Page 1 4/29/18 Course: HSMP 6630_001 Basic Grant Writing for Public Health Professionals Syllabus
Instructor: Angela Sauaia, MD, PhD Associate Professor of Public Health, Medicine, and Surgery Colorado School of Public Health University of Colorado Denver 3 credits
Time: Tuesdays, Thursdays 1:00 –2:20 pm, Location: Room P28-2307 in Ed 2 North, EXCEPT FOR FEB 2 IN ROOM L28-1308
Course Overview: This course focuses on the basic skills required to develop, fund and evaluate data-driven, evidence-based public health programs, interventions and projects. It is based on the successful model developed by Project TEACH (http://publichealthpractice.org/community-project-development/project-teach), which provides targeted training, technical assistance and support to community based organizations involved in projects that improve health care access and quality as well as promote healthy living among underserved populations.
Health is taken here in its most global sense, as defined by the WHO: "Health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity", which includes the achievement of one’s full career potential (e.g. equality of opportunity for minorities to become public health professionals). We will cover a basic set of skills that are necessary to plan, fund, implement and evaluate data-driven, public health evidence-based interventions. Project TEACH developed the current model based on its experience training over 100 community-based organizations (CBOs) across urban and rural Colorado, including small health promotion and disease prevention community-based organizations, tribes and tribe serving organizations, Area Health Education Centers, regional public health agencies, county health departments, clinics and hospitals. The course is intended to those who plan to work at these organizations.
Pedagogic Methods: The course intends to train the participants in the topics proposed below, as well as, using a train the trainer model, enable them to disseminate these skills to the organizations in which they come to work. We will employ traditional and non-traditional pedagogic methods including those proposed by the Brazilian educator Paulo Freire 1, 2, always using an interactive, learner-centered, real life driven educational approach. It requires intense student participation to bring up topics, present reviews of themes and eventually assume leadership of the meeting with facilitation by a more seasoned public health professional. Concepts are discussed based on critical appraisal of available evidence in current literature. Reading references are provided as suggestions, but participants are encouraged to bring their own readings and critically appraise them with the group.
Disclaimer: Uncomfortable issues such as racism and discrimination in health and health care are discussed, respectfully but openly. These issues are never easy to talk about; however, being too comfortable often means very little change. Being uncomfortable can be a stimulus for change.
Honor code: Education at the Colorado School of Public Health is conducted under the honor system. All students who have entered health professional programs should have developed the qualities of honesty and integrity, and each student should apply these principles to his or her academic and subsequent professional career. All students are expected to have achieved a level of maturity, which is reflected in appropriate conduct at all times. All work done on exams or other assignments is to be done independently unless specific instruction to the contrary is provided. For example, work on the small group projects is obviously to be done collaboratively. Page 2 4/29/18
Competencies: The participant should, at the end of this course, gain competencies in the areas below, as well as feel comfortable providing training to CBOs on these topics:
1. Developing SMART objectives and basic logic models to describe their proposed projects/programs that include at minimum: a. Dimensions of the Health Problem or Inputs b. Evidence –based intervention or Activities c. Outcomes
2. Define the need for their proposed project a. By accessing appropriate health statistics at the national, state and regional levels including: a.1.Annual National Health Quality and Health Disparities Reports a.2.Colorado Regional Health Profiles and their sources a.3.Colorado Regional Health Disparities Profiles and their sources a.4.Major data sources: BRFSS, Census, Federal Statistics, Kaiser Family Foundation a.5.Health statistics for specific populations: women, children, elderly, racial/ethnic minorities (with emphasis on Native American health data sources), GLBTI populations, and the poor.
b. Basic knowledge on interpretation of health data to include: b.1. Health data uses and limitations b.2. Explaining measures of data central tendency and dispersion to CBOs b.3. Measurement issues related to specific populations (for example: the same income does not mean the same for different racial groups, small samples, lack of data, reliability of the race/ethnicity variable) b.4. Small numbers or No numbers
3. Understand social determinants of health and their role in public health
4. Basic concepts on evidence-based interventions to include: a. Defining evidence-based interventions and b. Teaching communities and community-based organizations about evidence-based interventions c. Consult existing catalogs of evidence-based interventions(e.g., Cancer Control PLANET, Community Guide, SAMHSA, NACCHO, AHRQ, Cochrane Library, etc) d. Appraise interventions found through usual search engines (e.g. Google) e. Adapting existing evidence-based interventions to local needs f. Identifying academic resources to assist in finding, producing or adapting evidence-based interventions
5. Community assessment and engagement: a. Engaging the community throughout the whole process for their application/program (inputs, activities, outputs) b. Selected techniques to engage/assess the community b.1. Asset mapping Vs. Needs assessment b.2. Informal interviews b.3. Focus Groups b.4. Nominal group technique Page 3 4/29/18
6. Succession planning and sustainability including: a. Utilization of Board of Directors b. Staff development opportunities c. Internal leadership d. Delegating responsibilities and creating job descriptions e. Mentoring staff f. Create a succession and sustainability plan
7. Partnerships formation and maintenance
a. Identifying partners and initiating relationship with community leaders b. Define relationship, collaboration vs. partnership c. Use of community-wide, county, or state political/ social SWAT when considering new relationship, collaboration, or partnership d. Process to identify strengths/contribution of your enterprise that can leverage weakness or challenges being faced by a collaborative effort e. Use of social networking tools
8. Design an evaluation plan to measure different aspects of a program (reach, implementation and impact) via a range of tools and design approaches including a.Reach b. Implementation measures: Log forms, program documentation forms c.Impact measures: c.1. Validated tools (access catalogs of validated tools) c.2. Satisfaction surveys c.3. Qualitative approaches c.4. Pre/post designs, c.5. Intervention/control designs d. Identifying academic resources to assist in evaluation
9. Have a preliminary understanding of Affordable Care Act of 2010: a. Major areas 1. Access major trustworthy sites for more information on the ACA: US Dept. HHS: http://www.healthcare.gov/, Kaiser Family Foundation site at http://healthreform.kff.org/the-basics.aspx; Families USA at www.familiesusa.org b. Understand the implications of the ACA for public health and community-based organizations c.Prevention (community transformation grants, navigators, healthy living, chronic disease mgt., home visiting programs, national diabetes prevention program) d. Coordination (navigators, transitions program, community health teams, medical home and integrated care) e.Quality care (chronic disease mgt, health extension agents, cultural competency/health disparities/disability) training f. Grant opportunities 10. Identifying potential sources of funding for public health programs
11. Developing a budget and a budget narrative Page 4 4/29/18
12. Developing a workplan
Readings: Articles and other readings are listed by topic below Data sources: listed below
Basic schedule
30 classes, Tue/Thurs 1:00 to 2:20pm
Assignments: There are 2 (two) major assignments and several smaller assignments during the course. The major assignments are described below. Please read the instructions attentively.
1st assignment: Grant Application Instructions We will assume that all participants work in County health departments in Colorado or at CDPHE. Choose a County health department within Colorado or a Division/Section/Program within CDPHE Be ready to present the different parts of your grant’s logic model using Powerpoint as indicated in the schedule below. You should take no more than five minutes for the Powerpoint presentation.
These presentations during the course don’t have to be perfect, they are teaching tools.
Your effort in these small presentations during the course will be part of your class participation grade, taking into consideration: 1) the effort you put into it, 2) use of materials taught in class (or better ones), and 3) productive participation in the discussion of your colleagues’ presentations Budget and Budget Narrative must be completed. Letter of Support and/or MOUs: Write a template that you would give to your partnering organizations to edit and sign. Submit this template with your assignment. The actual letters of support or MOUs will NOT be necessary, but please provide a list of the persons or agencies whose letter of support you would include in your application. Do not include: o No need to include institutional financial information or Board of Directors information (however, the anti-discrimination policy statement is REQUIRED) o No signatures are necessary Delivery Due Date: The final part of the assignment must be delivered in HARD COPY to the instructor by the beginning of class on Thurs May 10th. No exceptions, please.
Written assignment or “The Grant”: The participants must write a grant proposal to The Colorado Health Foundation or the Caring for Colorado Foundation. You can also target a grant opportunity in www.grants.gov that aims at implementing a public health program, for example from HRSA or CDC. The topics will be defined in the first two classes using Nominal Group techniques. This will demonstrate the use of a practical, simple technique to engage communities in determining and prioritizing their needs. st Basic Rubric for 1 Written Assignment Points
1) Did you document the public health need to be addressed by your 40 project appropriately, i.e., quoted trustworthy data sources, used and Page 5 4/29/18
interpreted appropriate data?
2) Did you present existing research and discussed the possible causes / 40 mechanisms for the public health problem?
3) Did you make a convincing case that the intervention you propose is 40 likely to be successful in addressing this public health need? (e.g., presented research evidence, rationale to justify the likely success of the intervention)
4) Did you describe the steps and activities involved in implementing the 40 intervention?
5) Did you establish SMART (Specific, Measurable, Achievable, Realistic, 40 Time bound) objectives for your intervention?
6) Did you propose a sound evaluation for your intervention? 40
7) Did you present your strategy for involving the target community and 40 included appropriate partners in your program?
8) Did you propose a budget? Did you justify each item to the best of your 40 ability in the budget narrative (AKA budget justification)?
9) Did you follow the guidelines and format instructions of the funding 40 agency?
10) Did you include a graphic representation of your logic model? 40
11) Did you present possible challenges and difficulties that you will likely 10 (extra credit) face as you implement the program and possible solutions for these anticipated problems?
12) Did you include a sustainability plan? 10 (extra credit)
13) Did you reference in your proposal the national, state or county 10 (extra credit) strategic plan that relates to your project?
Total 430
Oral assignment: A final presentation of your proposed project at the end of the course, following this framework will be the oral assignment. Imagine: you enter the elevator at Building 500 and you see Bill Gates in the elevator he is very friendly and tells you he heard about all the good work being done by UCD folks and that he is looking for good public health related projects to fund. Page 6 4/29/18
you have 1 (one) minute to talk to him about your public health project. If you wish, you can use other media besides talking: for example, you can give him a brochure on your project. The point here is to at least convince him to listen to you and hopefully fund your program
nd Basic Rubric for 2 Assignment Points
1) Were you able to describe “the problem” 100
2) Where you able to describe “your solution” 100
3) Did you have a visual aid? 20 (extra credit)
Total 220
Example: “Community-based organizations provide necessary health services to the community but desperately need skills on how to write grants to fund their programs. Our Project TEACH offers a successful solution for this problem. We provide onsite, hands on, effective training and tools on interventions proven to work, program evaluation and sustainability. Organizations that took our training tell us that it helped them get more grants. Here is a brochure with our website. I would love the chance to talk to you about the project.”
Course Grading:
40% preparation for class and class participation 60% assignments (40% for 1st written assignment and 20% for the 2nd oral assignment)
Schedule and readings:
Session Date Topic Readings Speaker
1 1/24 Course and Assignments Overview Sauaia
Why are you writing a grant?
Social determinants of health and their role in public health programs I 2 1/26 Why are you writing a grant? Visit Sauaia http://www.chd.dphe.state.co.us/Winnabl Chris Colorado Winnable Battles es/Documents/Winnable%20Battles Lindley, -Colorado core public health services - %20factsheet.pdf CDPHE new rule and PSD Director) http://www.cdphe.state.co.us/opp/resourc (confirmed) es/2011%20Core%20PH %20Services.pdf Page 7 4/29/18
Session Date Topic Readings Speaker
3 1/31 Choice of grant topic(s) using Nominal Refs 3-6 Sauaia Group technique / Delphi Method
Social determinants of health and their role in public health programs II
4 2/2 SMART objectives and Basic Structure of Refs 2, 7 Sauaia Logic models ROOM L28-1308 ROOM L28-1308 5 2/7 Defining the need I: Visit Sauaia Accessing appropriate health statistics at Colorado regional health the national, state and regional levels profiles: county level data on Health data uses and limitations social determinants of health, Explaining measures of data central and major public health tendency and dispersion to CBOs conditions Measurement issues related to specific http://www.chd.dphe.state.co.us/ populations (for example: the same default.aspx income does not mean the same for Colorado health disparities different racial or age groups, small profiles: same as above by samples, lack of data, reliability of the race/ethnicity race/ethnicity variable) http://www.chd.dphe.state.co.us/ Small numbers or No numbers HealthDisparitiesProfiles/dispHe althProfiles.aspx And see health data sources list below, Refs 8, 9 Visit CDPHE Guidelines for Using and Developing Rates for Public Health Assessment: http://www.cdphe.state.co.us/cohid/rateg uidelines.html and Guidelines for Working with Small Numbers: http://www.cdphe.state.co.us/cohid/smnu mguidelines.html 6 2/9 Defining the need II Visit The community toolbox at Sauaia (qualitative data, asset mapping, http://ctb.ku.edu/en/tablecontents/chapter community diagnosis models) _1003.aspx and Ref 10 7 2/14 Presentations and discussion of “defining Bring PowerPoint presentation on USB Sauaia the need” box drive 8 2/16 Presentations and discussion of “defining Bring PowerPoint presentation on USB Sauaia the need” box drive Page 8 4/29/18
Session Date Topic Readings Speaker
9 2/21 Evidence-based interventions I: Visit Cancer Control P.L.A.N.E.T. Sauaia, 1. Defining evidence-based interventions (2011). At Kaufman 2. Evidence-based care versus evidence- http://cancercontrolplanet.cancer.gov/. based public health 3. Teaching communities and and community-based organizations about evidence-based interventions The Community Guide: Evidence-based recommendations for programs and 4. Consult existing catalogs of evidence- policies to promote population health based interventions and appraise (2008). Centers for Disease Control and interventions found through usual Prevention. At search engines (e.g. Google) http://www.thecommunityguide.org/inde x.html 10 2/23 Evidence-based interventions II: Refs 2, 7 plus sources of evidence-based Sauaia, 1. Adapting evidence-based interventions interventions in previous class Kaufman 2. Identifying academic resources to Powerpoint presentation and TEACH assist in finding, producing or adapting website at evidence-based interventions http://publichealthpractice.org/communit y-project-development/project-teach 11 2/28 Interventions that work See PDF documents in Blackboard Sheanna Using social media in public health Bull (confirmed) 12 3/1 Interventions that work: Refs 11-16 Sauaia Community-based workers programs Visit http://patientnavigatortraining.org/ 13 3/6 Interventions that work: Colorado Visit Wolf Colorectal Cancer Program http://www.ucdenver.edu/academics/coll (confirmed) eges/medicalschool/centers/cancercenter/ CommunityAndEducation/colorectal/Pag es/CCSP.aspx
14 3/8 Present “defining the need” AND Bring PowerPoint presentation on USB Sauaia “evidence-based intervention” drive 15 3/13 Present “defining the need” AND Bring PowerPoint presentation on USB Sauaia “evidence-based intervention” drive
16 3/15 Cultural Competence Hunt
3/20 UCD Spring Break: NO CLASS
3/22 UCD Spring Break: NO CLASS
17 3/27 Community assessment and engagement I: Visit The community toolbox at Sauaia, Engaging the community throughout http://ctb.ku.edu/en/tablecontents/chapter Ledezma- the whole process for their _1003.aspx Amorosi application/program (inputs, activities, outputs) Focus Groups Page 9 4/29/18
Session Date Topic Readings Speaker
Nominal group technique Obtaining consensus and prioritizing 18 3/29 Developing a budget and a budget Sauaia, narrative Lindrooth 19 4/3 Describe organization’s and staff’s Visit The community toolbox at Part Sauaia capacity, uniqueness, and niche D. Developing a Strategic Plan, Organizational Structure, and Training System(Chapters 8 - 12) At http://ctb.ku.edu/en/tablecontents/index.a spx 20 4/5 Succession planning and sustainability of Visit The community toolbox at Hunt, community based organizations and their http://ctb.ku.edu/en/tablecontents/sub_se Sauaia programs I ction_main_1299.aspx 4/10 INDEPENDENT STUDY, NO CLASS 4/12 INDEPENDENT STUDY, NO CLASS 21 4/17 Design an evaluation plan II Ref 17 22 4/19 Design an evaluation plan II Visit sites in PowerPoint ppt. from previous class and in Project TEACH website 23 4/24 Present complete logic models Bring PowerPoint presentation on USB Sauaia drive 24 4/26 Present complete logic models Bring PowerPoint presentation on USB Sauaia drive 25 5/1 The Affordable Care Act of 2010 and US Dept. HHS: Sauaia Public Health: http://www.healthcare.gov/ Kaiser Family Foundation site at http://healthreform.kff.org/the- basics.aspx Families USA at www.familiesusa.org 26 5/3 Partnerships and collaborations and the Project TEACH hand out Kris Wenzel AHEC system 27 5/8 Project TEACH http://publichealthpractice.org/communit Sauaia y-project-development/project-teach 28 5/10 Identifying potential sources of funding for Each student should bring at least three Sauaia public health programs sources, their websites, their goals and their deadlines (if applicable)
1st Written Assignment Due 29 5/15 2nd assignment presentations and Sauaia discussion 30 5/17 2nd assignment presentations and Sauaia discussion Page 10 4/29/18
Health– Selected Data Sources by Angela Sauaia, MD, PhD [email protected]
Racial and Ethnic Disparities: o Census 2000 http://factfinder.census.gov/home/saff/main.html?_lang=en o Sign up for a weekly disparities report on your area: http://www.kaisernetwork.org/Daily_reports/rep_disparities.cfm o Office of Minority Health Reports and Publications at http://www.cdc.gov/omh/reportspubs.htm o Agency for Health Care and Quality National Healthcare Disparities Reports, 2003-2006 http://www.ahrq.gov/qual/measurix.htm o Cancer Disparities: Making Cancer Health Disparities History, Report of the Trans-HHS Cancer Health Disparities Progress Review Group at http://www.hhs.gov/chdprg/pdf/chdprg.pdf o Institute of Medicine Report Unequal Treatment: Confronting Racial and Ethnic Disparities in Health Care, Report Briefs and Slide presentations available at http://www.iom.edu/?id=16740 o The Kaiser Family Foundation's updated version of Key Facts: Race, Ethnicity and Medical Care, 2007 http://www.dhmh.state.md.us/hd/pdf/KeyFacts.pdf o Get the data for your needs using the Data 2010…the Healthy People 2010 database at: http://wonder.cdc.gov/data2010/focraceg.htm o Quick health data by county: http://www.healthstatus2010.com/owh/ o Health, United States, 2006 at http://www.cdc.gov/nchs/hus.htm o Racial and Ethnic Disparities in Colorado 2005 at http://www.cdphe.state.co.us/ohd/publications.html o Census score: trends, maps, segregation, etc: at http://www.censusscope.org/segregation.html o Health at a Glance 2007: health statistics on developing countries at http://www.oecd.org/document/11/0,3343,en_2649_37407_16502667_1_1_1_37407,00.h tml#TOC o Cancer statistics by county and race/ethnicity http://statecancerprofiles.cancer.gov/ o Disparities in Tobacco Burden in Colorado: http://steppcolorado.com/data/files/TABS2005_AdultReportFinal070831.pdf o Community Health Profile 2009 Urban Indian Health Organizations (UIHO) Aggregate Urban Counties at http://www.uihi.org/wp-content/uploads/2009/12/UIHO-Total- Community-Health-Profile_Final-PDF.pdf o American Indian Health: http://americanindianhealth.nlm.nih.gov/statistics.html Children/Youth disparities: o National Survey of Children’s Health at www.nschdata.org o Helping America’s Youth at www.helpingamericasyouth.gov, then click on Community Guide for a variety of resources, including mapping data and resources by region. o State and County level juvenile data by race, sex, age http://ojjdp.ncjrs.org/ojstatbb/ezapop/ o Child Health Survey: Child Stats at State level: http://www.cdphe.state.co.us/hs/yrbs/childhealth.html Page 11 4/29/18
o Childhood Obesity in Colorado: A GROWING PROBLEM (report published by the Colorado Children's Campaign) http://www.coloradokids.org/includes/downloads/obesityworkingpaperfinal.pdf? PHPSESSID=005a69f1e0d735665633f4ee19e8ed77 o Elderly: o CDC Healthy Aging and the National Institutes on Aging at http://www.cdc.gov/aging/data/index.htm o NIH National Institute on Aging at http://www.nia.nih.gov/HealthInformation/
Individuals with disabilities o Get the data for your needs using the Data 2010…the Healthy People 2010 database at: http://wonder.cdc.gov/data2010/focraceg.htm o State Profiles in Disability and Health State Chartbook – 2006 Profiles of Health for Adults With Disabilities at http://www.cdc.gov/ncbddd/dh/chartbook/default.htm o Census 2000 Brief Disability Status: 2000 at http://www.census.gov/prod/2003pubs/c2kbr-17.pdf
Gay, Lesbians, Bisexuals, Transgender and Intersex Individuals o Gay and Lesbian Medical Association and LGBT health experts. Healthy People 2010 Companion Document for Lesbian, Gay, Bisexual, and Transgender (LGBT) Health. San Francisco, CA: Gay and Lesbian Medical Association, 2001. o Gay And Lesbian Medical Association: Guidelines For Care Of Lesbian, Gay, Bisexual, And Transgender Patients. at http://www.glma.org/index.cfm? fuseaction=Page.viewPage&pageID=534 o Dean et al. Lesbian, Gay, Bisexual, and Transgender Health: Findings and Concerns. Journal of the Gay and Lesbian Medical Association, Vol. 4, No. 3, 2000. at http://www.glma.org/index.cfm?fuseaction=Page.viewPage&pageID=534 o National Women’s Law Center. Making the Grade on Women’s Health 2004 Report Card at http://www.nwlc.org/pdf/HRC04Chapter_4_KeyHealthDisparities.pdf o Sell RL, Becker JB. Sexual Orientation Data Collection and Progress Toward Healthy People 2010(Am J Public Health. 2001;91: 876–882. This articles details the shocking paucity of data on these populations and provide some recent references with data o Demographics of the Gay and Lesbian Population in the United States: Evidence from Available Systematic Data Sources", Dan Black, Gary Gates, Seth Sanders, Lowell Taylor, Demography, Vol. 37, No. 2 (May, 2000), pp. 139-154 (available on JSTOR at http://www.jstor.org/stable/2648117)
Low Literacy
o Evidence Report/Technology Assessment: Number 87 Literacy and Health Outcomes http://www.ahrq.gov/clinic/epcsums/litsum.htm o Linda Potter, DrPH, Family Health Research, and Constance Martin, MHA, Center for Health Care Strategies Health Literacy Fact Sheets http://www.chcs.org/usr_doc/Health_Literacy_Fact_Sheets.pdf A collection of nine fact sheets with data from reliable sources, as follows: . What is Health Literacy? . Who has Health Literacy Problems? . Impact of Low Literacy Skills on Annual Health Care Expenditures Page 12 4/29/18
. Health Literacy and Understanding Medical Information . Strategies to Assist Low-Literate Health Care Consumers . Preparing Patient Education Materials . Tools to Evaluate Patient Education Materials . Health Communication and Cultural Diversity . Resources for Health Literacy Information and Publications Regional data: o Colorado Health Institute http://www.coloradohealthinstitute.org/resourceOnlineDataLinks/onlinedatalinks.aspx o Northern Larimer County: http://www.healthdistrict.org/survey/ o State and County level juvenile data: http://ojjdp.ncjrs.org/ojstatbb/ezapop/ o Colorado health data by county: http://www.cdphe.state.co.us/cohid/index.html o Cancer statistics by county and race/ethnicity http://statecancerprofiles.cancer.gov/ o Quick health data by county: http://www.healthstatus2010.com/owh/ o Demographic data by County http://dola.colorado.gov/demog_webapps/profile_county o County Profiles prepared by the Colorado Rural Health Center to provide an overview of the basic health services infrastructure and demographics in Colorado’s fourteen non- metropolitan counties without a hospital. At http://www.coruralhealth.org//crhc/resources/countyprofiles.htm o Colorado Division Of Local Government, State Demographic Office: http://dola.colorado.gov/dlg/demog/: almost everything by County! o United Health Foundation - www.unitedhealthfoundation.org state level; most indicators available for smaller areas) o Community Health Status Reports- for the U.S. by county: http://www.communityhealth.hhs.gov/homepage.aspx?j=1 o National Minority Quality Forum's: atlas with Diabetes and Chronic Kidney Disease statistics by county (other diseases on the way). It requires registration but it is free as long as you qualify. http://www.nmqf.org/about_atlases.aspx o The County Health Rankings identify the healthiest and least healthy counties within every state in the nation. http://www.countyhealthrankings.org/colorado o Colorado regional health profiles: county level data on social determinants of health, and major public health conditions http://www.chd.dphe.state.co.us/default.aspx o Colorado health disparities profiles: same as above by race/ethnicity http://www.chd.dphe.state.co.us/HealthDisparitiesProfiles/dispHealthProfiles.aspx
Reference List
(1) Freire P. Pedagogy of the oppressed . 32nd ed. New York: Continuum; 1990.
(2) W.K. Kellogg Foundation Logic Model Development Guide. W K Kellogg Foundation 2004;Available at: URL: http://www.wkkf.org/Pubs/Tools/Evaluation/Pub3669.pdf. Accessed February 11, 2009. Page 13 4/29/18
(3) Clark AM, Raine K, Raphael D. The American Cancer Society, American Diabetes Association, and American Heart Association Joint Statement on Preventing Cancer, Cardiovascular Disease, and Diabetes: Where are the social determinants? Diabetes Care 2004;27(12):3024.
(4) Closing the gap in one generation: health equity through action on the social determinants of health. World Health Organization Commission on Social Determinants of Health 2008;Available at: URL: http://www.who.int/social_determinants/final_report/en/index.html. Accessed September 22, 2008.
(5) Jones CP. Levels of racism: a theoretic framework and a gardener's tale. American Journal of Public Health 2000;90(8):1212-1215.
(6) Sauaia A, Dellavalle RP. Health Care Inequities:An Introduction for Dermatology Providers. Dermatol Clin. In press 2009.
(7) State Program Evaluation Guides: Developing and Using a Logic Model. Centers for Disease Control and Prevention 2009;Available at: URL: http://www.cdc.gov/DHDSP/programs/nhdsp_program/evaluation_guides/logic_model.ht m. Accessed November 18, 2011.
(8) The Public Health Disparities Geocoding Project Monograph. Harvard School of Public Health 2010;Available at: URL: http://www.hsph.harvard.edu/thegeocodingproject/. Accessed August 24, 2010.
(9) 2010 National Health Care Quality and Disparities Reports. Agency for Healthcare Research and Quality & Department of Health and Human Services 2011;Available at: URL: http://www.ahrq.gov/qual/qrdr10.htm. Accessed September 22, 2011.
(10) Rimer B, Glanz K. Theory At A Glance: A Guide for Health Promotion Practice. National Cancer Institute, National Institutes of Health 2005;2ndAvailable at: URL: http://www.cancer.gov/PDF/481f5d53-63df-41bc-bfaf-5aa48ee1da4d/TAAG3.pdf. Accessed November 13, 2008.
(11) Lewin S, Dick J, Pond P et al. Lay health workers in primary and community health care. Cochrane Database of Systematic Reviews 2005;Available at: URL: http://www.mrw.interscience.wiley.com/cochrane/clsysrev/articles/CD004015/frame.htm l. Accessed February 2, 2010.
(12) Schulz AJ, Parker EA, Israel BA, Allen A, Decarlo M, Lockett M. Addressing Social Determinants of Health through Community-Based Participatory Research: The East Side Village Health Worker Partnership. Health Education & Behavior 2002;29(3):326-341.
(13) Sauaia A, Min S, Lack D et al. A church-based community-health worker health education: impact on Latinas enrolled in public and private health insurance plans. Preventing Chronic Disease [serial online]. In press 2007. Page 14 4/29/18
(14) Fischer SM, Sauaia A, Kutner JS. Patient Navigation: A Culturally Competent Strategy to Address Disparities in Palliative Care. Journal of Palliative Medicine 2007;10(5):1023-1028.
(15) Percac-Lima S, Grant RW, Green AR et al. A culturally tailored navigator program for colorectal cancer screening in a community health center: a randomized, controlled trial. J Gen Intern Med 2009;24(2):211-217.
(16) Whitley EM, Everhart RM, Wright RA. Measuring return on investment of outreach by community health workers. J Health Care Poor Underserved 2006;17(1 Suppl):6-15.
(17) RE-AIM. Workgroup to Evaluate and Enhance the Reach and Dissemination of Health Promotion Interventions 2009;Available at: URL: http://www.re-aim.org/. Accessed January 18, 2009.