Improving the Public’s Health Through Sustained, Multidisciplinary Academic and Community Partnerships: The MSM Model

Background: To meet the growing needs of communities with increased chronic conditions, decreased access to health services, and a changing sociocultural environment, there is a critical need for community-oriented physicians equipped with the skills to attend to the health of underserved populations. The Morehouse School of Medicine Community Health Course’s (CHC) purpose is to inculcate service-learning and public health techniques to equip community-oriented physicians with empathy and tools to effectively engage diverse communities and provide care that addresses the social determinants of health to achieve health equity. The purpose of this practice note is to discuss CHC multidisciplinary strategies used to sustain community partner relationships and impact public health. Methods: We work to effectively engage community partners in a number of ways including: a core approach that the partnership is designed to assess, listen to, and meet the communities’ needs; that community partners inform the course curriculum through a community advisory board, an introductory course community panel (of advice for effective engagement), and attendance at course meetings and retreats; a continued relationship between the course faculty and the community site over time; community representatives as co-authors on presentations and publications; and, at times, maintained student contact with the community sites for volunteer activities after completion of the course. Results: The Community Health Course collaborates with its community partners to educate medical students, provide requested services to the communities, and impact the health needs of the communities. The course has developed long-term partnerships varying in lengths from 1 year to over 15 years. The partner organizations over the last ten years have included pre-K-12 schools, independent senior living facilities, youth organizations, community-based organizations, and homeless shelters. Conclusions: Through long-standing collaborations with partnering organizations, the CHC has participated in the development of several sustainable projects traversing multiple levels of the social ecological model

Saving America's Urban Catholic Schools: A Guide for Donors

Examines the challenges inner-city Catholic schools face and provides guidance on supporting scholarships, performance-driven schools, new models, better governance, teacher recruitment and development, and parental choice policy. Includes case summaries

Emerging Non-state Actors in Global Development: Challenges for Europe

As part of the broader research programme on how 'new actors in international development' might influence European development cooperation in the coming decade, this paper provides an overview of the engagement of three types of non-state development actors: private foundations, corporate philanthropies, and global vertical programmes. In discussing financial commitments, funding priorities, and implementation approaches of these actors, the paper identifies key issues for European donors to consider in developing a response to their growing presence in the development landscape

Addressing Childhood Adversity and Social Determinants inPediatric Primary Care:Recommendations for New Hampshire

Research has clearly demonstrated the significant short- and long-term impacts of adverse childhood experiences (ACEs) and the social determinants of health (SDOH) on child health and well-being.1 Identifying and addressing ACEs and SDOH will require a coordinated and systems-based approach. Pediatric primary care* plays a critical role in this system, and there is a growing emphasis on these issues that may be impacting a family. As awareness of ACEs and SDOH grows, so too does the response effort within the State of New Hampshire. Efforts to address ACEs and the SDOH have been initiated by a variety of stakeholders, including non-profit organizations, community-based providers, and school districts. In late 2017, the Endowment for Health and SPARK NH funded the NH Pediatric Improvement Partnership (NHPIP) to develop a set of recommendations to address identifying and responding to ACEs and SDOH in NH primary care settings caring for children. Methods included conducting a review of literature and Key Informant Interviews (KII). Themes from these were identified and the findings are summarized in this report

Affronter des enjeux clés liés à l’évaluation du rôle de promoteur de la santé

Introduction: Although the CanMEDS framework sets the standard for Canadian training, health advocacy competence does not appear to factor heavily into high stakes assessment decisions. Without forces motivating uptake, there is little movement by educational programs to integrate robust advocacy teaching and assessment practices. However, by adopting CanMEDS, the Canadian medical education community endorses that advocacy is required for competent medical practice. It’s time to back up that endorsement with meaningful action. Our purpose was to aid this work by answering the key questions that continue to challenge training for this intrinsic physician role. Methods: We used a critical review methodology to both examine literature relevant to the complexities impeding robust advocacy assessment, and develop recommendations. Our review moved iteratively through five phases: focusing the question, searching the literature, appraising and selecting sources, and analyzing results. Results: Improving advocacy training relies, in part, on the medical education community developing a shared vision of the Health Advocate (HA) role, designing, implementing, and integrating developmentally appropriate curricula, and considering ethical implications of assessing a role that may be risky to enact. Conclusion: Changes to assessment could be a key driver of curricular change for the HA role, provided implementation timelines and resources are sufficient to make necessary changes meaningful. To truly be meaningful, however, advocacy first needs to be perceived as valuable. Our recommendations are intended as a roadmap for transforming advocacy from a theoretical and aspirational value into one viewed as having both practical relevance and consequential implications. Introduction : Bien que le référentiel CanMEDS établisse les normes en matière de formation et de pratique médicale au Canada, la compétence de promotion de la santé (PS) ne semble pas peser lourd aux étapes décisives du continuum de la formation médicale. En l’absence de facteurs incitatifs, les programmes de formation sont peu enclins à intégrer des pratiques solides d’enseignement et d’évaluation en matière de PS. Un système de soins de santé marqué par l’iniquité appelle pourtant des efforts de sensibilisation. En adoptant le référentiel CanMEDS, le milieu canadien de l’éducation médicale a reconnu que la PS est nécessaire à la pratique compétente de la médecine. Il est temps que cet engagement soit traduit en actions concrètes. Méthodes : Employant une méthode d’analyse critique, nous avons examiné les écrits qui peuvent éclairer les obstacles à l’évaluation sérieuse de la PS et avons formulé des recommandations. L’examen a été effectué de manière itérative en cinq étapes : définition de la question de recherche, recherche documentaire, évaluation et sélection des sources, et analyse des résultats. Résultats : L’amélioration de la formation en matière de PS suppose, entre autres, que le milieu de l’éducation médicale s’attèle aux enjeux clés suivants : 1) l’élaborer une vision commune de la PS, 2) concevoir, mettre en œuvre et intégrer des programmes d’études évolutifs et 3) considérer les répercussions éthiques de l’évaluation d’un rôle qui comporte une part de risque. Conclusion : Le manque de visibilité et d’attention accordées à la PS dans la formation amène de nombreux apprenants à se demander si leur compétence en la matière compte vraiment. Nous estimons que la promotion de la santé est au cœur des soins centrés sur le patient. Nous lançons donc un appel à redoubler nos efforts collectifs pour faire passer la PS du statut de simple aspiration et de valeur théorique à celui d’une valeur ayant une pertinence et des incidences concrètes

The Nebraska Transcript: University of Nebraska College of Law. Fall 2022

Dean\u27s Message Remembering Anna Williams Shavers 4 Sold-out Women Lead event empowers leaders 9 Reward outweighs risk at Lavender Legal Center 12 LaChandra Pye, \u2709, named multicultural homecoming nominee 14 Nebraska Legal Diversity Council founded 16 Sullivan recognized for work on Tenant Assistance Project 18 Children’s Justice Attorney Education Program selects inaugural Fellows 20 White House, Attorney General recognize Tenant Assistance Project 22 Faculty Notes 24 Matthew Schaefer named Clayton Yeutter chair 32 Student team wins regional patent application drafting competition 34 Three faculty earn professorships 35: Kristen Blankley, Jessica Shoemaker, Adam Thimmesch Housing Justice Program offers array of opportunities 36 Magilton & students contribute paper to European Centre for Excellence 38 Stohs & EClinic recognized at Annual Entrepreneurship Summit 40 Beard: Guiding the Law of Military Space Operations 41 Dean’s Advisory Board honorees recognized 42 Celebrating the Class of 2022 43 AlumNotes 46 In Memoriam 54 : Dwight L. Clements, Warren E. Van Norman, Peter R. Durland, Tedd C. Huston, Frederick J. Hurlbut, Leslie W. Jensen, Marshall D. Becker, Claire D. Johnson, Glenn A. Rodehorst, Dick H. Hartsock, Walter E. Gallawa, Gordon M. “Mac” Hull, Richard C. Schmoker, Glen J. Soukup, James L. Birkel, Marilyn A. Hutchinson, Stephen A. Mazurak, Richard L. Davenport, Frank E. Landis, John L. Erickson, James E. Gordon, Wayne C. Kreuscher, M. Susan Carlson, George G. Rhodes, Kirk O. Kuwitzky, Thomas R. Dilley, Jane P. Nerison, Royce E. Norman, Larry D. Ohs, Deborah K. Gilg, James B. Fleming, Jonathan C. Hook, Wayne L. Blankenbiler, Douglas F. Fagan, Jone M. Bosworth, Joe E. Schaefer, David G. Brown, Gregory P. Bolton, Shane E. Perkins, Matthew G. Marvin Multicultural Legal Society celebrates 50th anniversary 59 Nebraska Law Review commemorates centennial anniversary 60 Gould named Law Alumni Master 61 Schmid Law Library undergoes transformation 62 College welcomes new faculty 66 Report on Giving 6

Teaching advocacy communication to pediatric residents: the efficacy of applied improvisational theater (AIT) as an instructional tool

In today’s communication landscape, the public often turn to the Internet and social media instead of their physician for health information. To remain relevant and respected amidst the wealth of health information available online, physicians need to offer something the Internet cannot fully emulate: empathetic imagination and an ability to instantaneously tailor messages to reach and teach worried and often confused audiences effectively. We developed an instructional communication module for pediatric residents that used applied improvisational theater to help residents develop complex and dynamic communication skills. The module included opportunities to develop empathy, practice audience analysis, distill messages to key points, and apply these skills in media and community contexts. Attendees completed surveys regarding their perceptions of curricular structure, efficacy, and utility. Preliminary results indicate gains in communication confidence and skills. This type of instructional communication and training module encourages healthcare practitioners to position themselves as trusted experts and partners in helping clients make meaning of health information, thus empowering a new generation of pediatricians to bridge communication gaps created by new technologies and increased access to multiple information sources

Role of Science Academies in the National System of Innovation

Proceedings ReportAcademies in the SADC region were offered an opportunity to host a half day workshop on Wednesday, 21 June in Ezulwini, Swaziland, to present to stakeholders in the SADC region. ASSAf coordinated the organisation of this meeting which was well attended by SADC Senior Officials and stakeholders from within Swaziland.Network of African Science Academies InterAcademy Partnership (IAP) Academy of Science of Mozambique Government of Swaziland Mauritius Academy of Science and Technology SADC Science, Technology and Innovation Desk Tanzania Academy of Sciences Zambia Academy of Sciences Zimbabwe Academy of Scienc

Social Justice Advocacy Trends Related to Gay/Straight Alliance Advisors\u27 Experiences in Schools

Social justice within education increasingly has been emphasized over the past decade (Kraft, 2007; Oakes et al., 2000; Riester et al., 2002). Little is known about the demographic trends and the advocacy experiences of school-based social justice advocates such as Gay/Straight Alliance (GSA) advisors despite the established importance of teachers engaging in social justice advocacy within schools. Data were collected from a national sample (N = 262) of GSA advisors to further the understanding of the demographic characteristics and the experiences of these social justice advocates and to investigate the relationships between these variables. An ethnographic survey (Schensul, Schensul, & LeCompte, 1999) was utilized for data collection in which the language and experiences reported by GSA advisors (Graybill et al., 2009; Watson et al., 2010) were incorporated. Using an ecological model established in a previous study with GSA advisors (Watson et al., 2010), the individual-, school-, and sociocultural-level characteristics that affect advisors were examined. The results suggested that this sample of GSA advisors was a demographically homogenous group with 67.3% female, 85.7% White, 72.2% who voted Democrat, and 77.1% who were educated at the Master‟s level or higher. Exploratory factor analysis identified two dimensions (i.e., Barriers, Facilitators) by which the advisors appeared to define their experiences when advocating for LGBT youth. Hierarchical regression analyses suggested that at the individual level, experiencing negative personal and professional consequences to advocating and thelevel of self-perceived preparedness to advocate based on prior training contributed to the variability in the advisors‟ experiences with social justice advocacy. At the sociocultural level, advisors in rural schools reported more barriers and fewer facilitators to advocating. Overall, all seven predictors entered, including those at the individual (i.e., experiencing negative personal or professional consequences to advocating, level of self-perceived preparedness to advocate), school (i.e., school resources, school size), and sociocultural levels (i.e., region of the country, community type), accounted for 33.0% (p \u3c .05) of the variance in the Barriers and 10.6% (p \u3c .05) of the variance in the Facilitators to advocating for LGBT youth in schools

Hastings (Spring 2008)

https://repository.uchastings.edu/alumni_mag/1125/thumbnail.jp