Self-Regulation in the Age of Urban Revitalization: Evaluating Lead Dust Fallout From Residential Demolitions in Detroit, MI

Medical Schoolhttps://deepblue.lib.umich.edu/bitstream/2027.42/148192/1/royanr.pd

The politics of higher education and the student presidency

The student body president is an advocate, spokesperson, figurehead and leader. The student presidency is a role that few get to experience and many do not understand. I have found that in my four years involved with student government at Eastern Michigan University and my recent interviews with several other student body presidents across the state that the power associated with an administration can vary greatly, but the nature of the office remains intact. Attempts were made to interview each of the student body presidents at the fifteen state sponsored universities in the state of Michigan. These student body presidents from the 2009 ‐ 2010 academic school year were surveyed regarding the election process, nature and duties of their office and the long‐term institutions of student government at their respective schools. The responding schools included Wayne State University, University of Michigan Dearborn, University of Michigan Flint, and Saginaw Valley 3 State University. These public institutions represent diversity in both the size of the student body (ranging from 8,500 students to 33,000 students) and the demographics of the student body. Additional information was obtained through the interview of former student body presidents of Eastern Michigan University. Through my own experience and that of my peers, I intend to highlight the ways that the student presidency contains many parallels to the United States’ own political institutions. From determining viable candidacy to maintaining continuity after administration changes, the world of university student governments is a microcosm of the American political system

Opportunities and Barriers Related to Income (Survey 2, Report 4)

Led by researchers at the University of Michigan, the National Voices Project is an effort to bring the perspectives of thousands of people in communities across the United States to the national dialogue about opportunities and barriers for children related to race/ethnicity. The National Voices Project conducts major national surveys twice each yearamong adults who work and volunteer on behalf of children. These surveys focus on racial/ethnic disparities at the community level that affect children?s health, education, and economic security.NVP Survey 1 was conducted in November-December 2011. NVP Survey 2 was fielded in August-September 2012.The final eligible sample for NVP Survey 2 included 2,311 adults from 48 states and D.C. NVP Survey 2 differed from NVP Survey 1 in two key respects: 1) NVP Survey 2 included an oversample in communities included in the "Place Matters" initiative led by the Joint Center for Political and Economic Studies, a fellow grantee of the W.K. Kellogg Foundation. The oversample included sufficient numbers of responses to permit the NVP team to analyze differences across 6 specific "Place Matters" counties, and 2) Questions were asked in greater depth about efforts at community levels about bridging efforts to address racial/ethnic inequities.

Education and Learning Opportunities (Survey 2, Report 3)

With support and collaboration from the W.K. Kellogg Foundation through the America Healing initiative, researchers at the University of Michigan are leading the National Voices Project (NVP) from 2011-2016. The central goals of the NVP are to examine the sources of racial/ethnic inequity and other disparities for children in the United States today, identify interventions that address disparities effectively, and inform the public dialogue about racial healing and racial equality.The NVP offers a fresh perspective on community-level opportunities for children throughout the country, in the domains of health and nutrition, education, and economic security – through the eyes of adults whose work and volunteer efforts affect such opportunities. In other words, the NVP reflects the perceptions of individuals throughout the United States who are in a position to improve children?s opportunities in the future.NVP Survey 1 was conducted in November-December 2011. NVP Survey 2 was fielded in August-September 2012. NVP Survey 2 differed from NVP Survey 1 in two key respects: 1) NVP Survey 2 included an oversample in communities included in the "Place Matters" initiative led by the Joint Center for Political and Economic Studies, a fellow grantee of the W.K. Kellogg Foundation. The oversample included sufficient numbers of responses to permit the NVP team to analyze differences across 6 specific "Place Matters" counties, and 2) Questions were asked in greater depth about efforts at community levels about bridging efforts to address racial/ethnic inequities.

Health, Nutrition and Healthcare Availability (Survey 2, Report 2)

With support and collaboration from the W.K. Kellogg Foundation through the America Healing initiative, researchers at the University of Michigan are leading the National Voices Project (NVP) from 2011-2015. The central goals of the NVP are to examine the sources of racial/ethnic inequity and other disparities for children in the United States today, identify interventions that address disparities effectively, and inform the public dialogue about racial healing and racial equality. The NVP offers a fresh perspective on community-level opportunities for children throughout the country, in the domains of health and nutrition, education, and economic security -- through the eyes of adults whose work and volunteer efforts affect such opportunities. In other words, the NVP reflects the perceptions of individuals throughout the United States who are in a position to improve children's opportunities in the future. The questionnaire for NVP Survey 2 was developed by the National Voices Project team at the University of Michigan, with input from WKKF collaborators. We examined how individuals who work or volunteer with children view opportunities for education, health and healthcare, and economic well-being related to children and adolescents. Many of the questions were identical to questions fielded for NVP Survey 1 in 2011, to facilitate comparisons of responses across these different samples and over time. New questions in NVP Survey 2 centered on respondents' perceptions of segregation and inequities in the communities they know best, and on respondents' awareness about efforts to bridge racial/ethnic inequities in those communities

Pathomechanisms and Treatment Implications for Stroke in COVID-19: A Review of the Literature

Stroke in patients with COVID-19 has received increasing attention throughout the global COVID-19 pandemic, perhaps due to the substantial disability and mortality that can result when the two conditions co-occur. We reviewed the existing literature and found that the proposed pathomechanism underlying COVID-19-associated ischemic stroke is broadly divided into the following three categories: vasculitis, endothelialitis, and endothelial dysfunction; hypercoagulable state; and cardioembolism secondary to cardiac dysfunction. There has been substantial debate as to whether there is a causal link between stroke and COVID-19. However, the distinct phenotype of COVID-19-associated strokes, with multivessel territory infarcts, higher proportion of large vessel occlusions, and cryptogenic stroke mechanism, that emerged in pooled analytic comparisons with non-COVID-19 strokes is compelling. Further, in this article, we review the various treatment approaches that have emerged as they relate to the proposed pathomechanisms. Finally, we briefly cover the logistical challenges, such as delays in treatment, faced by providers and health systems; the innovative approaches utilized, including the role of tele-stroke; and the future directions in COVID-19-associated stroke research and healthcare delivery

Physician and Biomedical Scientist Harassment on Social Media During the COVID-19 Pandemic

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Anything but Shadowing! Early Clinical Reasoning in Emergency Department Improves Clinical Skills

Introduction: Transitioning from the pre-clinical environment to clerkships poses a challenge to students and educators alike. Students along with faculty developed the Clinical Reasoning Elective (CRE) to provide pre-clinical students exposure to patients in the emergency department and the opportunity to build illness scripts and practice clinical skills with longitudinal mentorship in a low-stakes environment before entering clerkships. It is a voluntary program. Each year, the CRE has received overwhelming positive feedback from students. The objective of this study is to determine if the CRE improved students’ clinical skills and reported comfort in their skills.  Methods: We examined the relationships between students’ self-reported participation in the CRE and their individual scores on a comprehensive clinical assessment (CCA) at the end of the pre-clerkship period. A total of 178 students took the CCA exam in 2016. Of these, 113 participated in the CRE and 65 did not. Seven students who participated in CRE did not complete the exit survey and were omitted from analysis. We performed unstandardized regressions and dichotomous (participants/nonparticipants) comparisons of means with t-tests. Survey of student reactions was collected.  Results: Participants completed an average of 10 sessions over the course of the program (range=1-20). Involvement in the CRE was associated with significantly increased scores on Abdominal History; Pulmonary Physical Exam; Overall History-Taking; Overall Communication; and Overall Physical Exam (p<0.05). Nearly all students (97%) reported that the program offered opportunities to enhance clinical skills, increased their comfort with patients, and better prepared them for their clinical years. Conclusion: There were measurable improvements in clinical skills performance for students who participated in CRE. As many schools seek to incorporate early clinical exposure to their curricula, this program provides a successful framework to provide meaningful clinical exposure to real patients that also shows objective benefits to students’ clinical skills.

Anything but Shadowing! Early Clinical Reasoning in Emergency Department Improves Clinical Skills

Introduction: Transitioning from the pre-clinical environment to clerkships poses a challenge to students and educators alike. Students along with faculty developed the Clinical Reasoning Elective (CRE) to provide pre-clinical students exposure to patients in the emergency department and the opportunity to build illness scripts and practice clinical skills with longitudinal mentorship in a low-stakes environment before entering clerkships. It is a voluntary program. Each year, the CRE has received overwhelming positive feedback from students. The objective of this study is to determine if the CRE improved students’ clinical skills and reported comfort in their skills.  Methods: We examined the relationships between students’ self-reported participation in the CRE and their individual scores on a comprehensive clinical assessment (CCA) at the end of the pre-clerkship period. A total of 178 students took the CCA exam in 2016. Of these, 113 participated in the CRE and 65 did not. Seven students who participated in CRE did not complete the exit survey and were omitted from analysis. We performed unstandardized regressions and dichotomous (participants/nonparticipants) comparisons of means with t-tests. Survey of student reactions was collected.  Results: Participants completed an average of 10 sessions over the course of the program (range=1-20). Involvement in the CRE was associated with significantly increased scores on Abdominal History; Pulmonary Physical Exam; Overall History-Taking; Overall Communication; and Overall Physical Exam (p<0.05). Nearly all students (97%) reported that the program offered opportunities to enhance clinical skills, increased their comfort with patients, and better prepared them for their clinical years. Conclusion: There were measurable improvements in clinical skills performance for students who participated in CRE. As many schools seek to incorporate early clinical exposure to their curricula, this program provides a successful framework to provide meaningful clinical exposure to real patients that also shows objective benefits to students’ clinical skills.