Rural and Urban Differences in the Adoption of New Health Information and Medical Technologies

Background This statewide survey sought to understand the adoption level of new health information and medical technologies, and whether these patterns differed between urban and rural populations. Methods A random sample of 7,979 people aged 18‐75 years, stratified by rural status and race, who lived in 1 of 34 Indiana counties with high cancer mortality rates and were seen at least once in the past year in a statewide health system were surveyed. Results Completed surveys were returned by 970 participants. Rural patients were less likely than urban to use electronic health record messaging systems (28.3% vs 34.5%, P = .045) or any communication technology (43.0% vs 50.8%, P = .017). Rural patients were less likely to look for personal health information for someone else's medical record (11.0% vs 16.3%, P = .022), look‐up test results (29.5% vs 38.3%, P = .005), or use any form of electronic medical record (EMR) access (57.5% vs 67.1%, P = .003). Rural differences in any use of communication technology or EMRs were no longer significant in adjusted models, while education and income were significantly associated. There was a trend in the higher use of low‐dose computed tomography (CT) scan among rural patients (19.1% vs 14.4%, P = .057). No significant difference was present between rural and urban patients in the use of the human papilloma virus test (27.1% vs 26.6%, P = .880). Conclusions Differences in health information technology use between rural and urban populations may be moderated by social determinants. Lower adoption of new health information technologies (HITs) than medical technologies among rural, compared to urban, individuals may be due to lower levels of evidence supporting HITs

Serving Students, Faculty, and Notice: Student Co-operation, Faculty Collaboration, and Institutional Counter-Narration at a Southern Flagship HBCU

The program described in this chapter is just one example of programs that serve students and exemplify the mission of HBCUs, while demonstrating innovation, collaboration, and leadership, that creates an opportunity to counter-narrate pernicious stereotypes about HBCUs. The federally-funded, innovative student services/success program I examine in this chapter – a collaborative, multidepartment, and interdisciplinary program emphasizing cooperative learning at a southern flagship HBCU – challenges these pernicious narratives head on. Raising attention and awareness of the program’s existence is important not only to highlight the university’s attempts to promote student success, but is also another clarion call for HBCUs to do all within their power to promote their own successes at attracting, retaining, and promoting students’ success while finding creative ways to develop faculty and promote interdisciplinarity and collaboration. Doing so benefits all HBCU students regardless of their race, cultural affinities, or level of preparedness for college, and benefits all faculty, be they in the much-vaunted science, technology, engineering, and mathematics (STEM) fields or often lesser-valued, but equally crucial fields in the humanities, education, and the arts