » Survey results will be analyzed to identify the extent to which they address core elements of affirming care and barriers to achieving them. ANTICIPATED PRODUCT » Research findings on the provision of affirming care will be disseminated broadly to the academic medicine community through the publication of at least one article in a peer reviewed journal. PROJECT GOAL 3 To develop, translate, and broadly disseminate research findings as curriculum products on providing affirming care for LGBTQ persons to academic, clinical, and advocacy organizations through traditional and non-traditional venues. METHODOLOGY » Research findings will be translated into medical education curriculum recommendations on addressing the primary health care needs for affirming care among LGBTQ patients. » Evidence-based affirming care curriculum will be developed in conjunction with national partners. » Curricular units will be mapped to the Medbiquitous Curriculum Inventory Working Group Standardized Instructional and Assessment Methods and Resource Types. ANTICIPATED PRODUCTS » Data driven recommendations will be disseminated through a minimum of one scholarly presentation on the extent to which health care providers at community health centers are providing affirming care to LGBTQ patients and barriers to practice. » A minimum of one article will be published in a peer-reviewed journal on curriculum recommendations for teaching medical students to provide affirming care for LGBTQ patients. » Social media will be used to broadly disseminate research findings and curriculum products in providing affirming care for LGBTG patients » A policy brief with recommendations about the role of medical schools in training students and residents about affirming care will be developed and disseminated. » Technical assistance will be provided to other medical schools and residency programs on how to integrate affirming care for LGBTQ patients into their curriculum. POLICY RELEVANCE Affirming care has been identified as an emerging area which has not received much attention in medical education or residency training resulting in a workforce that is ill-prepared to provide culturally appropriate care for the LGBTQ population. The lack of provision of culturally competent care for persons who are LGBTQ contributes to the continuing disparities in health access and outcomes for this population. LIMITATIONS » Medical schools and residency programs may be resistant to additional curriculum demands » Medical schools and residency programs may not prioritize teaching students and residents about affirming care for LGBTQ patients.
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REFERENCES 1. Association AP. Diagnostic and statival manual of mental disorders. 8. Obedin-Maliver J, Goldsmith ES, Stewart L, et al. Lesbian, gay, Arlington, VA, 2013. bisexual, and transgender–related content in undergraduate medical 2. Eriksson SES, Safer JD. Evidence-based curricular content improves education. JAMA. 2011;306(9):971-977. student knowledge and changes attitudes towards transgender 9. Dubin SN, Nolan IT, Streed CG, Jr., Greene RE, Radix AE, Morrison SD. medicine. Endocrine Practice. 2016;22(7):837-841. Transgender health care: improving medical students’ and residents’ 3. Fraser L, Knudson G. Education Needs of Providers of Transgender training and awareness. Adv Med Educ Pract. 2018;9:377-391. Population. Endocrinology and Metabolism Clinics of North America. 10. Davidge-Pitts C, Nippoldt TB, Danoff A, Radziejewski L, Natt N. 2019;48(2):465-477. Transgender health in endocrinology: Current status of endocrinology 4. Department of Health and Human Services. 42 CFR Parts 412 and 495 fellowship programs and practicing clinicians. Journal of Clinical [CMS-3310-FC and CMS-3311-FC], RINs 0938-AS26 and 0938-AS58. Endocrinology and Metabolism. 2017;102(4):1286-1290. Medicare and Medicaid Programs; Electronic Health Record Incentive 11. Hirschtritt ME, Noy G, Haller E, Forstein M. LGBT-specific education in Program—Stage 3 and Modifications to Meaningful Use in 2015 general psychiatry residency programs: a survey of program directors. through 2017. In: Department of Health and Human Services CfMaMS, Academic Psychiatry. 2019;43(1):41-45. edOctober 6, 2015. 12. Schechter LS, Cohen M. Gender Confirmation Surgery: A new frontier 5. Vance SR, Deutsch MB, Rosenthal SM, Buckelew SM. Enhancing in plastic surgery education. Plastic and Reconstructive Surgery. Pediatric Trainees’ and Students’ Knowledge in Providing Care to 2016;138(4):784e-785e. Transgender Youth. Journal of Adolescent Health. 2017;60(4):425-430. 13. Dubin SN, Nolan IT, Streed Jr CG, Greene RE, Radix AE, Morrison SD. 6. Reisner SL, Bradford, J., Hopwood, R. et al. Comprehensive Transgender health care: improving medical students’ and residents’ Transgender healthcare: the affirming clinical and public health training and awareness. Advances in medical education and practice. model of Fenway Health. Journal of Urban Health. 2015;92(3):584-592. 2018;9:377. 7. Liang JJ, Gardner IH, Walker JA, Safer JD. Observed deficiencies in medical student knowledge of transgender and intersex health. Endocrine Practice. 2017;23(8):897-906.
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PROPOSED YEAR 4 RESEARCH TOPIC Addressing Immunization Disparities among Vulnerable Populations PI: Patricia Matthews-Juarez, PhD Contact person: Paul D. Juarez, PhD Date funded: UH1HP30348/ 07/01/2016 – 06/30/2021
PROJECT SUMMARY Project Description: This research project will assess the extent to which medical schools prepare students to address the immunization disparities experienced by vulnerable populations in primary care settings. It will employ multiple methods to assess current medical school educational practice, identify evidence-based best practices, develop and recommend curricular modifications, and disseminate information to the broader medical education profession through presentations at professional meetings, policy briefs, and articles in peer reviewed journals. Statement of the Problem: This research project will assess whether medical students are taught about the mental health of vulnerable populations and the degree to which they receive training relevant for screening, care, and treatment referrals in primary care settings. For children birth to 6 years of age, the vaccine schedule includes chickenpox, diphtheria, flu, hepatitis A, Hepatitis B, Hib, measles, mumps, polio, pneumococcal, rotavirus, rubella, tetanus, and whopping cough. For children and teens, 7 through 18 years of age, the CDC recommends vaccines for flu, HPV, meningococcal, and TDAP. For adults 19-64, the National Center for Immunization and Respiratory Diseases recommends a schedule of vaccines for influenza (annually), Tdap, MMR, VAR, RZV, HPV, PCV13, PPSV23, HepA, HCepB, MenACWY, MenB, and Hib For persons over 65, the CDC also recommends vaccines for influenza, MMR, RZV, PCV13, HPV, PCV13, and PPSV23. RESEARCH QUESTIONS OR HYPOTHESIS: » What is the evidence regarding education of medical student’s knowledge and awareness of immunization disparities experienced by vulnerable populations in primary care settings? » What are the core elements of the medical education curriculum that can be revised and adapted to ensure students have the knowledge and skills to provide culturally competent health care for vulnerable populations who present with immunization disparities? PROJECT GOALS: » To identify the extent to which medical students are trained to address immunization disparities among vulnerable patient groups. » To develop model curricular elements that can be used by other medical schools to prepare students to effectively screen for and ensure vulnerable populations have current immunizations. » To disseminate research results on how medical schools are addressing immunization disparities among vulnerable populations.
RESEARCH DESCRIPTION TITLE Addressing Immunization Disparities among Vulnerable Populations STATEMENT OF THE PROBLEM. Disparities in health care access and quality create barriers for vulnerable populations that increase risk for adverse health outcomes. Unique circumstances and barriers encountered by persons who are lesbian, gay, bisexual and transgender (LGBT), homeless, and/or migrant farmworkers may decrease their likelihood of completing the schedule of childhood and adult vaccines, increasing their risk of infectious disease and of infecting others. The Advisory Committee on Immunization Practices (ACIP) has designed a vaccination schedule to protect young children, teens, and adults before they are likely to be exposed to potentially serious diseases and when they are most vulnerable to serious infections.
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PROJECT DESCRIPTION AND POLICY RELEVANCE. The purpose of this study is to identify whether and/or how medical students are being taught to recognize and address the challenges encountered by vulnerable populations in completing the schedule of childhood and adult immunizations. This research project will assess the extent to which medical schools prepare students to address the needs of vulnerable populations in obtaining vaccinations in primary care settings. It will employ multiple methods to assess current medical school educational practice, identify evidence-based best practices, identify, develop and recommend curricular modules, and disseminate information to the broader medical education profession through presentations at professional meetings, policy briefs, publication of articles, and through social media. Homeless and LGBTQ persons and migrant farm workers are at higher risk for morbidity and mortality from both chronic and episodic illness than the general population. Few data are available on the prevalence of these conditions and uptake of vaccination for prevention. The unique conditions and circumstances encountered by these vulnerable populations can serve as obstacles to completing the recommended childhood and adult vaccination schedules, exposing them, and people they come into contact with increased risk for contracting infectious, yet preventable diseases. TARGET POPULATIONS » • LGBTQ » • Persons experiencing homelessness » • Migrant farmworkers RESEARCH QUESTIONS OR HYPOTHESIS: » What is the evidence regarding education of medical students being trained to meet the unique immunization challenges experienced by vulnerable populations? » What are the core elements of the medical educational curriculum that can be revised and adapted to ensure students have the knowledge and skills to provide culturally competent health care for vulnerable populations who need age specific immunizations? PROJECT GOALS: » To identify the extent to which medical students are trained to address immunization disparities among vulnerable patient groups. » To develop model curricular elements that can be used by other medical schools to prepare students to effectively address immunization disparities among vulnerable populations. » To disseminate research results on how medical schools are addressing immunization disparities for vulnerable populations to a graduate medical education audience.
WORK PLAN GOAL 1: To conduct a systematic review of the literature to identify the extent to which medical students are trained to address immunization disparities among vulnerable patient groups. METHODOLOGY » The PRISMA 2009 Checklist will be used to identify how medical students and health care providers are being taught to recognize and respond to the unique immunization needs of LGBTQ persons, persons experiencing homelessness, and migrant farm workers. This review will identify how medical schools are training students to address immunization disparities among vulnerable populations. ANALYSIS » The systematic review of the literature on how medical school curricula address mental health in vulnerable populations will be analyzed using the PRISMA guidelines. ANTICIPATED PRODUCT » Evidence-based recommendations will be disseminated through a minimum of two scholarly presentations on how medical schools prepare students to address immunization disparities among vulnerable populations in primary care settings. » A minimum one article for publication will be published in a peer reviewed journal on how medical schools are teaching students to address immunization disparities among vulnerable populations.
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PROJECT GOAL 2: To develop model curricular elements that can be used by other medical schools to prepare students to effectively address immunization disparities among health care for vulnerable populations. METHODOLOGY » Recommendations of national medical organizations on addressing immunization disparities among vulnerable populations will be reviewed. » Monthly video-conferences with CoP members and national partners to develop the framework for designing a curriculum to teach students to identify and respond to immunization disparities encountered by vulnerable populations. » Members of vulnerable populations will be engaged in the design of more effective medical education curriculum that addresses immunization disparities. » The immunization curriculum modules will be implemented in targeted medical school and residency training programs. ANALYSIS » A pre/posttest will be developed and used to assess changes in knowledge and attitudes of medical students and residents in addressing immunization disparities among vulnerable populations. » Standardized patients will be trained to participate in the clinical assessment of medical student performance in addressing immunization disparities among vulnerable populations. . ANTICIPATED PRODUCT » A policy brief and other scholarly products will be disseminated to medical education professionals on how medical schools are addressing immunization disparities in their curricula; » Technical assistance will be provided to other medical schools on how to modify their curriculum to better address immunization disparities experienced by vulnerable populations. LIMITATIONS » Medical schools and residency programs may be resistant to additional curriculum demands » Medical schools and residency programs may not prioritize teaching students and residents about immunization disparities experienced by vulnerable populations. PROJECT GOAL 3: To broadly disseminate research findings and curriculum products on addressing immunization disparities among academic, clinical, and advocacy organizations METHODOLOGY » A repository of existing best practices in teaching medical student to address immunization disparities experienced by vulnerable populations will be established and maintained. » Curricular units will be mapped to the Medbiquitous Curriculum Inventory Working Group Standardized Instructional and Assessment Methods and Resource Types. » Social media will be used to broadly disseminate research findings and curriculum products in addressing immunization disparities among vulnerable populations. » Policy briefs on inclusion of addressing immunization disparities among vulnerable populations will be submitted to a minimum of eight national and regional medical education and health professions organizations. ANALYSIS » The number of social media impressions of research and curricular products will be monitored » The number of medical students and residents who complete the curriculum will be tracked » Medical student and resident’s evaluation of perceived effectiveness of the curricular modules. » A pre/post survey of knowledge and attitudes about immunization disparities will be completed by medical students and residents exposed to the curricular modules.
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ANTICIPATED PRODUCTS » A web-accessible repository of curricular modules on addressing immunization disparities among vulnerable populations will be established and maintained. » A policy brief with recommendations about the role of medical schools in training students to address immunization disparities among vulnerable populations will be developed and disseminated. » Technical assistance will be provided to other medical schools to modify their curriculum to teach students how to address immunization disparities among vulnerable populations. LIMITATIONS » Medical schools and residency programs may be resistant to additional curriculum demands » Medical schools may not prioritize teaching students and residents about immunization disparities among vulnerable population.
REFERENCES: Aldridge, R. W., Hayward, A. C., Hemming, S., Yates, S. K., Fontenot, H. B., Lee-St. John, T., Vetters, R., Funk, D., Grasso, C., & Ferenando, G., Possas, L., . . . Story, A. (2018). High prevalence of Mayer, K. H. (2016). The Association of Health Seeking Behaviors with latent tuberculosis and bloodborne virus infection in a homeless Human Papillomavirus Vaccination Status among High-Risk Urban population. Thorax, 73(6), 557. Youth. Sexually Transmitted Diseases, 43(12), 771-777. doi:10.1097/ olq.0000000000000521 Alexander, A. B., Best, C., Stupiansky, N., & Zimet, G. D. (2015). A model of health care provider decision making about HPV vaccination Gray, G. C., & Kayali, G. (2009). Facing pandemic influenza threats: The in adolescent males. Vaccine, 33(33), 4081-4086. doi:https://doi. importance of including poultry and swine workers in preparedness org/10.1016/j.vaccine.2015.06.085 plans1. Poultry Science, 88(4), 880-884. doi:10.3382/ps.2008-00335 Bednarczyk, R. A., Whitehead, J. L., & Stephenson, R. (2017). Moving Hurley, L. P., Bridges, C. B., Harpaz, R., Allison, M. A., O’Leary, S. T., beyond sex: Assessing the impact of gender identity on human Crane, L. A., . . . Kempe, A. (2014). U.S. Physicians’ Perspective of papillomavirus vaccine recommendations and uptake among a Adult Vaccine Delivery. Annals of Internal Medicine, 160(3), 161-161. national sample of rural-residing LGBT young adults. Papillomavirus doi:10.7326/M13-2332 Research, 3, 121-125. doi:https://doi.org/10.1016/j.pvr.2017.04.002 Hurley, L. P., Lindley, M. C., Allison, M. A., Crane, L. A., Brtnikova, Beijer, U., Wolf, A., & Fazel, S. (2012). Prevalence of tuberculosis, M., Beaty, B. L., . . . Kempe, A. (2017). Financial Issues and Adult hepatitis C virus, and HIV in homeless people: a systematic review Immunization: Medicare Coverage and the Affordable Care Act. and meta-analysis. The Lancet infectious diseases, 12(11), 859-870. Vaccine, 35(4), 647-654. doi:10.1016/j.vaccine.2016.12.007 Doi: 10.1016/S1473-3099(12)70177-9 Hurley, L. P., Lindley, M. C., Harpaz, R., & et al. (2010). BArriers to the Cahill S1, Makadon H3, 4. (2014). Sexual Orientation and Gender use of herpes zoster vaccine. Annals of Internal Medicine, 152(9), 555- Identity Data Collection in Clinical Settings and in Electronic Health 560. doi:10.7326/0003-4819-152-9-201005040-00005 Records: A Key to Ending LGBT Health Disparities. LGBT Health. 1(1), Hutchins, S. S., Truman, B. I., Merlin, T. L., & Redd, S. C. (2009). 34-41. Protecting Vulnerable Populations From Pandemic Influenza in the Cassone, A. (2012). Prevalence of tuberculosis, hepatitis C virus, and United States: A Strategic Imperative. American Journal of Public HIV in homeless people: a systematic review and meta-analysis. Health, 99(Suppl 2), S243-S248. doi:10.2105/AJPH.2009.164814 Pathogens and Global Health, 106(7), 377-377. doi:10.1179/204777241 Jones, J., Poole, A., Lasley-Bibbs, V., & Johnson, M. (2016). LGBT health 2Z.00000000086 and vaccinations: Findings from a community health survey of Fierman, A. H., Dreyer, B. P., Acker, P. J., & Legano, L. (1993). Lexington-Fayette County, Kentucky, USA. Vaccine, 34(16), 1909-1914. Status of Immunization and Iron Nutrition in New York doi:https://doi.org/10.1016/j.vaccine.2016.02.054 City Homeless Children. Clinical Pediatrics, 32(3), 151-155. Kaplan-Weisman, L., Waltermaurer, E., & Crump, C. (2018). Assessing doi:10.1177/000992289303200305 and Improving Zoster Vaccine Uptake in a Homeless Population.
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Journal of community health. doi:10.1007/s10900-018-0517-x Kemsley, M., & Riegle, E. A. (2004). A Community-campus Partnership: Influenza Prevention Campaign. Nurse Educator, 29(3), 126-129. Lee, C. V., McDermott, S. W., & Elliott, C. (1990). The delayed immunization of children of migrant farm workers in South Carolina. Public Health Reports, 105(3), 317-320. McRee, A.-L., Katz, M. L., Paskett, E. D., & Reiter, P. L. (2014). HPV vaccination among lesbian and bisexual women: Findings from a national survey of young adults. Vaccine, 32(37), 4736-4742. doi:https://doi.org/10.1016/j.vaccine.2014.07.001 Schoch-Spana M1, B. N., Rambhia KJ, Norwood A. (2010). Stigma, health disparities, and the 2009 H1N1 influenza pandemic: how to protect Latino farmworkers in future health emergencies. Biosecur Bioterror., 8(3), 243-254. Steege, A. L., Baron, S., Davis, S., Torres-Kilgore, J., & Sweeney, M. H. (2009). Pandemic Influenza and Farmworkers: The Effects of Employment, Social, and Economic Factors. American Journal of Public Health, 99(Suppl 2), S308-S315. doi:10.2105/AJPH.2009.161091 Young, S., Dosani, N., Whisler, A., & Hwang, S. (2014). Influenza Vaccination Rates Among Homeless Adults With Mental Illness in Toronto. Journal of Primary Care & Community Health, 6(3), 211-214. doi:10.1177/2150131914558881
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National Center for Medical Education Development and Research UPDATE ON ACTIVITIES
The National Center for Medical Education Development and Research will continue to work closely with HRSA and the Program Officer under the Cooperative Agreement for the Center. The cooperative relationship under Irene Sandvold, PhD, continues to provide oversight for the Center to examine research assumptions, hypotheses, and to develop research studies based on topics jointly selected from the grant. The project staff members will continue to meet weekly under the leadership of Dr. Paul Juarez to discuss the operations of the center and to update the team on current systematic reviews of the literature and interventions that identify gaps in primary care training in addressing the needs of vulnerable populations and to inform primary care training programs and centers how to incorporate research findings into training and clinical care. The team continues to focus on innovative studies that provide information and strategies on access, patient outcomes, quality improvement, efficacy and cost in the provision of health care services to LGBTQ, personsexperiencinghomelessness,and migrant farm workers. Over the next four months we will: 1) complete the systematic reviews, complete the IRBs for the research projects with the Migrant Clinician Network and Fenway Institute focusing on Affirming Care for LGBTQ and Immunizations for Migrant Farmer Workers. We completed the write up on the survey implementation to the four (4) black medical schools on how they are integrating information about LGBTQ, persons experiencing homeless, and migrant farmer workers into the medical education curriculum; 2) refine the publications on survey results from the national survey sent to 144 medical schools to gain information about their courses or topics in medical education and primary care curriculum focusing on LGBTQ, persons experiencing homelessness, and migrant farmer workers; 3)continue to plan the annual meeting for the Communities of Practice for feedback on evidence-based information that will enhance access, quality, and reduce cost of health care to vulnerable populations such as the one under study; and 4) continue to disseminate findings from existing studies through the website: www.ncmedr.org; national conferences and webinars, and the CoP TV that has now added a cable show. We also plan to continue to participate in collaborative work with the other grantees through shared dissemination mechanisms, e.g. presentations at national meetings, collaboration in research studies, and conferences. The Center will continue to hold quarterly research seminars, symposia, and workshops for the project, which will be crosscutting, bringing together transdisciplinary researchers, including clinical, social-behavioral, translational, health services, environmental health disparities, primary care researchers, community partners, primary care providers, trainees, and students to discuss implications of research findings for clinical practice and preventive care. The research investigators will continue to perform preliminary, intermediate, and final data analysis for each of the two selected projects in Year 4 including reviewing quantitative, qualitative, and multi-level analysis along with the statistician and the Center Director. The team will continue to publish its findings and to present them at national conferences such as the Xavier Health Disparities Conference in New Orleans. They will continue to prepare abstracts and presentations for conferences and grand rounds in the department of Family and Community Medicine. However, the faculty in the Center will balance the development of posters and abstracts with increasing more time in developing more manuscripts. For the next 4 months and into Year 5, we will continue to finalize Year 4 research studies outcomes and categorize findings in the following ways: 1) interventions will be rated as either effective, promising, or no effects. Effective interventions will be assessed to have strong evidence to indicate they achieved their intended outcomes when implemented with fidelity.
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These interventions have at least one evaluation study that is rigorous, well designed and finds significant,positive effects on health-related outcomes. Promising interventions will have some evidence to indicate they achieve their intended outcomes. These interventions have at least one well designed evaluation, but it is slightly less rigorous and/or there may be limitations in the design. Interventions that have been determined to have No Effect will have evaluations that are rigorous and well-designed but found no significant effects on health-related outcomes. Interventions that have no effect and that have been determined to “not address” scoring instrument criteria will not be included in the Matrix of Interventions. Over the next four (4) months, the Center Director will continue to meet with the Curriculum Committee to discuss the findings and outcomes of our studies and the implications for medical education. We will continue to build the brand of the Center with weekly and biweekly meetings held with the staff, the consultants in the Center, national networks, thought leaders, and content experts.
Plans for Upcoming Year: In Year 5, the plans are to: 1) select and implement two (2) research projects out of four (4) submitted projects in the initiate grant application. These studies were designed to evaluate primary care training in the implementation model for addressing the needs of vulnerable populations submitted; 2) continue weekly meetings with the staff; 3) maintain and update website; 4) develop and hold two Communities of Practice (CoP) meetings to assess the needs of LGBTQ, migrant workers, and homeless persons, and translate research findings into primary care training and clinical practice guidelines from Years 1, 2, and 3 from the systematic reviews; and 5) disseminate findings and results on the website through social media, presentations at national conferences, and submission of abstracts and manuscripts for publications. We will select and examine studies that reflect barriers to care and access to treatment for health-related problems for these vulnerable populations. The project will continue to use scientific strategies such as:1) meta-analysis; 2) secondary qualitative and quantitative studies; and 3) comparative analysis of usual care versus care to determine the model through literature reviews and surveys. An exhaustive search of the literature, (from 2005 until present, using Scopus, PubMed, EBSCOhost, Google Scholar and PsycINFO) continues to be conducted. Other databases that are searched include CINAHL, ERIC, and Web of Science. Following completion of all literature searches, the PRISMA flow diagram will be used to document search results. In Year 4, the CoP will examine system-level models of care that can be translated into pedagogical content for primary care training for LGBTQ, homeless persons, and migrant farm workers. The CoP will build on and incorporate the various experiences and solutions proposed by multiple partners to build a knowledge base representing best practices. In addition, the CoP will provide broader public health benefits, including consistent communication and reporting, improved analytic capability, promotion of standards, support and promotion of key national initiatives, advancement of domain-specific capabilities, linking of geographically dispersed practitioners, and increased efficiency. The Center Director of the Dissemination and the Communities of Practice (CoP) cores will host t h e fourth (4th) meeting for the members of the Communities of Practice. This meeting will focus examining our current work and provide feedback on curricula, research, and effective dissemination practices that will be helpful to community physicians. Emphasis will be on identifying ways to integrate curricula findings, recommendations, and strategies into primary care to improve health outcomes for vulnerable populations and to expand the primary care workforce.
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The Center continues to meet on a weekly basis and will use telephone conferencing with the HRSA Staff and consultants who advise and provide expertise in the research, dissemination, and content subject matter areas for addressing systemic issues affecting LGBTQ, persons experiencing homelessness, and migrant farmer workers. The project will also coordinate the planning and implementation of an assessment of primary care training programs to address current prevention and care practices associated with the above listed populations. During the remainder of Year 4 and the first four months of Year 5, the Dissemination Core (DC) will continue to identify transdisciplinary and multi-sector academic and community partners, and opportunities to assist with translating research findings into culturally appropriate training and messaging. We will integrate these messages into primary care training pedagogical learning modalities and content information to enhance interest in clinical transformation in the medical education community. To assist in tone and language, the NCMEDR have initiated three memoranda of understandings (MOUs). One of the MOUs is with the Migrant Clinicians’ Network. The Migrant Clinicians’ Network is an organization that provide health care to migrant farmer workers. The picture reflecting migrant farmer workers taken by the Migrant Clinicians’ Network. In Year 5, the DC will continue to use blogging, twitter, and other social media platforms to promote our research. At each CoP conference, the CoP members will review and make recommendations on the best dissemination methods. The DC, in conjunction with the Center and HRSA, has established and maintained a communications platform that supports collaborative research, education, communications, and community outreach activities among academic and multi-sector community partners who are committed to providing comprehensive and cost-effective health care to vulnerable populations.
The dissemination platform includes: 1) a comprehensive directory/list-serve of community organizations in each state in the region by population, type of services offered, and the availability of culturally appropriate services; 2) a website; 3) a quarterly electronic newsletter; 4) regular videoconferences with targeted audiences; and 5) a full array of supportive resources (e.g., voice, chat, e-mail, IM, CRM tools, web collaboration), which will be incorporated as appropriate. These tools together can be used to provide the best possible communication experience for the Center, HRSA, and its academic/community and patient populations. Core elements will be used to assess the effectiveness of interventions and uptake by primary care training programs in addressing the needs of LGBTQ, migrant farm workers, and persons experiencing homelessness. We will continue to build our communities of practice by including national networks. We continue to expand our CoP by stakeholders who are may be experiencing vulnerability. We will also continue to focus on homelessness as the definition is shifting as noted in this recent article reflecting persons experiencing homelessness in Los Angeles.
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Dissemination activities will continue to target four distinct groups: 1) academics (e.g. publications, presentations); 2) academic primary care educators and providers, leaders of health insurance plans, and public health practitioners (evidence-based findings); 3) public officials and policy analysts (research findings on the effects of public policy on workforce development, diversity, health outcomes, quality of care, access, and continuous quality improvement around health disparities); and 4) the lay community (public health messages). The DC will continue to work with the research and the CoP cores to identify the types of organizations and institutions that will assist in the dissemination of systems research findings, information, and evidence- based interventions. The DC will translate the findings and results of the National Center into training, practice, and policy with a focus on improving primary care training curriculum, health access, and clinical care; crafting appropriate messages to reach different segments of the target population; improving quality of care for population health; and reducing health care costs for services provided to vulnerable populations.
Working together with the DC, the CoP will continue to foster interdisciplinary, transdisciplinary, and inter-professional approaches to curriculum design and development, as well as PCMH clinical practice. As a unit, it will continue to provide an overview of opportunities for medical education to incorporate peer learning and peer coaching around the implementation of an evidence- best practice in training and promote best practices in other academic and clinical-based organizations. Major tasks of the CoP will continue to include: 1) feedback; 2) knowledge creation and sharing; 3) identification of best medical education and clinical practices; 4) innovation in primary care curricula; and 5) dissemination. Pictured centered is Thomas A. Arcury, PhD, Consultant, leading the Migrant Farm Workers’ Research Group meeting for CoP 2019.
Milestones/Progress by Objectives
Objective 1: Establish and sustain an academic unit in the Department of Family and Community Medicine from Years 1-5 through a cooperative agreement with HRSA
1. The National Center for Medical Education Development and Research is fully operational with staff, scheduled regular meetings, website, and regularly structured dissemination and community of practice activities. 2. In Year 4, there has been 35 weekly meetings with the staff of the Center. 3. The Center collaborates with the other five (5) national centers and spearheads the Journal Supplement. 4. To date, the Center has a website with 346,000 visits. 5. The dissemination plan for the Center has been completed and is being implemented. 6. It has a national network of content speakers and thought leaders including Drs. Bev & Etienne Wenger, developers of the concept and theories for CoP and national and international scholars. 7. The Center has four (4) MOUs in place to achieve its work with vulnerable populations: LGBTQ, persons experiencing homelessness, and migrant farm workers. They
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are Fenway Institute, Migrant Clinical Network, The University of Kentucky, departments of family medicine and pediatrics, National HealthCare for the Homeless Council. 8. The Center continues to collaborate with eighteen (18) national partners including Fenway Institute, Migrant Clinicians Network, the National Healthcare for the Homeless Council, and the Single Room Occupancy (SRO) Los Angeles, a new partner.
The Center is participating with the University of California/Davis/Center for Diverse Healthcare Workforce in a Micro-aggression Study. Title of the study is “Seeking Health Equity by Understanding How to Support Underrepresented Health Professions Students” Principal Investigator (PI): Kupiri Ackerman-Barger, PhD; Site PIs at Meharry: Katherine Y. Brown, EdD, and Paul D. Juarez, PhD. The study at Meharry will focus on the following examinations: • Determine if Black students attending historically Black colleges and universities experience micro-aggressions in their academic settings, and if so how. If students are experiencing micro-aggressions explore how they may be similar or different from Black and White students attending primarily White campuses. • Determine what works well in historically Black colleges and universities in relation to inclusive learning environments • Explore what challenges or concerns related to academic and career success may exist for health professions students at historically Black colleges and universities • Identify what health professions students at historically Black colleges and universities believe they need from their school and faculty to support their academic and career success
Objective 2: Conduct two (2) system-level research projects out of four (4) projects in collaboration with the Project Officer in Year 4. Outcome: The Center has completed the systematic reviews on Affirming Care and Immunization Disparities. The Center will include a survey that will explore opinions of patients on each topic. IRBs for Affirming Care have been submitted for approval and IRB for the Immunization Disparities has been approved.
Publications and Abstracts 1. Morris, M., Cooper, R.L., Ramesh, A., Tabatabai, M., Arcury, T.A., Shinn, M., Im, W., Juarez, P., Matthews-Juarez, P. Training to reduce LGBTQ-related bias among medical, nursing, and dental students and providers: a systematic review. BMC Med Educ. 19, 325 (2019) doi:10.1186/s12909-019-1727-3 2. Juarez, PD. Screening for Violent Tendencies in Adolescents - A Focus on Causes, Effects and Screening. (Vince Morelli, Ed.). Adolescent Health Screening: an Update in the Age of Big Data. Elsevier. 2019. 3. Morris, M., Cooper, R.L., Ramesh, A., Tabatabai, M., Arcury, T.A., Shinn, M., Im, W., Juarez, P., Matthews-Juarez, P. Preparing medical students to address the needs of vulnerable patient populations: Implicit bias training in U.S medical schools. Med.Sci.Educ. (2020). https://doi.org/10.1007/s40670-020-00930-3. Under Review 1. Cooper, R.L., Juarez, P., Morris, M., Edgerton, R., Brown, L.L., Mena, L., MacMaster, S.A., Collins, S., Matthews-Juarez, P., HRSA Academic Units Research Group. Recommendations for Increasing Physician Provision of Pre-Exposure Prophylaxis. Journal of Health Care for the Poor and Underserved (Submitted for review).
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2. Cooper, R.L. et al. Dynamics of Fatal Opioid Overdose by State and Across Time. August 2019. 3. Juarez, P., Ramesh, A., Cooper, R.L., Tabatabai, M., Arcury, T.A., Shinn, M., Matthews- Juarez, P. A Systematic Review of the Effectiveness of Interventions Designed to Teach Medical Students to Address Interpersonal Violence across the Life Course. Academic Medicine (Submitted for review). 4. Cooper, R.L., Tabatabai, M., Juarez, P., Ramesh, A., Morris, M.C., Edgerton, R., Arcury, T.A., Shinn, M., Mena, L., Matthews-Juarez, P. PrEP Training in Medical Schools in the United States. AIDS and Behavior (Submitted for Review).
In Manuscript in Preparation 1. Ramesh, A., Juarez, P.D., Paul, M., Morris, M.C., Cooper, R.L., Tabatabai, M., Arcury, T.A., Shinn, M., Mena, L.A., Im, W., Brown, K.Y., Matthews-Juarez, P. Curricular Interventions in Medical Schools for Assessing Adverse Childhood Experience.
Abstracts for Manuscript Development: 1. The Effect of Homelessness on Viral Suppression among HIV-positive Persons in an Underserved Metropolitan Area of the South: 5-Year Analysis: Vladimir Berthaud, Abosede Osijo, Maxine Chandler-Auguste, Marie T. Baldwin, Ronda Jennings, Paul Juarez, Patricia Matthews-Juarez, Derek Wilus, and Mohammad Tabatabai. 2. Title: Primary Care Training in Adverse Childhood Experiences (ACEs) among Lesbians, Gays, Bisexuals, Transgender and Questioning (LGBTQ), persons experiencing homelessness, and migrant farm worker: Gaps in Medical Education Authors: Paul D. Juarez, M. Paul; A Ramesh; P. Matthews-Juarez. 3. Title: Training medical students to identify, diagnose and treat opioid use disorder (OUD) among vulnerable populations, specifically, persons identifying as Lesbians, Gay, Bisexual, Transgender, and Questioning (LGBTQ), persons experiencing Homelessness and migrant farm workers. Author: M Paul, RL Cooper, A Ramesh, P Juarez, P Matthews-Juarez 4. Title: Immunization disparities among vulnerable populations: What medical students need to know.Author: Paul D. Juarez, Deliana Garcia, Tom Arcury, Patricia Matthews-Juarez 5. Title: Transforming Primary Care Training: Collective Impact of a Community of Practice Model. Author: Matthews-Juarez, P., Juarez, P., Brown, K.Y.
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COMPREHENSIVE OVERVIEW OF THE NCMEDR PRODUCTS – YEARS 1-4
COP DISSEMINATION POWERPOINT https://drive.google.com/file/d/1g4DcqfIq4xYbhW0QpwYreGdKWKcqAeYK/view?usp=sharing
2017-2018 COMMUNITIES OF PRACTICE PRODUCTS https://drive.google.com/drive/folders/1gvAiqxtr3Fbpbv5K4c5JE0Z-rDGF7hP_?usp=sharing
2018-2019 COMMUNITIES OF PRACTICE PRODUCTS https://drive.google.com/drive/folders/1PB4JVAIxsWeJeUQCog1JrVfivlOYNrIp?usp=sharing
2019-2020 COMMUNITIES OF PRACTICE PRODUCTS https://drive.google.com/drive/folders/12jgdmDSJi4HRssEBkNWNcRNWsXRWZYOo?usp=sharing
76 http://NCMEDR.org EDUCATIONAL INTERVENTIONS FOR ASSESSING ADVERSE CHILDHOOD EXPERIENCE A Ramesh; M Paul; T Dixon; M Morris; RL Cooper; M Tabatabai; W Im; K Brown; P Juarez; P Matthews-Juarez National Center for Medical Education Development and Research (NCMEDR) Meharry Medical College, Nashville, TN 37208
Abstract Methods Discussion
PURPOSE: Scientific evidence is accumulating on the contribution of Adverse • Systematic review of databases: to assess the evidence of training medical • There is little evidence that medical schools are addressing ACEs in their curriculum. Childhood Experiences (ACEs) to health issues across the life continuum. In the educational programs offered by medical schools, little time is spent on training students to conduct screening and treating the effects of ACEs in general- and students, who are future health care providers to offer competent care to patients vulnerable populations. • No studies have been conducted to assess using a TIC to address ACEs in vulnerable populations (homeless-, with ACEs. The purpose of this systematic review was to increase awareness of LGBTQ persons, and migrant farmworkers). ACEs among medical students and enhance quality and frequency of ACEs • Databases searched: PubMed, ERIC, SCOPUS, Web of Science, OVID, CINAHL, assessment in medical settings. and Psych INFO. • Findings on ACEs have not yet been translated into medical education/clinical practice. DESIGN METHODS: To evaluate intervention studies focused on increasing awareness and enhancing ACE assessment in healthcare institutions, published • MeSH terms used: Adverse Childhood Exposures/Experiences, Problem Based • Unrecognized or misdiagnosed trauma leads to health care system failures. articles were identified through searches of PubMed, Scopus, OVID, ERIC, Learning, Didactic, Curriculum, Simulation, Continuing Medical Education, Medical-, PsycINFO, CINAHL and Web of Science databases using a combination of major Osteopathic Schools, and Undergraduate Programs. • Inadequate coordination between services, and referral pathways results in unintegrated care for trauma patients. and minor MeSH terms, which included: Adverse Childhood Exposures/Experiences, Problem Based Learning, Didactic, Curriculum, Simulation, Continuing Medical Education, Medical-, Osteopathic Schools, and • Review protocol: PRISMA guidelines and RefWorks citation manager. Recommendations Undergraduate Programs. • Creating TIC requires ………. RESULTS: Out of a total of 715 publications screened, 16 studies were identified leadership that focused on medical education with respect to ACEs. These interventions PRISMA Flowchart cross-system collaboration on information collection, sharing and training targeted knowledge, skills, and comfort level using a variety of formats, including common vision across public and private systems lectures, perspective-taking exercises, and small group discussions. Only a few Search results articles were identified that reviewed efforts to train medical students. However, none of the interventions focused on vulnerable populations, such as migrant farm • Holistic treatment (individual’s history and identity) strategy in treatment planning and service provision. workers, persons experiencing homelessness and LGBTQ persons, who are PubMed OVID ERIC SCOPUS Web of Science PsychInfo more likely to have been exposed to ACEs. N = 152 N = 161 N = 0 N = 334 N = 63 N = 3 • Elements of history and identity needs to include……. risk for exposure to traumatic incidents as well as mediating factors, such as DISCUSSION/CONCLUSION: While research documents a strong correlation sexual orientation and gender identity between the number of ACE encounters experienced during childhood and Records identified experiences with homelessness adverse health outcomes of adulthood, our systematic review found little evidence through databases to suggest medical schools are addressing ACEs in their curricula. One of the key searching addiction strategies for reducing bias is development of a curriculum that focuses not only N = 715 on increasing awareness of ACEs but also allows students to practice bias • Above-mentioned factors shape the way people…… reduction skills before treating patients in clinics. Records after duplicates removed think N = 626 Books (N = 56) feel Conference proceedings (N = 3) relate to others Dissertation/Thesis (N = 3) Background Records after manage stress filtering N = 564 English language Publication year 1998 to 2018 • Failure to consider these factors can lead to….. • ACEs occurrence: early in life but have effects that, Journal articles misdiagnosis Records filtered Pharmacy without intervention, can last a lifetime. after inclusion criteria Nursing poor treatment outcomes N = 29 Medical schools ineffective therapeutic relationships. • ACE categories: psychological abuse, physical abuse, Osteopathic schools sexual abuse; substance abuse, mental illness, violent Records after full-text Resident physicians Studies in Progress at NCMEDR articles reviewed Undergraduate programs treatment of mothers, and criminal behavior in the N = 15 Addressed research question • Preparing a manuscript to communicate our findings to a peer-reviewed journal in medical education. household. Figure 1. Flowchart of Study Selection. The search process initially identified 715 abstracts. After duplicates, reviews, and editorials were removed, 29 • Developing a policy brief to be distributed to stake holders (funding agencies, policy makers, medical • Impact of ACEs: lasting alterations to the endocrine, articles were assessed for eligibility . Further scrutiny resulted in 15 articles included in qualitative synthesis. institutions, and accreditation bodies). autonomic, and central nervous system. Results • Conducting a survey of medical students to assess their ACEs-related knowledge, skills and attitudes. • increased risk for multiple Consequences of ACEs: • Little evidence to show that ACEs screening and TIC are incorporated into • Disseminating information via Communities of Practice annual meetings, webinars, websites and social media adverse health and mental health outcomes and poorer the undergraduate medical education curriculum. . platforms. quality of life. References • Few articles reviewed efforts to train primary care providers (Tavakkoli et al., • ACE-vulnerable populations: migrant farmworkers, • Bassuk E. Guidance for Primary Care Clinicians. In: Health Care for the Homeless Council, ed. Trauma and Homelessness. Nashville, TN: Health 2014; Green et al., 2015; Bethell et al., 2017; Magen & DeLisser, 2017; Care for the Homeless Council; 1999. persons experiencing homelessness, and LGBTQ • Bethell CD, Carle A, Hudziak J, et al. Acad Pediatr. 2017;17(7s):S51-s69. Pardee et al., 2017; Tink et al., 2017; van den Heuvel et al., 2017; Goldstein persons. • Goldstein E, Murray-García J, Sciolla AF, Topitzes J. The Permanente Journal. 2018;22:17-126. et al., 2018). • Green BL, Saunders PA, Power E, et al. Family Medicine. 2015;47(1):7-14. • Magen E, DeLisser HM. Acad Pediatr. 2017;17(7s):S102-s107. • lack of • Pardee M, Kuzma E, Dahlem Chin Hwa Y, Boucher N, Darling Fisher Cynthia S. Journal of the American Association of Nurse Practitioners. Lack of attention to ACEs by physicians: • Two studies addressed the needs of medical students (Magen & DeLisser, 2017;29(12):716-724. familiarity with ACEs screening, and lack of training • Tavakkoli M, Ann Cohen M, Alfonso C, M Batista S, Tiamson-Kassab M, Meyer P. Caring for Persons with Early Childhood Trauma, PTSD, and HIV: 2017). a Curriculum for Clinicians. Vol 38, 2014. • Tink W, Tink JC, Turin TC, Kelly M. Fam Med. 2017;49(1):7-13. • • van den Heuvel M, Martimianakis MAT, Levy R, Atkinson A, Ford-Jones E, Shouldice M. BMC Medical Education. 2017;17(1):12. What is missing in ACEs education? • One study focused residency training programs (Tink et al., 2017). Screening for ACEs and provision of trauma-informed Acknowledgements care (TIC). This project is supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) • Six studies focused primary care providers (Bassuk, 1999; Tavakkoli et al., under grant number UH1HP30348, entitled academic Units for Primary Care Training and Enhancement. This information or content and conclusions are 2014; Green et al., 2015; van den Heuvel et al., 2017; Bethell et al., 2017; those of the authors and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS or the U.S. Pardee et al., 2017). Government. MEASURES FOR ENHANCING INTERPERSONAL VIOLENCE EDUCATION IN MEDICAL SCHOOLS M Paul; T Dixon; A Ramesh; M Morris; RL Cooper; M Tabatabai; W Im; K Brown; P Juarez; P Matthews-Juarez
Abstract Work-in-Progress at NCMEDR
PURPOSE: Despite advances in new discoveries that transform • Developing a policy brief on IV to be distributed to key health care, the medical education system has failed to address stakeholders (i.e., academic medical institutions, medical social determinants of health, which include disparities among education accreditation bodies, policymakers, etc). vulnerable populations. One of these issues is Interpersonal Violence (IV), which impacts health across the lifespan. • Preparing a manuscript to disseminate our research findings with other researchers and persons interested in DESIGN: A systematic review of literature identified strategies that IV in medical education. will lead to an assessment of IV medical education and recommend interventions for incorporation into medical school • Creating a survey of medical students to assess their curricula was conducted. These were identified through searches knowledge, skills and attitudes in relation to addressing IV. of databases employing a combination of major and minor MeSH terms. • Disseminating information about IV among vulnerable populations via webinars, websites, and multiple social RESULTS: Thirteen studies were found to focus on IV medical media platforms. education and training. These training components targeted knowledge and skills using a variety of formats including: lectures, perspective-taking exercises, and small-group discussions. A few NCMEDR 2nd Annual Communities of Practice Conference attendees and roundtable discussion about interpersonal violence. articles were identified that reviewed efforts to increase References awareness among medical students. However, none of the studies targeted vulnerable populations (migrant farm workers, Goals & Objectives Results & Discussion Alpert EJ, Tonkin AE, Seeherman AM, Holtz HA. Family Violence Curricula in homeless people and LGBTQ persons), who are at a greater risk U.S. Medical Schools. American Journal of Preventive Medicine. 1998;14(4):273- 82. doi: https://doi.org/10.1016/S0749-3797(98)00008-7. of IV. • Conduct a systematic review to analyze the literature • Findings of the systematic review revealed that lack of knowledge concerning teaching interpersonal violence to medical school about IV among medical students is a significant issue. Heron SL, Hassani DM, Houry D, Quest T, Ander DS. Standardized Patients to DISCUSSION/CONCLUSION: Despite recommendations from Teach Medical Students about Intimate Partner Violence. The western journal of students. emergency medicine. 2010;11(5):500-5. PubMed PMID: 21293773. the AAMC, the CDC, and the WHO, our systematic review found • None of the studies that had IV training had targeted IV training that there is no consistency in how students are taught about IV. • Assess the literature to see if past and/or current IV training for vulnerable populations (migrant farm workers, homeless Jonassen JA, Pugnaire MP, Mazor K, Regan MB, Jacobson EW, Gammon W, et These limitations are a call for the need to incorporate IV incorporates specific vulnerable populations such as LGBTQ, people, and LGBTQ persons), who are at a greater risk of IV. al. The effect of a domestic violence interclerkship on the knowledge, attitudes, education throughout medical school curriculum and clinical and skills of third-year medical students. Academic medicine: journal of the migrant farmworkers and homeless persons. Association of American Medical Colleges. 1999;74(7):821-8. doi: rotations. Additionally, students’ preexisting knowledge, attitudes • A survey of 200 medical students and residents showed that their 10.1097/00001888-199907000-00017. PubMed PMID: 10429592. and personal experiences to IV should be considered. • To increase awareness and highlight the importance of level of training on IV was inadequate and both these groups integrating IV into medical school curricula. expressed desire to receive additional training. Ernst AA, Houry D, Nick TG, Weiss SJ. Domestic Violence Awareness and Prevalence in a First-year Medical School Class*. Academic Emergency Medicine. 1998;5(1):64-8. doi: 10.1111/j.1553-2712.1998.tb02577.x. Background • Participation in intensive domestic violence clerkship was found to Methods result in improvements in knowledge, attitudes and skills of Sprague S, Kaloty R, Madden K, Dosanjh S, Mathews DJ, Bhandari M. Perceptions of intimate partner violence: a cross sectional survey of surgical medical students. residents and medical students. Journal of injury & violence research. • Interpersonal Violence (IV) encompasses a wide range of 2013;5(1):1-10. doi: 10.5249/jivr.v5i1.147. PubMed PMID: 21926470. incidents from child abuse, youth violence, intimate partner Summary Connor PD NS, Mackey SN, Banet, MS, Tipton, NG. Intimate Partner Violence violence, sexual violence, elder abuse, and gun violence, all of Education for Medical Students: Toward a Comprehensive Curriculum Revision. which are encountered commonly within the health care SMJ. 2012;105(4):211-15. system. • Develop and incorporate IV training early into all medical school curricula so healthcare providers will have the skills, knowledge Frank E EL, Saltzman LE, Houry D, McMahon P, Doyle J. Clinical and personal intimate partner violence training experiences of U.S. medical students. J • Vulnerable populations such as LGBTQ persons, migrant farm and confidence to properly assess and manage patients that are Womens Health. 2006;15(9):1071-79. workers, and persons experiencing homelessness are at exposed to IV. increased risk for IV. Buranosky R, Hess R, McNeil MA, Aiken AM, Chang JC. Once Is Not Enough: Effective Strategies for Medical Student Education on Intimate Partner Violence. • Approximately 63% of homeless women have experienced • IV training should be tailored to address IV in vulnerable Violence Against Women. 2012;18(10):1192-212. doi: domestic violence in their adult lives populations. 10.1177/1077801212465154. • Migrant and seasonal farm working women report higher rates of intimate partner violence (IPV) than the national • Students’ preexisting attitudes and personal exposure to IV average. needs to be taken into account while designing curriculum. Acknowledgements
• Exposure to IV during childhood, adolescence, and adulthood • IV education needs to be delivered early to attune the trainees’ This project is supported by the Health Resources and Services has been found to be associated with mental health illness, minds and influence their thinking towards achieving better Administration (HRSA) of the U.S. Department of Health and Human addiction, obesity, cardiovascular conditions, chronic diseases, patient outcomes Services (HHS) under grant number UH1HP30348, entitled “Academic Units for Primary Care Training and Enhancement.” This information or allergies, sleeping problems and suicidal ideations. content and conclusions are those of the authors and should not be • Introducing IV throughout the medical school curriculum will be construed as the official position or policy of, nor should any beneficial in regards to treatment of patients with a history of IV. endorsements be inferred by HRSA, HHS or the U.S. Government. Becoming Culturally Competent Healthcare Providers: A Prerequisite to Address Healthcare Disparities
Margarita Echeverri, PhD, MSc, Xavier University of Louisiana College of Pharmacy Ebony Gilbreath, DVM, PhD, DACVP, Tuskegee Veterinary Medicine Katherine Y. Brown, EdD, and Jacinta P. Leavell, MS, PhD, Meharry Medical College Health Resources and Services Administration (HRSA), Department of Health and Human Services (DHHS)
BACKGROUND Problem: Changes in the demographics and diversity characteristics of the population show that we need to move beyond race/ethnicity to address the needs of diverse populations facing healthcare disparities. In order to address these disparities, healthcare providers need to provide culturally competent services to all their patient population.
Key factors: Although many trainings in cultural competence are available, most of them are isolated and short courses targeted to a specific profession and/or focus only on awareness and knowledge instead of skills needed in clinical practice.
PURPOSE To create the certificated training “Becoming Culturally Competent Providers” focused on providing integrated culturally competent inter-professional healthcare services to underserved populations.
BEST PRACTICE GUIDELINES . Best practices imply to increase awareness and knowledge but also develop opportunities for self- reflection, peer discussions and application in the clinical practice.
. Accordingly, this certificate program is organized into three courses that build upon different levels of learning (knowledge, attitudes and skills).
. Course 1 emphasizes basic awareness and IMPLICATIONS AND RECOMMENDATIONS FOR CLINICAL knowledge that all healthcare providers should have PRACTICE when working in a diverse and multicultural environment. . In summary, the three courses address general needs of healthcare providers regarding of the profession. . Course 2 focuses on the knowledge and skills that . Because this is a hybrid certificate program, healthcare providers can help healthcare providers to better understand and learn key concepts in their own time, and complement their training serve patients from diverse background. through this virtual interdisciplinary training and certification platform. . Utilizing this resource in conjunction with the on-site, face-to-face . Course 3 builds on the knowledge and skills acquired curriculum will allow health care providers and educators to focus on in the two previous courses to focus on specific chronic developing inter-professional clinical skills and practice experiences conditions where self-care and patient-clinician trust that can be offered by each institution, according to their specific and relationships play crucial roles in the effective needs. management of the conditions and better health outcomes.
GRANT SUPPORT: This project is supported by funds from the Bureau of Health Professions (BHPr), Health Resources and Services Administration (HRSA), Department of Health and Human Services (DHHS) under different grant awards to each participating institution: Xavier University of Louisiana grant # D34HP00006, Tuskegee University grant # D34HP00001, and Meharry Medical College grants # D34HP16299 and # UH1HP30348. INTERVENTIONS TO TEACH INTERPERSONAL VIOLENCE TO MEDICAL STUDENTS A Ramesh1; PD Juarez1; RL Cooper1; MJ Paul1; M Tabatabai1; TA Arcury2; M Shinn3; KY Brown1; W Im1; P Matthews-Juarez1
Abstract Goals PURPOSE: Interpersonal violence (IV) is a leading cause of morbidity, • Identify the extent to which medical students are trained to screen, References disability, adverse mental health conditions, and mortality. Beyond both treat, or refer persons exposed to IV across the life course. acute injuries and chronic conditions arising from IV, there is Dahlberg LL MJ. History of violence as a public health issue. AMA increasing recognition that IV can have long-term effects on the health • Identify the core medical education curricular elements that are used Virtual Mentor. 2009;11(2):167-172. and mental health of individuals due to physiological changes arising to address interpersonal violence. from exposure. However, without additional training, physicians are Dahlberg LL, Krug EG. Violence - a global public health problem. likely to encounter persons experiencing or at risk for interpersonal • Identify the evidence base for the effectiveness of medical education In: Dahlberg LL, & Krug, E. G, ed. Violence - a Global Public Health violence without recognizing or addressing it. in addressing IV among vulnerable populations. Problem. Geneva, Switzerland: World Health Organization; 2002:1– 56. METHODS: A systematic review of the literature was conducted using Methods PRISMA guidelines to identify original studies that focused on how • A systematic review of the literature was conducted using PRISMA Haist SA, Wilson JF, Pursley HG, et al. Domestic violence: medical students are taught to address IV across the life course. An guidelines (Moher et al., 2009) to identify studies that focused on increasing knowledge and improving skills with a four-hour electronic search was conducted in MEDLINE/PubMed, PsycINFO, how medical students are taught to address IV across the life course. workshop using standardized patients. Academic Medicine. Web of Science, Scopus, Ingenta, Science Direct, and Google Scholar 2003;78(10): S24-S26. databases for articles in English published between March 2005 and • An electronic search was conducted in different databases for Figure 1: Schematic of PRISMA flowchart used for literature search. February 2017. The search strategy cross-referenced keywords for articles in English published between March 2005 and February Jonassen JA, Doepel D, Pugnaire MP. An interclerkship course on interpersonal violence. domestic abuse. Academic Medicine. 1997;72(5):422-423. 2017. The search strategy cross-referenced keywords for Results interpersonal violence. RESULTS: A total of 29 articles were identified that sought to teach • Nineteen (65.5%) of the articles addressed domestic violence or Joyce B, Jung D, C. Lucia V, Kavanagh M, Afonso N. Developing medical students how to respond to IV at different stages of the life • Inclusion Criteria: Studies included in this review met the following intimate partner violence, four of the articles (13.8%) targeted sexual Medical Student Competence in Intimate Partner Violence: a course. Nineteen (65.5%) articles addressed domestic criteria: (a) examined knowledge, attitudes, awareness and skills of violence, three (10.3%) addressed child abuse, two (6.9%) addressed National Priority. Vol 25 2015. violence/intimate partner violence, four (13.8%) targeted sexual medical student about IV, (b) presented primary data of an IV adolescent violence, and one (3.4%) examined family violence. violence, three (10.3%) addressed child abuse, two (6.9%) addressed educational intervention (qualitative or quantitative) on screening, Knox M PH, Vieth V. Educating medical students about adolescent adolescent violence, and one (3.4%) examined family violence. One maltreatment. Int J Adolesc Med Health 2013;25(3): 301-308. treatment, counseling, and referrals, (c) were published in English, • Ten of the studies (34.5%) were published prior to 2000, eight article identified IV as a health issue across the life course. Of the 29 (d) were conducted with students enrolled in an accredited US (27.6%) between 2000 and 2010; and eleven (37.9%) between 2010 studies, over half utilized a weak, non-experimental design and six Milone JM, Burg MA, Duerson MC, Hagen MG, Pauly RR. The medical school, and (e) were published before February 2017. and 2017, demonstrating little change over time in attention given to utilized a strong quasi-experimental design. effect of lecture and a standardized patient encounter on medical IV. • Search Criteria: Interpersonal violence, domestic violence, intimate student rape myth acceptance and attitudes toward screening patients for a history of sexual assault. Teaching and Learning in CONCLUSIONS: Research findings suggest that teaching medical partner violence, child abuse, sexual abuse, rape, elder abuse, • Seventeen (40.5%) of the articles targeted changes in knowledge Medicine. 2010;22(1):37-44. students about IV can have a positive impact on their knowledge, bullying, youth violence, community violence, trauma AND medical about IV; fifteen (35.7%) aimed at changing attitudes or beliefs; five attitudes, and skills. Despite the known adverse effects of IV on the education, medical curriculum, and medical students, AND (11.9%) focused on changing level of awareness or comfort; and five Moher D, Liberati A, Tetzlaff J, Altman DG, Group P. Preferred health and mental health of persons across the life course, the near prevention OR screening, OR care, OR treatment OR trauma (11.9%) targeted change in behavior or skills. universal support by medical and professional associations to address informed care reporting items for systematic reviews and meta-analyses: the PRISMA statement. J Clin Epidemiol. 2009;62(10):1006-1012. it, the evidence base for how to effectively address IV in the medical • Sixteen (55.1%) of the studies had sample sizes of 100 or more, curriculum is still lacking. • Exclusion Criteria: Articles that addressed IV interventions in which includes one that targeted all students in an entire class and Moser DA, Paoloni-Giacobino A, Stenz L, et al. BDNF methylation residency training programs, other health professions training two (6.9%) that targeted all students in two or more classes. Background programs, health care provider continuing education, and articles and maternal brain activity in a violence-related sample. PLoS that only recommended or described IV curriculum without ONE. 2015;10(12):e0143427. • What is Interpersonal violence (IV)? • A lecture or workshop was the most common teaching venue used; implementation were excluded from the study. followed by a workshop or inter-clerkship designed to last more than Pelletier HL, Knox M. Incorporating child maltreatment training into “The intentional use of physical force or power, threatened or actual, eight hours but less than three days; an intervention that was spread • After screening, a total of 29 articles were identified that met the medical school curricula. Journ Child Adol Trauma. 2017;10(3):267- against another person, or against a group or community that either across four days to two weeks; and an intervention that was review criteria (Figure 1: PRISMA Flowchart). 274. results in or has a high likelihood of resulting in injury, death, incorporated as part of the longitudinal curriculum. Cross-sectional surveys administered without an organized intervention also were psychological harm, stunted emotional development, or deprivation” (US) Office of the Surgeon General. Youth Violence: A report of the • Data Extraction: sample (i.e., medical students by year); program frequent. format (i.e., readings, lectures, small group discussions, patient Surgeon General. In: NICIPC N, Center for Mental Health Services, • Occurs as a single, intermittent or ongoing set of events which simulations or interviews); program targets (i.e., knowledge, comfort ed. Rockville, MD: Office of the Surgeon General; 2001. result in acute and chronic, physical and mental health injury, long- level, attitudes, screening, treatment, referrals); and a summary of Key Findings term disability, and death. Zannas AS, Provençal N, Binder EB. Epigenetics of posttraumatic key findings regarding program effectiveness. • Studies that incorporated interpersonal violence into medical stress disorder: current evidence, challenges, and future directions. • IV includes child abuse, adolescent/youth violence, intimate partner education curriculum were found to be effective at increasing Biological Psychiatry. 2015;78(5):327-335. • Quality Assessment.: Studies included in this review met the violence, domestic violence, family violence, sexual violence, elder knowledge (Haist et al., 2003; Jonassen et al., 1997; Joyce et al., following criteria: (a) examined knowledge, attitudes, awareness and abuse, etc. 2015; Pelletier & Knox, 2017), attitudes (Jonassen et al., 1997; Joyce skills of medical student about IV, (b) presented primary data of an et al., 2015; Milone et al., 2010) and skills (Haist et al., 2003; IV educational intervention (qualitative or quantitative) on screening, Jonassen et al., 1997; Joyce et al., 2015). Acknowledgements • Children, adolescents, older adults, people who are exposed to treatment, counseling, and referrals, (c) were published in English, poverty, discriminated due to race, ethnicity, persons who are This project is supported by the Health Resources and Services (d) were conducted with students enrolled in an accredited US • Studies that incorporated longer or multiple sessions as a part of their LGBTQ, migrant farm workers, and persons experiencing Administration (HRSA) of the U.S. Department of Health and Human medical school, and (e) were published before February 2017. intervention were found to have positive results that also lasted over homelessness are vulnerable to IV. Services (HHS) under grant number UH1HP30348, entitled time, regardless of type of IV. • Quality ratings (QR): “Academic Units for Primary Care Training and Enhancement.” We • Despite the recognition of IV as a serious public health crisis by the also acknowledge the financial support provided by the NIH-RCMI QR 1: Studies that used a non-experimental, qualitative or cross- • None of the studies examined impact of the intervention on patient Centers for Disease Control and Prevention (Dahlberg, 2009) , the grant (5U54MD00758633), which enabled us to present this work in sectional design (low quality) outcomes. US Surgeon General (Office of Surgeon General, 2001), the World QR 2: Studies that used a pre-test/post-test design only without a the RCMI 2019 National Conference. This information or content Health Organization (Dahlberg & Krug, 2002), there has been little and conclusions are those of the authors and should not be control group (weak quality) • IV can have long term effects on the health and mental health of change in the training of medical students over the past 30 years construed as the official position or policy of, nor should any QR 3: QR 2 with a control group or a multiple time series design with individuals due to physiological changes that arise from the about the effects of IV or how to screen for or address it. endorsements be inferred by HRSA, NIH, HHS or the U.S. no control group (moderately weak quality) exposures. For e.g. exposure to IV can lead to PTSD as a result of Government. QR 4: Studies that included a pre/post control design with a control physiological changes to the brain (Zannas et al., 2015; Moser et al., group (strong quality) 2015). 4th Annual Communities of Practice Conference Selected Readings on Vulnerable Populations
2017 CONFERENCE Selected Readings on Vulnerable Populations by Topics for Communities of Practice
MEDICAL EDUCATION El Rayess, F., et al. (2015). “Patient-Centered Medical Home Knowledge and Attitudes of Residents and Faculty: Certification Ahrweiler, F., et al. (2014). “Clinical practice and self-awareness as Is Just the First Step.” Journal of Graduate Medical Education 7(4): determinants of empathy in undergraduate education: A qualitative 580-588. short survey at three medical schools in Germany.” GMS Zeitschrift https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4675415/ für Medizinische Ausbildung 31(4): Doc46. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4259065/ Hardeman, R. R., et al. (2015). “Medical student socio-demographic characteristics and attitudes toward patient centered care: Do Akaike, M., et al. (2012). “Simulation-based medical education in race, socioeconomic status and gender matter? A report from the clinical skills laboratory.” The Journal of Medical Investigation 59(1,2): Medical Student CHANGES study.” Patient education and counseling 28-35. 98(3): 350-355. Banwari, G., et al. (2015). “Medical students and interns’ knowledge https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4433154/ about and attitude towards homosexuality.” Journal of Postgraduate Rdesinski, R. E., et al. (2015). “Development and use of an instrument Medicine 61(2): 95-100. adapted to assess the clinical skills learning environment in the pre- https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4943442/ clinical years.” Medical science educator 25(3): 285-291. Brauer, D. G. and K. J. Ferguson (2015). “The integrated curriculum https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4617779/ in medical education: AMEE Guide No. 96.” Medical teacher 37(4): To, M. J., et al. (2016). “Homelessness in the Medical Curriculum: 312-322. An Analysis of Case-Based Learning Content From One Canadian http://www.tandfonline.com/doi/full/10.3109/0142159X.2014.970998 Medical School.” Teaching and Learning in Medicine 28(1): 35-40. Burgess, D. J., et al. (2016). “Medical students’ learning orientation http://www.tandfonline.com/doi/full/10.1080/10401334.2015.1108198 regarding interracial interactions affects preparedness to care for Wilcox, M. V., et al. (2017). “Medical students’ perceptions of the minority patients: a report from Medical Student CHANGES.” BMC patient-centredness of the learning environment.” Perspectives on Medical Education 16: 254. Medical Education 6(1): 44-50. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5041316/ https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5285277/ Davis, M. H. and R. M. Harden (2003). “Planning and implementing Zick, A., et al. (2007). “First-year medical students’ assessment of their an undergraduate medical curriculum: the lessons learned.” Medical own communication skills: A video-based, open-ended approach.” teacher 25(6): 596-608. Patient education and counseling 68(2): 161-166. http://www.tandfonline.com/doi/abs/10.1080/0142159032000144383 http://www.sciencedirect.com/science/article/pii/S0738399107002236 Harden, R. M. (2001). “AMEE Guide No. 21: Curriculum mapping: a tool for transparent and authentic teaching and learning.” Medical teacher 23(2): 123-137. http://www.tandfonline.com/doi/abs/10.1080/01421590120036547 Frank, E., et al. (2004). “Personal and clinical exercise-related attitudes and behaviors of freshmen U.S. medical students.” Research Quarterly for Exercise & Sport 75. http://www.tandfonline.com/doi/abs/10.1080/02701367.2004.10609142 Kiesewetter, J., et al. (2013). “Training of Leadership Skills in Medical Education.” GMS Zeitschrift für Medizinische Ausbildung 30(4): Doc49. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3839077/ Okuda, Y., et al. (2009). “The Utility of Simulation in Medical Education: What Is the Evidence?” Mount Sinai Journal of Medicine: A Journal of Translational and Personalized Medicine 76(4): 330-343. http://onlinelibrary.wiley.com/doi/10.1002/msj.20127/abstract Przedworski, J. M., et al. (2015). “A Comparison of the Mental Health and Well-Being of Sexual Minority and Heterosexual First-Year Medical Students: A Report From Medical Student CHANGES.” Academic medicine : journal of the Association of American Medical Colleges 90(5): 652-659. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4414698/
http://NCMEDR.org 81 Selected Readings on Vulnerable Populations 4th Annual Communities of Practice Conference
COMMUNITIES OF PRACTICE PRE-EXPOSURE PROPHYLAXIS (PREP) IN VULNERABLE POPULATIONS Barnett, S., et al. (2014). “Implementing a Virtual Community of Practice for Family Physician Training: A Mixed-Methods Case Study.” Pérez-Figueroa, R. E., et al. (2015). “ACCEPTABILITY OF PrEP UPTAKE Journal of Medical Internet Research 16(3): e83. AMONG RACIALLY/ETHNICALLY DIVERSE YOUNG MEN WHO HAVE https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3967123/ SEX WITH MEN: THE P18 STUDY.” AIDS education and prevention : official publication of the International Society for AIDS Education Cambridge D, K., S & Suter, V. (2005) Community of Practice 27(2): 112-125. Design GuideStep-by-Step Guide for Designing and Cultivating https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4550097/ Communities of Practice https://net.educause.edu/ir/library/pdf/nli0531.pdf Krakower, D. S. and K. H. Mayer (2015). “Pre-Exposure Prophylaxis to Prevent HIV Infection: Current Status, Future Opportunities and Kimble, C., Hildreth, PM, & Bourdon, I (2008). Communities of Challenges.” Drugs 75(3): 243-251. practice: Creating learning environments for educators. Charlotte, https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4354703/ NC, Omfpr,atopm Age {ib. Kelley, C. F., et al. (2015). “Applying a PrEP Continuum of Care for Men Krug EG, D., LL, Mercy, JA, Zwi, AB, Lozano, R (2002). World report on Who Have Sex With Men in Atlanta, Georgia.” Clinical Infectious violence and health. W. H. Organization. Geneva. Diseases 61(10): 1590-1597. Nasca, T. J. and I. Philibert (2009). “Communities of Practice and https://academic.oup.com/cid/article/61/10/1590/302887/Applying-a-PrEP- Learning: Disseminating Their Work.” Journal of Graduate Medical Continuum-of-Care-for-Men-Who-Have Education 1(1): 164-165. Golub, S. A., et al. (2013). “From Efficacy to Effectiveness: Facilitators https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2931189/ and Barriers to PrEP Acceptability and Motivations for Adherence PG, H. C. K. (2005). “Using technology to transform communities of Among MSM and Transgender Women in New York City.” AIDS practice into knowledge-building communities.” SIGGROUP Bulletin Patient Care and STDs 27(4): 248-254. 25(1): 31-40. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3624632/ Richardson, J. E., et al. (2015). “A needs assessment of health Frankis, J., et al. (2016). “Who Will Use Pre-Exposure Prophylaxis information technology for improving care coordination in three (PrEP) and Why?: Understanding PrEP Awareness and Acceptability leading patient-centered medical homes.” Journal of the American amongst Men Who Have Sex with Men in the UK – A Mixed Medical Informatics Association 22(4): 815-820. Methods Study.” PLoS ONE 11(4): e0151385. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4836740/ https://academic.oup.com/jamia/article-lookup/doi/10.1093/jamia/ocu039 Roland, D., et al. (2017). “Preliminary Evidence for the Emergence of Deutsch, M. B., et al. (2015). “HIV pre-exposure prophylaxis in a Health Care Online Community of Practice: Using a Netnographic transgender women: a subgroup analysis of the iPrEx trial.” The Framework for Twitter Hashtag Analytics.” J Med Internet Res 19(7): Lancet HIV 2(12): e512-e519. http://www.sciencedirect.com/science/article/pii/S2352301815002064 e252. http://www.jmir.org/2017/7/e252/ Buchbinder, S. P., et al. (2014). “Who should be offered HIV pre- Saint-Onge, H., & Wallace, D (2003). Leveraging communities exposure prophylaxis (PrEP)?: A secondary analysis of a Phase 3 of practice for strategic advantage. Boston, MA, Butterworth- PrEP efficacy trial in men who have sex with men and transgender Heinemann. women.” The Lancet infectious diseases 14(6): 468-475. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4133171/ Soubhi, H., et al. (2010). “Learning and Caring in Communities of Practice: Using Relationships and Collective Learning to Improve Primary Care for Patients with Multimorbidity.” Annals of Family Medicine 8(2): 170-177. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2834724/ Walsh, K. and S. Barnett (2014). “Virtual Communities of Practice: Overcoming Barriers of Time and Technology.” J Med Internet Res 16(7): e185. http://www.jmir.org/2014/7/e185/ Welsh, S., Sherriff A, Flodgren G (2015) The champion for improved delivery of care to older people in long-term care settings: effects on professional practice, quality of care and resident outcomes. Cochrane Database of Systematic Reviews 11, http://onlinelibrary.wiley.com/doi/10.1002/14651858.CD011956/epdf Wenger, E., McDermott, RA, & Snyder, W (2002). Cultivating communities of practice: A guide to managing knowlege. Boston, Harvard Business School Press.
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IMPLICIT BIAS TEACHING MEDICAL AND DENTAL STUDENTS ABOUT VULNERABLE POPULATIONS Drewniak, D., et al. (2017). “Do attitudes and behavior of health care professionals exacerbate health care disparities among immigrant LGBTQ and ethnic minority groups? An integrative literature review.” Joan I. Anderson, D. D. S., April N. Patterson, D.D.S., Henry J. Temple, International Journal of Nursing Studies 70: 89-98. D.D.S. and Marita Rohr Inglehart, Dr. phil. habil. (2009). “Lesbian, http://www.sciencedirect.com/science/article/pii/S0020748917300494 Gay, Bisexual, and Transgender (LGBT) Issues in Dental School FitzGerald, C. and S. Hurst (2017). “Implicit bias in healthcare Environments: Dental Student Leaders’ Perceptions.” Journal of professionals: a systematic review.” BMC Medical Ethics 18: 19. Dental Education 73(1): 105-118. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5333436/ Brondani MA1, P. R. (2011). “Teaching lesbian, gay, bisexual, and Gonzalez, C. M., et al. (2014). “Implicit Bias and Its Relation to Health transgender issues in dental education: a multipurpose method.” J Disparities: A Teaching Program and Survey of Medical Students.” Dental Educ 75(10): 1354-1361. Teaching and Learning in Medicine 26(1): 64-71. http://www.tandfonline.com/doi/abs/10.1080/10401334.2013.857341 Corliss, H. L., et al. (2011). “High Burden of Homelessness Among Sexual-Minority Adolescents: Findings From a Representative Jensen, N. M. (2014). “Physicians and Implicit Bias.” Journal of General Massachusetts High School Sample.” American Journal of Public Internal Medicine 29(5): 707-707. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4000338/ Health 101(9): 1683-1689. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3154237/ Jilani, D., et al. (2015). “Pre-clinical versus clinical medical students’ attitudes towards the poor in the United States.” Journal of Cruz, T. M. (2014). “Assessing access to care for transgender and Educational Evaluation for Health Professions gender nonconforming people: A consideration of diversity in 12: 52. combating discrimination.” Social Science & Medicine 110: 65-73. http://www.sciencedirect.com/science/article/pii/S0277953614002111 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4671180/ Herman, T. N. T. B. a. J. L. (2015). INTIMATE PARTNER VIOLENCE AND Maina, I. W., et al. 2017 “A decade of studying implicit racial/ethnic SEXUAL ABUSE AMONG LGBT PEOPLE: A REVIEW OF EXISTING bias in healthcare providers using the implicit association test.” RESEARCH. Los Angeles, CA, The Williams Institute, UCLA School of Social Science & Medicine. http://www.sciencedirect.com/science/article/pii/S0277953617303039 Law https://williamsinstitute.law.ucla.edu/wp-content/uploads/Intimate- Paradies, Y., et al. (2014). “A Systematic Review of the Extent and Partner-Violence-and-Sexual-Abuse-among-LGBT-People.pdf Measurement of Healthcare Provider Racism.” Journal of General Keuroghlian, A. S., et al. (2014). “Out on the Street: A Public Health Internal Medicine 29(2): 364-387. and Policy Agenda for Lesbian, Gay, Bisexual, and Transgender Youth https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3912280/ Who Are Homeless.” The American journal of orthopsychiatry 84(1): Phelan, S. M., et al. (2015). “The mixed impact of medical school 66-72. on medical students’ implicit and explicit weight bias.” Medical https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4098056/ education 49(10): 983-992. Poteat, T., et al. (2013). “Managing uncertainty: A grounded theory https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4755318/ of stigma in transgender health care encounters.” Social Science & Sabin, J. A. and A. G. Greenwald (2012). “The Influence of Implicit Medicine 84: 22-29. Bias on Treatment Recommendations for 4 Common Pediatric http://www.sciencedirect.com/science/article/pii/S0277953613001019 Conditions: Pain, Urinary Tract Infection, Attention Deficit Roberts, T. K. and C. R. Fantz (2014). “Barriers to quality health care Hyperactivity Disorder, and Asthma.” American Journal of Public for the transgender population.” Clinical Biochemistry 47(10–11): Health 102(5): 988-995. 983-987. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3483921/ http://www.sciencedirect.com/science/article/pii/S0009912014000708 Saha, S., et al. (2008). “Racial and Ethnic Disparities in the VA Health PERSONS EXPERIENCING HOMELESSNESS Care System: A Systematic Review.” Journal of General Internal Medicine 23(5): 654-671. Edidin, J. P., et al. (2012). “The Mental and Physical Health of Homeless https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2324157/ Youth: A Literature Review.” Child Psychiatry & Human Development 43(3): 354-375. Schiekirka, S., et al. (2014). “Assessment of two different types of bias https://link.springer.com/article/10.1007%2Fs10578-011-0270-1 affecting the results of outcome-based evaluation in undergraduate medical education.” BMC Medical Education 14: 149-149. Heerde, J. A., et al. (2015). “Associations Between Youth https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4112834/ Homelessness, Sexual Offenses, Sexual Victimization, and Sexual Risk Behaviors: A Systematic Literature Review.” Archives of sexual van Ryn, M., et al. (2015). “Medical School Experiences Associated behavior 44(1): 181-212. with Change in Implicit Racial Bias Among 3547 Students: A Medical https://link.springer.com/article/10.1007%2Fs10508-014-0375-2 Student CHANGES Study Report.” Journal of General Internal Medicine 30(12): 1748-1756. Keeshin, B. R. and K. 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Homelessness, N. C. o. F. (2013). The characteristics and needs of ADVERSE CHILDHOOD EXPERIENCES families experiencing homelessness. http://www.familyhomelessness.org/media/147.pdf Anda, R., Felitti, VJ, Walker, J, Whit, CL (2006). “The enduring effects of abuse and related adverse experiences in childhood: A convergence Vijayaraghavan, M., et al. (2012). “Health, Access to Health Care, and of evidence from neurobiology and epidemiology.” European Health Care use Among Homeless Women with a History of Intimate Archives of Psychiatry and Clinical Neurosciences 256(3): 174-186. Partner Violence.” Journal of community health 37(5): 1032-1039. https://link.springer.com/article/10.1007%2Fs10900-011-9527-7 Andersen, J. P., et al. (2015). “Multiple early victimization experiences as a pathway to explain physical health disparities among sexual Tyler, K. A., et al. 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Nurius, P. S., et al. (2012). “ACEs within a Social Disadvantage Jonassen, J. A. and K. M. Mazor (2003). “Identification of Physician Framework: Distinguishing Unique, Cumulative, and Moderated and Patient Attributes That Influence the Likelihood of Screening for Contributions to Adult Mental Health.” J Prev Interv Community Intimate Partner Violence.” Academic Medicine 78(10): S20-S23. 40(4): 278-290. http://journals.lww.com/academicmedicine/Fulltext/2003/10001/ https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3445037/ Identification_of_Physician_and_Patient_Attributes.7.aspx Patterson, M. L., et al. (2014). “Setting the stage for chronic health Martin-Storey, A. 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2018 CONFERENCE Selected Readings on Vulnerable Populations by Topics for Communities of Practice
ADVERSE CHILDHOOD EXPERIENCES Zou, C., & Andersen, J. P. (2015). Comparing the Rates of Early Childhood Victimization across Sexual Orientations: Heterosexual, LGBTQ Lesbian, Gay, Bisexual, and Mostly Heterosexual. PLoS ONE, 10(10), Andersen, J. P., & Blosnich, J. (2013). Disparities in Adverse Childhood e0139198. doi:10.1371/journal.pone.0139198 Experiences among Sexual Minority and Heterosexual Adults: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4596800/ Results from a Multi-State Probability-Based Sample. PLoS ONE, 8(1), PERSONS EXPERIENCING HOMELESSNESS e54691. doi:10.1371/journal.pone.0054691 https://www.ncbi.nlm.nih.gov/pubmed/23372755 Herman, D. B., Susser, E. S., Struening, E. L., & Link, B. L. (1997). Adverse childhood experiences: are they risk factors for adult homelessness? Andersen, J. P., Zou, C., & Blosnich, J. (2015). Multiple early American Journal of Public Health, 87(2), 249-255. victimization experiences as a pathway to explain physical health https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1380802/ disparities among sexual minority and heterosexual individuals. Soc Sci Med, 133, 111-119. doi:10.1016/j.socscimed.2015.03.043 Murphy, A., Steele, H., Bate, J., Nikitiades, A., Allman, B., Bonuck, https://doi.org/10.1016/j.socscimed.2015.03.043 K., . . . Steele, M. (2015). Group attachment-based intervention: trauma-informed care for families with adverse childhood Austin, A., Herrick, H., & Proescholdbell, S. (2016). Adverse Childhood experiences. Fam Community Health, 38(3), 268-279. doi:10.1097/ Experiences Related to Poor Adult Health Among Lesbian, Gay, and fch.0000000000000074 Bisexual Individuals. Am J Public Health, 106(2), 314-320. doi:10.2105/ https://www.researchgate.net/publication/277411530_Group_Attachment- ajph.2015.302904 Based_Intervention_Trauma-Informed_Care_for_Families_With_Adverse_ https://ajph.aphapublications.org/doi/10.2105/AJPH.2015.302904 Childhood_Experiences Blosnich, J. R., & Andersen, J. P. (2015). Thursday’s child: the role Patterson, M. L., Moniruzzaman, A., & Somers, J. M. (2014). Setting the of adverse childhood experiences in explaining mental health stage for chronic health problems: cumulative childhood adversity disparities among lesbian, gay, and bisexual U.S. adults. Soc among homeless adults with mental illness in Vancouver, British Psychiatry Psychiatr Epidemiol, 50(2), 335-338. doi:10.1007/s00127- Columbia. BMC Public Health, 14, 350-350. doi:10.1186/1471-2458-14- 014-0955-4 350 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4512235/ https://bmcpublichealth.biomedcentral.com/ articles/10.1186/1471-2458-14-350 Clements-Nolle, K., Lensch, T., Baxa, A., Gay, C., Larson, S., & Yang, W. (2018). Sexual Identity, Adverse Childhood Experiences, and Roos, L. E., Mota, N., Afifi, T. O., Katz, L. Y., Distasio, J., & Sareen, J. Suicidal Behaviors. J Adolesc Health, 62(2), 198-204. doi:10.1016/j. (2013). Relationship between adverse childhood experiences and jadohealth.2017.09.022 homelessness and the impact of axis I and II disorders. Am J Public https://www.ncbi.nlm.nih.gov/pubmed/25936843 Health, 103 Suppl 2, S275-281. doi:10.2105/ajph.2013.301323 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3969113/ McLaughlin, K. A., Hatzenbuehler, M. L., Xuan, Z., & Conron, K. J. (2012). Disproportionate Exposure to Early-Life Adversity and Sexual To, M. J., MacLeod, A., & Hwang, S. W. (2016). Homelessness in the Orientation Disparities in Psychiatric Morbidity. Child Abuse & Medical Curriculum: An Analysis of Case-Based Learning Content Neglect, 36(9), 645-655. doi:10.1016/j.chiabu.2012.07.004 From One Canadian Medical School. Teaching and Learning in https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3445753/ Medicine, 28(1), 35-40. doi:10.1080/10401334.2015.1108198 https://www.ncbi.nlm.nih.gov/pubmed/26787083 Meyer, I. H. (2003). Prejudice, Social Stress, and Mental Health in Lesbian, Gay, and Bisexual Populations: Conceptual Issues Tsai, J., & Rosenheck, R. A. (2015). Risk Factors for Homelessness and Research Evidence. Psychological bulletin, 129(5), 674-697. Among US Veterans. Epidemiologic reviews, 37, 177-195. doi:10.1093/ doi:10.1037/0033-2909.129.5.674 epirev/mxu004 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2072932/ https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4521393/ Ports, K. A., Lee, R. D., Raiford, J., Spikes, P., Manago, C., & Wheeler, D. MIGRANT FARM WORKERS P. (2017). Adverse Childhood Experiences and Health and Wellness Loria, H., & Caughy, M. (2018). Prevalence of Adverse Childhood Outcomes among Black Men Who Have Sex with Men. J Urban Experiences in Low-Income Latino Immigrant and Nonimmigrant Health, 94(3), 375-383. doi:10.1007/s11524-017-0146-1 Children. J Pediatr, 192, 209-215.e201. doi:10.1016/j.jpeds.2017.09.056 https://www.ncbi.nlm.nih.gov/pubmed/28321794 https://www.deepdyve.com/lp/elsevier/prevalence-of-adverse-childhood- Schneeberger, A. R., Dietl, M. F., Muenzenmaier, K. H., Huber, C. G., experiences-in-low-income-latino-aySkxgYgy6 & Lang, U. E. (2014). Stressful childhood experiences and health Migrant Clinicians Network. Toxic Stress. outcomes in sexual minority populations: a systematic review. Soc https://www.migrantclinician.org/blog/2018/may/toxic-stress.html Psychiatry Psychiatr Epidemiol, 49(9), 1427-1445. doi:10.1007/s00127- 014-0854-8 https://link.springer.com/article/10.1007/s00127-014-0854-8
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MEDICAL EDUCATION Kerker, B. D., Storfer-Isser, A., Szilagyi, M., Stein, R. E., Garner, A. S., O’Connor, K. G., . . . Horwitz, S. M. (2016). Do Pediatricians Ask About Albaek, A. U., Kinn, L. G., & Milde, A. M. (2018). Walking Children Adverse Childhood Experiences in Pediatric Primary Care? Acad Through a Minefield: How Professionals Experience Exploring Pediatr, 16(2), 154-160. doi:10.1016/j.acap.2015.08.002 Adverse Childhood Experiences. Qual Health Res, 28(2), 231-244. https://www.aap.org/en-us/Documents/journals_research_update.pdf doi:10.1177/1049732317734828 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5734381/ Korotana, L. M., Dobson, K. S., Pusch, D., & Josephson, T. (2016). A review of primary care interventions to improve health outcomes in Balistreri, K. S. (2015). Adverse Childhood Experiences, the Medical adult survivors of adverse childhood experiences. Clin Psychol Rev, Home, and Child Well-Being. Matern Child Health J, 19(11), 2492-2500. 46, 59-90. doi:10.1016/j.cpr.2016.04.007 doi:10.1007/s10995-015-1770-6 https://www.sciencedirect.com/science/article/pii/S0272735815300295 Brody, G. H., Yu, T., Chen, E., & Miller, G. E. (2017). Family-centered Magen, E., & DeLisser, H. M. (2017). Best Practices in Relational prevention ameliorates the association between adverse childhood Skills Training for Medical Trainees and Providers: An Essential experiences and prediabetes status in young black adults. Prev Med, Element of Addressing Adverse Childhood Experiences and 100, 117-122. doi:10.1016/j.ypmed.2017.04.017 Promoting Resilience. Acad Pediatr, 17(7s), S102-s107. doi:10.1016/j. https://www.ncbi.nlm.nih.gov/pubmed/28431967 acap.2017.03.006 Conn, A. M., Szilagyi, M. A., Jee, S. H., Manly, J. T., Briggs, R., & https://www.sciencedirect.com/science/article/pii/S1876285917301067 Szilagyi, P. G. (2017). Parental Perspectives of Screening for Adverse Marie-Mitchell, A., Studer, K. R., & O’Connor, T. G. (2016). How Childhood Experiences in Pediatric Primary Care. Fam Syst Health. knowledge of adverse childhood experiences can help pediatricians doi:10.1037/fsh0000311 prevent mental health problems. Fam Syst Health, 34(2), 128- https://www.ncbi.nlm.nih.gov/pubmed/29215906 135. doi:10.1037/fsh0000179 https://www.researchgate.net/ Felitti Md FVJ, Anda Md MSRF, Nordenberg Md D, et al. Relationship publication/297593700_How_Knowledge_of_Adverse_Childhood_ of Childhood Abuse and Household Dysfunction to Many of Experiences_Can_Help_Pediatricians_Prevent_Mental_Health_ the Leading Causes of Death in Adults: The Adverse Childhood Problems Experiences (ACE) Study. American Journal of Preventive Medicine. https://www.researchgate.net/publication/297593700_How_Knowledge_ 1998;14(4):245-258. of_Adverse_Childhood_Experiences_Can_Help_Pediatricians_Prevent_ https://www.ncbi.nlm.nih.gov/pubmed/9635069 Mental_Health_Problems Flynn, A. B., Fothergill, K. E., Wilcox, H. C., Coleclough, E., Horwitz, McKelvey, L. M., Selig, J. P., & Whiteside-Mansell, L. (2017). R., Ruble, A., . . . Wissow, L. S. (2015). Primary Care Interventions to Foundations for screening adverse childhood experiences: Exploring Prevent or Treat Traumatic Stress in Childhood: A Systematic Review. patterns of exposure through infancy and toddlerhood. Child Abuse Acad Pediatr, 15(5), 480-492. doi:10.1016/j.acap.2015.06.012 Negl, 70, 112-121. doi:10.1016/j.chiabu.2017.06.002 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4578291/ https://www.ncbi.nlm.nih.gov/pubmed/28609691 Ford, D. E. (2017). The Community and Public Well-being Model: A Montalvo-Liendo, N., Fredland, N., McFarlane, J., Lui, F., Koci, A. F., & New Framework and Graduate Curriculum for Addressing Adverse Nava, A. (2015). The Intersection of Partner Violence and Adverse Childhood Experiences. Acad Pediatr, 17(7s), S9-s11. doi:10.1016/j. Childhood Experiences: Implications for Research and Clinical acap.2017.04.011 Practice. Issues Ment Health Nurs, 36(12), 989-1006. doi:10.3109/01612 https://www.academicpedsjnl.net/article/S1876-2859(17)30167-5/abstract 840.2015.1074767 https://www.tandfonline.com/doi/abs/10.3109/01612840.2015.1074767 Forstadt, L., Cooper, S., & Andrews, S. M. (2015). Changing Medicine and Building Community: Maine’s Adverse Childhood Experiences Oh, D. L., Jerman, P., Silverio Marques, S., Koita, K., Purewal Boparai, S. Momentum. Perm J, 19(2), 92-95. doi:10.7812/tpp/14-169 K., Burke Harris, N., & Bucci, M. (2018). Systematic review of pediatric https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4403584/ health outcomes associated with childhood adversity. BMC Pediatr, 18(1), 83. doi:10.1186/s12887-018-1037-7 Glowa, P. T., Olson, A. L., & Johnson, D. J. (2016). Screening for http://pediatrics.aappublications.org/content/141/1_MeetingAbstract/309 Adverse Childhood Experiences in a Family Medicine Setting: A Feasibility Study. J Am Board Fam Med, 29(3), 303-307. doi:10.3122/ Olsen, J. M., & Warring, S. L. (2018). Interprofessional Education on jabfm.2016.03.150310 Adverse Childhood Experiences for Associate Degree Nursing https://www.ncbi.nlm.nih.gov/m/pubmed/27170787/ Students. J Nurs Educ, 57(2), 101-105. doi:10.3928/01484834- 20180123-07 Goldstein, E., Athale, N., Sciolla, A. F., & Catz, S. L. (2017). Patient https://www.ncbi.nlm.nih.gov/pubmed/29384571 Preferences for Discussing Childhood Trauma in Primary Care. Perm J, 21. doi:10.7812/tpp/16-055 Stefanski, K., & Mason, K. (2017). Acing education: pilot curriculum https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5363895/ on adverse childhood experiences. Med Educ, 51(11), 1167-1168. doi:10.1111/medu.13436 Goldstein, E., Murray-Garcia, J., Sciolla, A. F., & Topitzes, J. (2018). https://onlinelibrary.wiley.com/doi/full/10.1111/medu.13436 Medical Students’ Perspectives on Trauma-Informed Care Training. Perm J, 22. doi:10.7812/tpp/17-126 Strait, J., & Bolman, T. (2017). Consideration of Personal Adverse https://www.ncbi.nlm.nih.gov/pubmed/29401053 Childhood Experiences during Implementation of Trauma- Informed Care Curriculum in Graduate Health Programs. Perm J, 21. doi:10.7812/tpp/16-061 http://www.thepermanentejournal.org/issues/2017/6238-ACE.html
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Szilagyi, M., Kerker, B. D., Storfer-Isser, A., Stein, R. E., Garner, A., Finkelhor, D. (2017). Screening for adverse childhood experiences O’Connor, K. G., . . . McCue Horwitz, S. (2016). Factors Associated (ACEs): Cautions and suggestions. Child Abuse Negl. doi:10.1016/j. With Whether Pediatricians Inquire About Parents’ Adverse chiabu.2017.07.016 Childhood Experiences. Acad Pediatr, 16(7), 668-675. doi:10.1016/j. https://www.clinicalkey.com/#!/content/playContent/1-s2.0-S01452134173 acap.2016.04.013 02715?returnurl=https:%2F%2Flinkinghub.elsevier.com%2Fretrieve%2Fpii https://www.clinicalkey.com/#!/content/playContent/1-s2.0-S1876285916301 %2FS0145213417302715%3Fshowall%3Dtrue&referrer=https:%2F%2F 486?returnurl=https:%2F%2Flinkinghub.elsevier.com%2Fretrieve%2Fpii www.ncbi.nlm.nih.gov%2F %2FS1876285916301486%3Fshowall%3Dtrue&referrer=https:%2F%2Fwww. Finkelhor, D., Shattuck, A., Turner, H., & Hamby, S. (2015). A revised ncbi.nlm.nih.gov%2F inventory of Adverse Childhood Experiences. Child Abuse Negl, 48, Tink, W., Tink, J. C., Turin, T. C., & Kelly, M. (2017). Adverse Childhood 13-21. doi:10.1016/j.chiabu.2015.07.011 Experiences: Survey of Resident Practice, Knowledge, and Attitude. https://www.clinicalkey.com/#!/content/playContent/1-s2.0-S01452134150 Fam Med, 49(1), 7-13. 02409?returnurl=https:%2F%2Flinkinghub.elsevier.com%2Fretrieve%2Fpii https://www.ncbi.nlm.nih.gov/pubmed/28166574 %2FS0145213415002409%3Fshowall%3Dtrue&referrer=https:%2F%2F www.ncbi.nlm.nih.gov%2F Traub, F., & Boynton-Jarrett, R. (2017). Modifiable Resilience Factors to Childhood Adversity for Clinical Pediatric Practice. Pediatrics, 139(5). Green, B. L., Saunders, P. A., Power, E., Dass-Brailsford, P., Schelbert, doi:10.1542/peds.2016-2569 K. B., Giller, E., . . . Mete, M. (2015). Trauma-Informed Medical Care: http://pediatrics.aappublications.org/content/early/2017/04/17/peds.2016- A CME Communication Training for Primary Care Providers. Family 2569 medicine, 47(1), 7-14. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4316735/ Vega-Arce, M., & Nunez-Ulloa, G. (2017). [Screening of adverse childhood experiences in preschoolers: scoping review]. Bol Med Leitch, L. (2017). Action steps using ACEs and trauma-informed care: Hosp Infant Mex, 74(6), 385-396. doi:10.1016/j.bmhimx.2017.07.003 a resilience model. Health Justice, 5(1), 5. doi:10.1186/s40352-017- https://www.sciencedirect.com/science/article/pii/ 0050-5 S1665114617300989?via%3Dihub https://healthandjusticejournal.springeropen.com/articles/10.1186/s40352- 017-0050-5 Wade, R., Jr., Becker, B. D., Bevans, K. B., Ford, D. C., & Forrest, C. B. (2017). Development and Evaluation of a Short Adverse Childhood Marsac, M. L., Kassam-Adams, N., Hildenbrand, A. K., Nicholls, E., Experiences Measure. Am J Prev Med, 52(2), 163-172. doi:10.1016/j. Winston, F. K., Leff, S. S., & Fein, J. (2016). Implementing a Trauma- amepre.2016.09.033 Informed Approach in Pediatric Healthcare Networks. JAMA https://www.sciencedirect.com/science/article/pii/ Pediatrics, 170(1), 70-77. doi:10.1001/jamapediatrics.2015.2206 S0749379716304998?via%3Dihub https://jamanetwork.com/journals/jamapediatrics/fullarticle/2470861 Wen, F. K., Miller-Cribbs, J. E., Coon, K. A., Jelley, M. J., & Foulks- Murphy, A., Steele, H., Bate, J., Nikitiades, A., Allman, B., Bonuck, Rodriguez, K. A. (2017). A simulation and video-based training K., . . . Steele, M. (2015). Group attachment-based intervention: program to address adverse childhood experiences. Int J Psychiatry trauma-informed care for families with adverse childhood Med, 52(3), 255-264. doi:10.1177/0091217417730289 experiences. Fam Community Health, 38(3), 268-279. doi:10.1097/ http://journals.sagepub.com/doi/ fch.0000000000000074 abs/10.1177/0091217417730289?journalCode=ijpb https://www.ncbi.nlm.nih.gov/pubmed/26017004 Oral, R., Ramirez, M., Coohey, C., Nakada, S., Walz, A., Kuntz, A., . . . TRAUMA INFORMED CARE Peek-Asa, C. (2016). Adverse childhood experiences and trauma Cohen, J. A., Berliner, L., & Mannarino, A. (2010). Trauma focused informed care: the future of health care. Pediatr Res, 79(1-2), 227-233. CBT for children with co-occurring trauma and behavior problems. doi:10.1038/pr.2015.197 Child Abuse & Neglect, 34(4), 215-224. doi:http://dx.doi.org/10.1016/j. https://www.nature.com/articles/pr2015197 chiabu.2009.12.003 Pachter, L. M., Lieberman, L., Bloom, S. L., & Fein, J. A. (2017). https://www.clinicalkey.com/#!/content/playContent/1-s2.0-S01452134100 Developing a Community-Wide Initiative to Address Childhood 00517?returnurl=https:%2F%2Flinkinghub.elsevier.com%2Fretrieve%2Fpii Adversity and Toxic Stress: A Case Study of The Philadelphia ACE Task %2FS0145213410000517%3Fshowall%3Dtrue&referrer=https:%2F%2F www.ncbi.nlm.nih.gov%2F Force. Acad Pediatr, 17(7s), S130-s135. doi:10.1016/j.acap.2017.04.012 https://www.clinicalkey.com/#!/content/playContent/1-s2.0-S18762859173 Cohen, J. A., Mannarino, A. P., & Murray, L. K. (2011). Trauma- 01687?returnurl=https:%2F%2Flinkinghub.elsevier.com%2Fretrieve%2Fpii focused CBT for youth who experience ongoing traumas. Child %2FS1876285917301687%3Fshowall%3Dtrue&referrer=https:%2F%2F Abuse & Neglect, 35(8), 637-646. doi:http://dx.doi.org/10.1016/j. www.ncbi.nlm.nih.gov%2F chiabu.2011.05.002 Raja, S., Hoersch, M., Rajagopalan, C. F., & Chang, P. (2014). Treating https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3171639/ patients with traumatic life experiences: Providing trauma-informed Ellis, W. R., & Dietz, W. H. (2017). A New Framework for Addressing care. The Journal of the American Dental Association, 145(3), 238- Adverse Childhood and Community Experiences: The Building 245. doi:https://doi.org/10.14219/jada.2013.30 Community Resilience Model. Acad Pediatr, 17(7s), S86-s93. https://www.sciencedirect.com/science/article/pii/ S0002817714600593?via%3Dihub doi:10.1016/j.acap.2016.12.011 https://www.clinicalkey.com/#!/content/playContent/1-s2.0-S18762859163 Schilling, S., Fortin, K., & Forkey, H. (2015). Medical Management and 05526?returnurl=https:%2F%2Flinkinghub.elsevier.com%2Fretrieve%2Fpii Trauma-Informed Care for Children in Foster Care. 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https://www.cppah.com/article/S1538-5442(15)00102-9/abstract https://www.clinicalkey.com/#!/content/playContent/1-s2.0-S00313955164 10564?returnurl=https:%2F%2Flinkinghub.elsevier.com%2Fretrieve%2Fpii Sperlich, M., Seng, J. S., Li, Y., Taylor, J., & Bradbury-Jones, C. (2017). %2FS0031395516410564%3Fshowall%3Dtrue&referrer=https:%2F%2F Integrating Trauma-Informed Care Into Maternity Care Practice: www.ncbi.nlm.nih.gov%2F Conceptual and Practical Issues. J Midwifery Womens Health, 62(6), 661- 672. doi:10.1111/jmwh.12674 Elze, D. E. (2003). Gay, lesbian, and bisexual youths’ perceptions of https://onlinelibrary.wiley.com/doi/abs/10.1111/jmwh.12674 their high school environments and comfort in school. Children & Schools, 25(4), 225-239. Weinstein, Wolin, & Rose. (2014). 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Victimization Over the Life Span: A Comparison of Lesbian, Gay, Bisexual, and Heintz, A. J., & Melendez, R. M. (2006). Intimate Partner Violence Heterosexual Siblings. Journal of Consulting and Clinical Psychology, and HIV/STD Risk Among Lesbian, Gay, Bisexual, and Transgender 73(3), 477-487. doi:10.1037/0022-006X.73.3.477 Individuals. Journal of Interpersonal Violence, 21(2), 193-208. http://psycnet.apa.org/doiLanding?doi=10.1037%2F0022-006X.73.3.477 doi:10.1177/0886260505282104 http://journals.sagepub.com/doi/abs/10.1177/0886260505282104 Blain, L. M., Muench, F., Morgenstern, J., & Parsons, J. T. (2012). Exploring the role of child sexual abuse and posttraumatic stress Hughes, T., McCabe, S. E., Wilsnack, S. C., West, B. T., & Boyd, C. J. disorder symptoms in gay and bisexual men reporting compulsive (2010). Victimization and substance use disorders in a national sexual behavior. Child Abuse & Neglect, 36(5), 413-422. doi:http:// sample of heterosexual and sexual minority women and men. dx.doi.org/10.1016/j.chiabu.2012.03.003 Addiction (Abingdon, England), 105(12), 2130-2140. doi:10.1111/j.1360- https://www.clinicalkey.com/#!/content/playContent/1-s2.0-S01452134120 0443.2010.03088.x 00774?returnurl=https:%2F%2Flinkinghub.elsevier.com%2Fretrieve%2Fpii https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3006226/ %2FS0145213412000774%3Fshowall%3Dtrue&referrer=https:%2F%2F www.ncbi.nlm.nih.gov%2F Kosciw, J. G., Greytak, E. A., & Diaz, E. M. (2009). Who, What, Where, When, and Why: Demographic and Ecological Factors Contributing Burke, T. W., Jordan, M. L., & Owen, S. S. (2002). A cross-national to Hostile School Climate for Lesbian, Gay, Bisexual, and Transgender comparison of gay and lesbian domestic violence. Journal of Youth. Journal of youth and adolescence, 38(7), 976-988. doi:10.1007/ Contemporary Criminal Justice, 18(3), 231-257. s10964-009-9412-1 http://journals.sagepub.com/doi/ https://link.springer.com/article/10.1007%2Fs10964-009-9412-1 abs/10.1177/1043986202018003003?journalCode=ccja McKenry, P. C., Serovich, J. M., Mason, T. L., & Mosack, K. Corliss, H. L., Cochran, S. D., & Mays, V. M. (2002). Reports of parental (2006). Perpetration of gay and lesbian partner violence: A maltreatment during childhood in a United States population-based disempowerment perspective. Journal of Family Violence, 21(4), survey of homosexual, bisexual, and heterosexual adults(). Child 233-243. Abuse & Neglect, 26(11), 1165-1178. https://link.springer.com/article/10.1007%2Fs10896-006-9020-8 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4194076/ Murray, C. E., Mobley, A. K., Buford, A. P., & Seaman-DeJohn, M. Dank, M., Lachman, P., Zweig, J. M., & Yahner, J. (2014). Dating M. (2007). Same-sex intimate partner violence: Dynamics, social Violence Experiences of Lesbian, Gay, Bisexual, and Transgender context, and counseling implications. Journal of LGBT Issues in Youth. Journal of youth and adolescence, 43(5), 846-857. doi:10.1007/ Counseling, 1(4), 7-30. s10964-013-9975-8 https://libres.uncg.edu/ir/uncg/f/AK_Mobley_Same_2007.pdf https://link.springer.com/article/10.1007%2Fs10964-013-9975-8 Pilkington, N. W., & D’Augelli, A. R. (1995). Victimization of lesbian, gay, Earnshaw, V. A., Bogart, L. M., Poteat, V. P., Reisner, S. L., & Schuster, M. and bisexual youth in community settings. Journal of Community A. (2016). Bullying Among Lesbian, Gay, Bisexual, and Transgender Psychology, 23(1), 34-56. Youth. Pediatric Clinics of North America, 63(6), 999-1010. doi:http:// https://onlinelibrary.wiley.com/doi/full/10.1002/1520- dx.doi.org/10.1016/j.pcl.2016.07.004 6629%28199501%2923%3A1%3C34%3A%3AAID-
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JCOP2290230105%3E3.0.CO%3B2-N http://journals.sagepub.com/doi/ abs/10.1177/0886260515593298?journalCode=jiva Roberts, A. L., Austin, S. B., Corliss, H. L., Vandermorris, A. K., & Koenen, K. C. (2010). Pervasive Trauma Exposure Among US Sexual Petering, R., Rhoades, H., Winetrobe, H., Dent, D., & Rice, E. (2017). Orientation Minority Adults and Risk of Posttraumatic Stress Violence, Trauma, Mental Health, and Substance Use Among Disorder. American Journal of Public Health, 100(12), 2433-2441. Homeless Youth Juggalos. Child Psychiatry & Human Development, doi:10.2105/AJPH.2009.168971 48(4), 642-650. doi:10.1007/s10578-016-0689-5 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2978167/ https://link.springer.com/article/10.1007/s10578-016-0689-5 Rothman, E. F., Exner, D., & Baughman, A. L. (2011). The prevalence Petering, R., Rice, E., Rhoades, H., & Winetrobe, H. (2014). The Social of sexual assault against people who identify as gay, lesbian, or Networks of Homeless Youth Experiencing Intimate Partner bisexual in the United States: A systematic review. Trauma, Violence, Violence. Journal of Interpersonal Violence, 29(12), 2172-2191. & Abuse, 12(2), 55-66. doi:10.1177/0886260513516864 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3118668/ https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4490129/ West, C. M. (2012). Partner Abuse in Ethnic Minority and Gay, Lesbian, Ponce, A. N., Lawless, M. S., & Rowe, M. (2014). Homelessness, Bisexual, and Transgender Populations. Partner Abuse, 3(3), 336-357. Behavioral Health Disorders and Intimate Partner Violence: Barriers doi:10.1891/1946-6560.3.3.336 to Services for Women. Community Mental Health Journal, 50(7), 831-840. doi:10.1007/s10597-014-9712-0 Whitton, S. W., Newcomb, M. E., Messinger, A. M., Byck, G., & https://link.springer.com/article/10.1007%2Fs10597-014-9712-0 Mustanski, B. (2016). A Longitudinal Study of IPV Victimization Among Sexual Minority Youth. Journal of Interpersonal Violence, Slesnick, N., Erdem, G., Collins, J., Patton, R., & Buettner, C. (2010). 0886260516646093. doi:10.1177/0886260516646093 Prevalence of Intimate Partner Violence Reported by Homeless http://journals.sagepub.com/doi/ Youth in Columbus, Ohio. Journal of Interpersonal Violence, 25(9), abs/10.1177/0886260516646093?journalCode=jiva 1579-1593. doi:10.1177/0886260509354590 http://journals.sagepub.com/doi/10.1177/0886260509354590 Zou, C., & Andersen, J. P. (2015). Comparing the Rates of Early Childhood Victimization across Sexual Orientations: Heterosexual, Sullivan, C. M., Bomsta, H. D., & Hacskaylo, M. A. (2016). Flexible Lesbian, Gay, Bisexual, and Mostly Heterosexual. PLoS ONE, 10(10), Funding as a Promising Strategy to Prevent Homelessness for e0139198. doi:10.1371/journal.pone.0139198 Survivors of Intimate Partner Violence. Journal of Interpersonal https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4596800/ Violence, 0886260516664318. doi:10.1177/0886260516664318 http://journals.sagepub.com/doi/abs/10.1177/0886260516664318 PERSONS EXPERIENCING HOMELESSNESS Tsai, A. C., Weiser, S. D., Dilworth, S. E., Shumway, M., & Riley, E. D. Baker, C. K., Billhardt, K. A., Warren, J., Rollins, C., & Glass, N. E. (2010). (2015). Violent Victimization, Mental Health, and Service Utilization Domestic violence, housing instability, and homelessness: A review Outcomes in a Cohort of Homeless and Unstably Housed Women of housing policies and program practices for meeting the needs of Living With or at Risk of Becoming Infected With HIV. American survivors. Aggression and Violent Behavior, 15(6), 430-439. Journal of Epidemiology, 181(10), 817-826. doi:10.1093/aje/kwu350 https://www.ncjrs.gov/App/Publications/abstract.aspx?ID=254945 https://academic.oup.com/aje/article/181/10/817/158568 Crawford, D. M., Whitbeck, L. B., & Hoyt, D. R. (2011). Propensity Tyler, K. A., Whitbeck, L. B., Hoyt, D. R., & Cauce, A. M. (2004). Risk for Violence among Homeless and Runaway Adolescents: An Factors for Sexual Victimization Among Male and Female Homeless Event History Analysis*. Crime and delinquency, 57(6), 950-968. and Runaway Youth. Journal of Interpersonal Violence, 19(5), 503- doi:10.1177/0011128709335100 520. doi:10.1177/0886260504262961 http://journals.sagepub.com/doi/ http://journals.sagepub.com/doi/10.1177/0886260504262961 abs/10.1177/0011128709335100?journalCode=cadc Vijayaraghavan, M., Tochterman, A., Hsu, E., Johnson, K., Marcus, S., & Ferguson, K. M. (2008). Exploring Family Environment Caton, C. L. M. (2012). Health, Access to Health Care, and Health Care Characteristics and Multiple Abuse Experiences Among Homeless use Among Homeless Women with a History of Intimate Partner Youth. Journal of Interpersonal Violence, 24(11), 1875-1891. Violence. Journal of community health, 37(5), 1032-1039. doi:10.1007/ doi:10.1177/0886260508325490 s10900 - 011-9527-7 http://journals.sagepub.com/doi/10.1177/0886260508325490 https://link.springer.com/article/10.1007%2Fs10900-011-9527-7 Heerde, J. A., & Hemphill, S. A. (2015). Sexual Risk Behaviors, Sexual MIGRANT FARM WORKERS Offenses, and Sexual Victimization Among Homeless Youth. Trauma, Violence, & Abuse, 17(5), 468-489. doi:10.1177/1524838015584371 Chen, P.-H., Rovi, S., Vega, M., Jacobs, A., & Johnson, M. S. (2005). http://journals.sagepub.com/doi/ Screening for domestic violence in a predominantly Hispanic clinical abs/10.1177/1524838015584371?journalCode=tvaa setting. Family Practice, 22(6), 617-623. doi:10.1093/fampra/cmi075 https://academic.oup.com/fampra/article/22/6/617/497968 Petering, R. (2016). Sexual Risk, Substance Use, Mental Health, and Trauma Experiences of Gang-Involved Homeless Youth. Journal of Kim-Godwin YS1, F. J. (2009). Gender differences in intimate partner Adolescence, 48, 73-81. doi:10.1016/j.adolescence.2016.01.009 violence and alcohol use among Latino-migrant and seasonal https://linkinghub.elsevier.com/retrieve/pii/S0140197116000208 farmworkers in rural southeastern North Carolina. J Community Health Nurs., 26(3), 131-142. Petering, R., Rhoades, H., Rice, E., & Yoshioka-Maxwell, A. (2015). https://www.tandfonline.com/doi/abs/10.1080/07370010903034474 Bidirectional Intimate Partner Violence and Drug Use Among Homeless Youth. Journal of Interpersonal Violence, 32(14), 2209-2217. Kim-Godwin, Y. S., Maume, M. O., & Fox, J. A. (2014). Depression, doi:10.1177/0886260515593298 Stress, and Intimate Partner Violence Among Latino Migrant and
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Seasonal Farmworkers in Rural Southeastern North Carolina. Journal B. (2014). Intimate Partner Violence Screening Among Migrant/ of Immigrant and Minority Health, 16(6), 1217-1224. doi:10.1007/ Seasonal Farmworker Women and Healthcare: A Policy Brief. Journal s10903-014-0007-x of community health, 39(2), 372-377. doi:10.1007/s10900-013-9772-z https://link.springer.com/article/10.1007%2Fs10903-014-0007-x https://link.springer.com/article/10.1007%2Fs10900-013-9772-z Kugel, C., Retzlaff, C., Hopfer, S., Lawson, D. M., Daley, E., Drewes, MEDICAL EDUCATION C., & Freedman, S. (2009). Familias con Voz: Community Survey Rich-Edwards JW, Mason S, Rexrode K, et al. Physical and sexual Results from an Intimate Partner Violence (IPV) Prevention Project abuse in childhood as predictors of early onset cardiovascular with Migrant Workers. Journal of Family Violence, 24(8), 649-660. events in women. Circulation. 2012;126(8):920-927. 11. doi:10.1007/s10896-009-9263-2 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3649533/ https://link.springer.com/article/10.1007/s10896-009-9263-2 Suglia SF, Sapra KJ, Koenen KC. Violence and Cardiovascular Health: Larson, O. W., Doris, J., & Alvarez, W. F. (1987). Child maltreatment A Systematic Review. American journal of preventive medicine. among U.S. east coast migrant farm workers. Child Abuse & Neglect, 2015;48(2):205-212. 11(2), 281-291. doi:http://dx.doi.org/10.1016/0145-2134(87)90068-8 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4300436/ https://www.ncbi.nlm.nih.gov/pubmed/3496144 Duncan AE, Auslander WF, Bucholz KK, Hudson DL, Stein RI, White Lopez, M. J., Mintle, R. A., Smith, S., Garcia, A., Torres, V. N., Keough, A., NH. Relationship Between Abuse and Neglect in Childhood & Salgado, H. (2015). Risk Factors for Intimate Partner Violence in a and Diabetes in Adulthood: Differential Effects By Sex, National Migrant Farmworker Community in Baja California, México. Journal Longitudinal Study of Adolescent Health. Preventing chronic of Immigrant and Minority Health, 17(6), 1819-1825. doi:10.1007/ disease. 2015;12:E70. s10903-014-9988-8 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4436043/ https://link.springer.com/article/10.1007%2Fs10903-014-9988-8 Khan A, McCormack HC, Bolger EA, et al. Childhood Maltreatment, Martin, S. L., Gordon, T. E., & Kupersmidt, J. B. (1995). Survey of Depression, and Suicidal Ideation: Critical Importance of Parental exposure to violence among the children of migrant and seasonal and Peer Emotional Abuse during Developmental Sensitive Periods farm workers. Public Health Reports, 110(3), 268-276. in Males and Females. Frontiers in psychiatry. 2015;6:42. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1382117/ https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4378368/ Moracco, K. E., Hilton, A., Hodges, K. G., & Frasier, P. Y. (2005). Kohl K, Gross I, Harrison P, Richards M. Numbing and Hyperarousal Knowledge and Attitudes About Intimate Partner Violence Among as Mediators of Exposure to Community Violence and Depression Immigrant Latinos in Rural North Carolina. Violence Against Women, in Urban African-American Youth. Journ Child Adol Trauma. 11(3), 337-352. doi:10.1177/1077801204273296 2015;8(1):33-43. http://journals.sagepub.com/doi/10.1177/1077801204273296 https://link.springer.com/article/10.1007/s40653-015-0038-z R, R. (1998). Clinical interventions with battered migrant farm worker Stringhini S, Batty GD, Bovet P, et al. Association of Lifecourse women. In e. Campbell JC (Ed.), Empowering Survivors of Abuse: Socioeconomic Status with Chronic Inflammation and Type 2 Health Care for Battered Women and their Children. (pp. 271-279). Diabetes Risk: The Whitehall II Prospective Cohort Study. PLoS Thousand Oaks, CA: Sage. Medicine. 2013;10(7):e1001479. Short LM, R. R. (2002). Testing an intimate partner violence https://doi.org/10.1371/journal.pmed.1001479 assessment icon form with battered migrant and seasonal Turner HA, Shattuck A, Finkelhor D, Hamby S. Polyvictimization and farmworker women. Women Health, 35(2-3), 181-192. Youth Violence Exposure Across Contexts. Journal of Adolescent https://www.ncbi.nlm.nih.gov/pubmed/12201507 Health.n2016 Feb;58(2):208-14. Van Hightower, N. R., Gorton, J., & DeMoss, C. L. (2000). Predictive https://doi.org/10.1016/j.jadohealth.2015.09.021 Models of Domestic Violence and Fear of Intimate Partners Among Migrant and Seasonal Farm Worker Women. Journal of Family Violence, 15(2), 137-154. doi:10.1023/A:1007538810858 https://link.springer.com/article/10.1023/A:1007538810858 Watch, H. R. (2012). Cultivating fear: the vulnerability of immigrant farm workers in the US to sexual violence and sexual harassment. Human Rights Watch Report, . Retrieved from https://www.hrw. org/report/2012/05/15/cultivating-fear/ https://www.hrw.org/report/2012/05/15/cultivating-fear/vulnerability- immigrant-farmworkers-us-sexual-violence-and-sexual Wilson, J. B., Rappleyea, D. L., Hodgson, J. L., Brimhall, A. S., Hall, T. L., & Thompson, A. P. (2016). Healthcare providers’ experiences screening for intimate partner violence among migrant and seasonal farmworking women: A phenomenological study. Health Expectations : An International Journal of Public Participation in Health Care and Health Policy, 19(6), 1277-1289. doi:10.1111/hex.12421 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5139058/ Wilson, J. B., Rappleyea, D. L., Hodgson, J. L., Hall, T. L., & White, M.
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SPEAKERS AND CONTENT EXPERTS
Thomas A. Arcury, PhD National CPR Ambassador for Learn CPR America; and is an external advisory member for the Mayo Clinic Social Media Thomas A. Arcury, PhD, is Professor of Family and Community Network. Medicine, and Director of the Center for Worker Health, Wake Forest School of Medicine. He is a medical anthropologist Janeth Ceballos Osorio, MD and public health scientist with a research agenda focused on improving the health of rural and minority populations. Since Janeth Ceballos Osorio, MD, FAAP, originally from Cali, 1996, he has participated in a research program on health and Colombia, graduated from medical school at Universidad justice among migrant and seasonal workers. Undertaken del Valle, where she pursued residency in Family Medicine. within a community-based participatory research framework, She completed her residency training in Pediatrics at the this program has included empirical studies, developed University of Kentucky. educational programs, and collaborated with advocacy Dr. Ceballos is the director of Clinica Amiga, a Pediatric groups to change environmental and occupational health Medical Home for Hispanic/Latinx families in Lexington, KY, policy. where she provides tailored primary care services including a parent support group for families with children with special Allysceaeioun Britt, PhD health care needs and monthly health education Podcasts. A public health practitioner with more than 20 years of public Dr. Ceballos leads immigrant health efforts as co-chair of health work experience focusing on population health and the Immigrant Child Health Task Force at the KY Chapter of social determinants. I have used my health care management the American Academy of Pediatrics (AAP), and is part of the and policy, especially with Medicaid population and my Council of Immigrant Child and Family Health at the AAP. skills in developing and implementing innovative models to She is also the co-director of the Global Health Track at the improve population health. I hold a doctorate in public health pediatrics residency program, and has led multiple inter- with a concentration on community health and a master’s in professional health brigades to Santo Domingo, Ecuador. public health with a concentration on health administration Cynthia C. Davis, MPH, DHL and policy. Cynthia Davis is an Assistant Professor and Program Director Katherine Y. Brown, EdD, OTR/L in the College of Medicine and College of Science and Health Dr. Katherine Y. Brown, EdD, MSEd, BSOT, OTR/L, Assistant at Charles R. Drew University of Medicine and Science. Professor, Department of Family and Community Medicine Professor Davis is responsible for the planning, coordination is Director, Communities of Practice for the National Center and evaluation of several HIV/AIDS-related programs, for Medical Education Development and Research. Her including the CDU Mobile HIV Testing Program targeting at background includes working nationally and internationally risk medically underserved populations residing in South Los with organizations, networks, and agencies, speaking on Angeles. She was instrumental in developing the first mobile chronic diseases, health disparities and innovative strategies HIV testing and community outreach project initiated in including faith based health initiatives focused on vulnerable Los Angeles County in 1991. Since 1991, the CDU HIV mobile populations. testing projects have provided free HIV screening services to over 60,000 Los Angeles County residents. Ms. Davis has Using her expertise and national network, she founded been an advocate for increased primary prevention services Roberta Baines Wheeler Pulmonary Hypertension Awareness for women and youth in South Los Angeles, and over the Group, in honor of her late mother, to increase awareness past 36 years has been actively engaged in facilitating HIV/ of pulmonary hypertension. The nonprofit has developed, AIDS education and risk reduction primary prevention KYB Leadership Academy, to expose school students to services targeting women, sexually active youth and adults, leadership development while also educating them on runaway and homeless youth, and young men who have pulmonary hypertension, and careers in healthcare. In its sex with men. Ms. Davis is passionate about her work and first three years, the program travelled to three countries. has worked proactively to slow the spread of HIV/AIDS She is recipient of the prestigious Athena International YP among underserved and disenfranchised people of color Award (2015), Vanderbilt University Dr. Martin Luther King communities on a local, national and international basis. Jr. Award (2014), and has been inducted into the YWCA Academy for Women of Achievement (2016). She has Professor Davis graduated from the UCLA School of Public lectured at academic institutions nationwide (including Health in 1981. Johns Hopkins University and Vanderbilt University School Johnnie L. Early, II, PhD, RPh of Medicine) and has presented for American Association of Medical Colleges Conference, Beyond Flexner Conference Since 1987, Dr. Early has served as dean of three pharmacy Alliance, and the National Library of Medicine. She serves on schools: Florida A&M University, Medical University of South the National Minority Health Committee for the American Carolina, and The University of Toledo. October 2018, he Heart Association; the National Stroke Association; has been returned to Florida A&M University to serve as dean of the
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College of Pharmacy and Pharmaceutical Sciences, Institute Metro Nashville General Hospital. of Public Health. His experiences are unique in academic Dr. Forbes is a Diplomat, American Board of Pathology, pharmacy, and US News and World Report ranking was first Anatomic and Clinical Pathology, and a Fellow of the achieved at two of the three colleges he has led. American Society of Clinical Pathologists. She has received The Georgia native studied biology/pre-pharmacy at Fort the Kaiser- Permanente Award for Excellence in Teaching Valley State University and pharmacy at Mercer University, Basic Sciences. She has also been honored as a Fellow for the earning the PhD degree in pharmacology and toxicology Hedwig van Ameringen Executive Leadership in Academic at Purdue. A published toxicologist, Dr. Early has published Medicine (ELAM) and as an Endowed Joy McCann Fellow. papers on research grant preparation, technical standards She is currently the principle investigator for the Center and leadership. of Excellence grant to include but are not limited to Dr. Early found success as a teacher, research scientist, and increasing student performance, on time graduation, program director for three federally funded programs, NASA, recruiting, mentoring, and retaining minority faculty from and a cooperative research CDC multi-site contract. He has underrepresented groups, increasing health services research received over $35 million in contracts and grants as a bench opportunities between faculty and students. researcher, principal investigator, co-principal investigator and program project director. Renee S. Frazier, MHSA As dean at The University of Toledo, Dr. Early led growth in Renee S. Frazier is an experienced leader in health care degree programs including the unique bachelor’s in cosmetic management with expertise in hospital operations, managed science and formulation design; the PhD in experimental care, non-profit operations, community service, health therapeutics; the BS/MS dual-degree in medicinal chemistry promotion, strategic planning, and organizational excellence. or pharmacology and toxicology, the BSPS/MS in law with She is known for her advocacy towards greater transparency regulatory compliance major; and the PharmD degree options of health care quality indicators, affordable health care, for master’s degrees in health outcomes and socioeconomic provider report cards, health inequalities and the promotion sciences and the MBA at The University of Toledo. He of health literacy. She has held various national, regional and facilitated the establishment of gateway programs like the local COO & CEO positions since the age of 29 and has had Walgreens Pharmacy Practice Camp and the Shimadzu/ operating responsibility for budgets of $5 million to $1 billion. Amway Pharmaceutical Science Camps, as well as a Toledo Early College High School track that brought students into the Deliana Garcia, MA pharmaceutical sciences. Residency programs grew through Deliana Garcia (Del) is the Director of International Projects collaboration with the Medical Center, and included managed and Emerging Issues for Migrant Clinicians Network (MCN). care, a general pharmacy residency, and a PGY2 critical In that position, she has worked for 30 years to meet the care residency. Kroger, Toledo Family Pharmacy, and CVS/ health care needs of migrant workers and other underserved CareMark funded community pharmacy training. mobile populations. With expertise in reproductive health, In addition to leading enrollment increases, Dr. Early saw access to primary care, chronic care management and increases in endowed scholarships and more ethnically and infectious disease control and prevention, including vaccine culturally diverse student, faculty and staff populations under preventable disease, Del is responsible for the development his leadership. of new projects within MCN. She is responsible for the design Dr. Early’s past honors include the 50 Most Influential and management of MCN’s Health Network, a global system Pharmacists in America, Man of the Year award from Third of bridge case management to provide continuity of care Baptist Church and Phi Beta Sigma Fraternity, Inc.; the Alpha and health records transfer across international border for Phi Alpha Drum Major Award; the Distinguished Alumnus migrants diagnosed with infectious and chronic diseases. and Old Master awards from Purdue University; the African C. Alicia Georges, EdD, RN American Legacy Project’s (AALP) Legend Award; the Chauncey I. Cooper Excellence Award from the National Catherine Alicia Georges, EdD, RN, FAAN, was elected by the Pharmaceutical Association; the Wendell Hill Award from AARP Board of Directors to serve as AARP’s National Volunteer the Association of Black Health-system Pharmacists; and the President from June 2018 to June 2020. The President’s role is Practitioner of the Year Award from Palmetto Medical, Dental filled by an AARP volunteer who is also a member of the all- and Pharmaceutical Association. In 2016, Dr. Early was among volunteer AARP Board of Directors. The primary duty of the the charter class of Fellows, NPhA. President is to act as the principal volunteer spokesperson, and liaison between the Board and those AARP serves, the Digna S. Forbes, MD 50-plus and AARP’s members and volunteers, engaging with Digna S. Forbes, MD is Interim Dean of School of Medicine these groups to promote the mission and strategic goals at Meharry Medical College and previous Chair of the of AARP and to hear their perspectives. In addition to her Department of Professional & Medical Education and Senior duties representing AARP, Alicia is professor and chair of the Associate Dean for Medical Education at Meharry Medical Department of Nursing at Lehman College and the Graduate College, Nashville, Tennessee. She is also a Staff Pathologist at Center of the City University of New York. She is president of
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the National Black Nurses Foundation. Previously, she was cholesterol and specialized membrane regions containing a staff nurse, team leader, supervisor and district manager cholesterol in HIV infection. He has published more than for the Visiting Nurse Service of New York. She serves on 90 scientific articles and is the inventor on 11 patents based the Board of the Black Women’s Health Study and R.A.I.N., on his research. A protein discovered by Dr. Hildreth as a Inc. She earned her undergraduate degree from the Seton graduate student was the basis for an FDA-approved drug Hall University College of Nursing, her M.A. in Nursing from (Raptiva) that was used to treat psoriasis. A primary focus New York University and a doctoral degree in Educational of his research currently is the development of a vaginal Leadership and Policy Studies at the University of Vermont. microbicide to block HIV transmission in women. Dr. Hildreth She resides in Bronx, N.Y. has also been a leader in the effort to engage churches and faith leaders in the fight against AIDS. He received a James E.K. Hildreth, PhD, MD major grant from the CDC to support his HIV prevention James E.K. Hildreth, Ph.D., M.D., was born and raised in and treatment partnership with church leaders. In 2011, Dr. Camden, Arkansas. In 1975, he began undergraduate Hildreth received a National Institute of Health Director’s studies at Harvard University and was selected as the first Pioneer Award given each year to a few select scientists of African-American Rhodes Scholar from Arkansas in 1978. exceptional creativity who use pioneering approaches to He graduated from Harvard magna cum laude in chemistry major biomedical or behavioral research challenges. in 1979. That fall, Dr. Hildreth enrolled at Oxford University On July 1, 2015, Dr. Hildreth returned to Meharry Medical in England, graduating with a Ph.D. in immunology in College to serve as the 12th president and chief executive 1982. At Oxford he studied the biology of cytotoxic T cells officer of the nation’s largest private, independent historically with Professor Andrew McMichael and became an expert black academic health sciences center. in monoclonal antibody technology and cell adhesion molecules. Cheryl L. Holder, MD He returned to the United States to attend Johns Hopkins Dr. Cheryl L. Holder, Fellow in the American College of University School of Medicine in Baltimore, taking a one-year Physicians, has dedicated her medical career to serving leave of absence from medical school for a postdoctoral underserved populations. After her undergraduate fellowship in pharmacology from 1983 to 1984. In 1987 he education at Princeton University, she completed The George obtained his M.D. from Johns Hopkins and joined the Hopkins Washington University School of Medicine and Internal faculty as assistant professor. Medicine training at Harlem Hospital. In 1987, she moved to In 2002, Dr. Hildreth became the first African American in the Miami- Dade County as a National Health Service Corp Scholar 125-year history of Johns Hopkins School of Medicine to earn to work with the underserved communities. full professorship with tenure in the basic sciences. In July, Dr. Holder served as Medical Director of Jackson Health 2005, Dr. Hildreth became director of the NIH-funded Center System’s North Dade Health Center from 1990 to 2009. As for AIDS Health Disparities Research at Meharry Medical Medical Director, she developed an HIV care and treatment College. program with funding through the Ryan White Care Act., Dr. Hildreth has received numerous awards over his career participated in Centers for Disease Control and Prevention for mentoring, leadership and his efforts related to diversity. and National Institute of Health advisory and programmatic In October, 2008, he was honored for his contributions to review panels for HIV treatment and vaccine research and for medical science by election to the Institute of Medicine, part community based participatory research. of the National Academy of Sciences, the most prestigious In September 2009, she joined Florida International biomedical and health policy advisory group in the U.S. In University Herbert Wertheim College of Medicine as faculty. May of 2015, he was awarded an honorary doctorate from the Her focus is on teaching the impact of social determinants University of Arkansas. Dr. Hildreth has been inducted into the of health on health outcomes, addressing diversity in Arkansas Black Hall of Fame and the Johns Hopkins University health professions through pipeline programs and HIV Society of Scholars. He currently serves on the Harvard prevention. Dr. Holder is Director of Green Family Foundation University Board of Overseers. NeighborhoodHELP™ Education and Pipeline Program. In August of 2011, Dr. Hildreth became dean of the College In 2016, she received the FIU Medallion Cal Kovens of Biological Sciences at University of California, Davis. He Distinguished Community Service Award and in 2017, the was the first African-American dean in the university which Faculty Convocation Award in Service. was founded in 1905. He was also appointed as a tenured professor in the Department of Cellular and Molecular Biology Paul D. Juarez, PhD as well as professor in the Department of Internal Medicine in Paul D. Juarez, PhD. Dr. Juarez is Professor and Vice Chair the UC Davis School of Medicine. for Research in the Department of Family and Community Dr. Hildreth began research on HIV and AIDS in 1986 and his Medicine and director of the Health Disparities Research research has been funded through NIH grants for almost Center of Excellence (HDRCOE) at Meharry Medical College. two decades. His work focuses on the role of host proteins Dr. Juarez also is program director for the Tennessee and lipids in HIV infection. Dr. Hildreth is internationally Area Health Education Center, Director of Primary Care recognized for his work demonstrating the importance of Training Research for National Center for Medical Education
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Development and Research, and program director for the Leandro A. Mena, MD, MPH college-wide patient centered medical home. Dr. Juarez and his team have developed the public health exposome Leandro Mena, MD, MPH, is a clinician-researcher and public as a systems science approach for assessing the impact of health advocate with expertise in the prevention and clinical exposures in the natural, built, social and policy environments management of sexually transmitted diseases (STD) and on personal health and population level disparities across the human immunodeficiency virus (HIV). He is founding the life course. Dr. Juarez also is the PI of an EPA STAR grant chair of the Department of Population Health Science at award: Using a Total Environment Framework (Built, Natural, the University of Mississippi Medical Center John D. Bower Social Environments) to Assess Life-long Health Effects of School of Population Health and Professor of Medicine in the Chemical Exposures); PI of a HIV Preexposure Prophylaxis Division of Infectious Diseases, directs the Center for HIV/ (PrEP) Implementation Science award from NIAID; and is the AIDS Research, Education & Policy at the Myrlie Evers-Williams PI of a sub-award for the NIEHS Pre-natal and Early Childhood Institute for Elimination of Health Disparities, and serves as Pathways to Health award (C Karr, PI). the STD Medical Director for the state of Mississippi. He is also the Medical Director of the Five Points Clinic (Jackson’s Patricia Matthews-Juarez, PhD public STD clinic) and co-founded Open Arms Healthcare Center (first LGBT clinic in Mississippi). In recognition to his Dr. Matthews-Juarez has extensive experience in work developing a model program of culturally-competent medical education, research training, administration and HIV prevention and care for Black men who have sex with management. She established the first office of Faculty men which is being replicated in other clinics of the country, Affairs and Development in the School of Medicine and at the he was awarded the 2016 Achievement Award by the Gay institutional level at Meharry Medical College (Meharry). Her and Lesbian Medical Association (GLMA). He is board certified past academic positions have included the administrator for in infectious diseases. Dr. Mena’s work has been featured in the Meharry-Morehouse-Drew Consortium Cancer Center. medical and public health journals such as Clinical Infectious In this role, she co-authored the first national grant for the Diseases, Sexually Transmitted Diseases, Sexually Transmitted National Black Leadership Initiative on Cancer. She was Infections, Journal of Acquired Immunodeficiency Syndrome, the vice chair/administration for the Department of Family and American Journal of Public Health. He is a research and Community Medicine at Charles R. Drew University of fellow with the Rural Center for STD/HIV Prevention (Indiana Medicine and Science. Most recently, she was the cofounding University). Dr. Mena’s interests include the understanding director of the Research Center on Health Disparities, dynamics of HIV transmission in racial/ethnic, gender and Equity, and the Exposome, University of Tennessee Health sexual minorities as well as the development and provision Science Center in Memphis, Tennessee and Professor in the of culturally competent quality health services to these Department of Preventive Medicine. Currently, she is the vice populations. president for the Office of Faculty Affairs and Development and tenured professor in the Department of Family and Anita U. Nelson, MBA Community Medicine at Meharry. She is the project director for two HRSA grants: The College-wide Patient-Centered Ms. Nelson sits on the Board of Directors for Skid Row Medical Home Project and the Primary Care Training and Development Corporation, Advisory Board of UCLA’s Enhancement/ Academic Unit Project: National Center on Extension Paralegal Program, and serves as a Senior Fellow Medical Education Development and Research. to USC’s Marshall School’s Brittingham Social Enterprise’s Lab and UCLA’s Luskin School of Public Affairs. She has sat on William A. McDade, MD, PhD the Board of Southern California Association of Non-Profit Housing (SCANPH) and was a member of the Enterprise William McDade, MD, PhD is the Chief Diversity and Leadership Council (ECLC) of Enterprise Community Partners. Inclusion Officer for the Accreditation Council for Graduate Medical Education. Prior to that, he had been EVP/Chief Ms. Nelson received a Bachelor of Science, Finance and Academic Officer for the Ochsner Health System, Professor Business Economics from the University of Southern of Anesthesia and Critical Care at the University of Chicago, California and a Master of Business Administration, Business and Deputy Provost at UChicago. Dr. McDade is a member Management from Pepperdine University. She is responsible of the Board of Trustees of the American Medical Association for the overall management of the Corporation, including all and serves on the Executive Committee of the Board of the fiscal and administrative management, housing development, Joint Commission as well as on the Coalition for Physician supportive services, property management and compliance. Accountability. He has been a member of the ACGME board, Freida H. Outlaw, PhD the National Board of Medical Examiners, and appointed to the U.S. Department of Education’s National Committee on Freida Hopkins Outlaw received her Baccalaureate in Nursing Foreign Medical Education and Accreditation. Dr. McDade from Berea College, Masters in Psychiatric Nursing from is a past-president of the Illinois State, Chicago, and Prairie Boston College and a Ph.D. from The Catholic University State Medical Societies as well as the Cook County Physicians’ of America, and completed her postdoctoral study at the Association. He also served as the chair of the NMA University of Pennsylvania. She has over forty years of Anesthesiology Section. experience as a clinician, researcher, educator, and policy
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maker in public mental health and substance abuse. She is currently serves on HIV Prevention Trials Ethics Working currently the academic consultant for the SAMHSA Minority Group and the boards of AVAC: Global HIV Prevention Fellowship Program at the American Nurses Association. Prior, and the Pride Foundation. Wakefield is an HIV-negative she was an Associate Professor, Meharry Medical College and health care advocate with over thirty years of involvement the Director of the Meharry Youth Health and Wellness Center, in projects that increase community participation in HIV a health care delivery system for adolescents with a special prevention research and ethics. With thirty-five plus years of focus on LGBTQ youth. For eight years she was the Assistant non-profit management, public service on Chicago’s Board Commissioner, Tennessee Department of Mental Health and of Health, global and U.S. federal advisory groups such as Substance Abuse Services. Dr. Outlaw was also an Associate WHO’s UNAIDS, he is excited about this current time for Professor, University of Pennsylvania School of Nursing for implementation of evidence based strategies to end the HIV/ a number of years. She has written in the areas of cultural AIDS epidemic. diversity, management of aggression, seclusion and restraint, and the role of religion, spirituality and the meaning of prayer Beverly Wenger-Trayner for people with cancer, the use of the Geriatric Depression Beverly is a social learning theorist and consultant. She Scale with older African Americans, Black women and is known for her work with international organizations depression, children’s mental health, mental health parity, including cross-boundary processes and the use of new ACES and Trauma Informed Care, and health policy. technologies. Her expertise encompasses the design and Jayne S. Reuben, PhD facilitation of social learning strategies and coaching of social learning leaders in complex situations. Once an Dr. Jayne S. Reuben is an Associate Professor in the activist for international equitable development, her passion Department of Biomedical Sciences and Director of has matured into an intellectual drive to help people and Instructional Effectiveness at the Texas A&M University institutions get better at making a difference. Recently, College of Dentistry. She earned her doctorate in she acted as learning consultant for the World Bank on a Pharmaceutical Sciences with a specialization in long-term development project in Africa. She writes with Pharmacology and Toxicology from Florida A&M College of Etienne Wenger-Trayner about learning to make a difference, Pharmacy and Pharmaceutical Sciences and then completed including a forthcoming book with Cambridge University a postdoctoral fellowship at the University of Michigan in the Press “Learning to make a difference: value-creation in social Department of Pathology. Dr. Reuben has authored articles spaces”. on the recruitment and retention of underrepresented groups into health sciences careers and given numerous continuing Etienne Charles Wenger-Trayner, PhD education and career development workshops for science Etienne Wenger-Trayner is a globally recognized thought faculty and students interested in STEM. leader in the field of social learning theory, including Marybeth Shinn, PhD communities of practice and their application. He has authored and co-authored seminal articles and books on Marybeth (Beth) Shinn is a Cornelius Vanderbilt professor at the topic, including Situated Learning, where the term Vanderbilt University who studies how to prevent and end “community of practice” was coined; Communities of Practice: homelessness. She was co-principal investigator of the 12-site learning, meaning, and identity, where he lays out a theory Family Options experiment examining approaches to ending of learning based on the concept; Cultivating Communities family homelessness, the evaluator for the initial study of of Practice: a guide to managing knowledge, addressed to the Pathways Housing First program, and the developer of practitioners in organizations; Digital Habitats, which tackles a model used by New York City to target its homelessness issues related to the use of technology, and Learning in prevention services. Her 2020 book with Jill Khadduri, In Landscapes of Practice, which expands the learning theory. the midst of plenty: Homelessness and what to do about it His new book, coauthored with Beverly Wenger-Trayner, (Wiley], surveys research to show that we know how to end Learning to make a difference: value creation in social homelessness, if we devote the necessary resources to doing learning spaces, lays a new foundation for both the theory so. and the practice. It will be published in mid 2020. Etienne’s work is influencing both theory and practice in a wide range Steven F. Wakefield of disciplines. Etienne helps organizations in the private and Steve Wakefield is the External Relations Director for the NIH- public sectors apply his ideas through consulting, public funded HIV Vaccine Trials Network(HVTN) at Fred Hutchinson speaking, and workshops. One of the most cited authors in Cancer Research Center and leads global efforts for the social sciences, he is also active in the academic sphere. stakeholder engagement. Wakefield (preferred name) is also He received honorary doctorates from the University of founder of The Legacy Project, HVTN’s program to increase Brighton and the Open University. He regularly speaks at racial and ethnic population involvement in trials. Wakefield conferences, conducts seminars, and is a visiting professorial fellow at the University of Brighton.
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Suzanne L. Wenzel, PhD Suzanne L. Wenzel, PhD, is the Richard and Ann Thor Professor in Urban Social Development and former interim dean in the Dworak-Peck School of Social Work, University of Southern California. With National Institutes of Health sponsorship, she has conducted interdisciplinary research for more than two decades to understand and address behavioral health, social, community, and service needs among persons who are marginalized in society, particularly individuals experiencing homelessness. She has served on study sections for NIH and other national and international health science and service organizations, and consulted for the White House Office of National AIDS Policy during the Obama administration. Del Ray Zimmerman In July 2019, Del Ray Zimmerman was named Director, Program for LGBTQ Health and Office for Diversity Affairs. Zimmerman performs all senior administrative duties for the LGBT Health division and oversees several major projects for the Office for Diversity Affairs. Zimmerman manages the operations functions of the LGBTQ Health Program, acting as the program’s internal (VUMC/VUSM) and external representative, and supervising his staff. He is the main point of contact for most LGBTQ Health Program issues. Zimmerman served as Program Manager for LGBTQ Health since 2016. His background includes over 20 years of experience in non-profit management. Much of that experience was gained with local Nashville LGBT- focused organizations including: Nashville Cares, GLSEN, and OutCentral Cultural Center. Del Ray received his B.S. in Communications from University of Tennessee Knoxville and is originally from Winchester, Tennessee.
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The Primary Care Training and Enhancement Academic Units (AU) project is supported in part through a cooperative agreement (UH1HP30348) with the US Department of Health and Human Services (DHHS)/Health Resources and Services Administration (HRSA) and Department of Family and Community Medicine, School of Medicine, Meharry Medical College. This information, content and conclusions are those of the authors and should not be construed as the official position or policy of, nor should any endorsements be inferred by DHHS, HRSA or the US Government.
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