A Retrospective Study: The Relationship Between Health Care Costs, Absenteeism and Body Mass Index in a Group of Municipal Employees

This study evaluated the relationship of varying body mass index and average annual health care costs and absenteeism in a group of 524 municipal employees. The 269 employees with health care claims and the 487 employees with attendance records were categorized into five different BMI categories based on self-reported weight and height. Findings from the study suggest that as BMI increases, average annual health care costs and average annual absenteeism increase. However, BMI was only significantly related to absenteeism. The study also found significant relationships between education and health care costs and absenteeism. No significant differences for health care costs or absenteeism were found based on race, age, gender, wellness center membership, or smoking status

Quantitative Analysis of Biological Cells Using Digital Holographic Microscopy

Biological cells are microscopic dynamic objects, continuously adjusting their threedimensional sizes, shapes and other biophysical features. Wide-field microscopy of cell dynamics can provide a powerful research tool for cell biology studies, as well as a potential means for medical diagnosis and monitoring of diseases. Biological cells, however, ar

Health Care Seeking and Risk Behaviors among High School Students in the Context of a School-Based Health Center

Background. To address adolescent health needs in urban Wyandotte County, Kansas, a school-based health center (SBHC) was opened in March 2012. Students were surveyed to inform SBHC operations. Methods. All Wyandotte High School students were invited to complete an online survey in class in May 2012. Questions on demographics, health care seeking behaviors, behavioral risk factors, and missed school days were included. Results. Of 1,240 eligible students, 398 responded (32.3%). Nearly half (45.8%) reported that the emergency room or hospital was the location where they usually would seek health care. Females were more likely than males to report less access to mental health counseling (15.1% vs 10.8%, p = 0.01) or reproductive health care (7.7% vs 5.7%, p = 0.03) when needed and were more likely to miss school due to a health problem (54.0% vs 37.9% missed ≥ 1 day in past 4 weeks, p = 0.006). Males were more likely to report having had sex (59.2% vs 46.9%, p = 0.02) while females were more likely to report never using a condom when having sex (30.6% vs 18.3%, p = 0.001). Almost two-thirds (61.9%) of respondents were aware of the SBHC; 18.7% had used the SBHC. Conclusions. Students do not have adequate access to primary care, including sexual and mental health care. Using these data, the SBHC can be better adapted to meet student needs

Human Papillomavirus Vaccine Frequency for University of Kansas Medical Center Pediatric Patients

Background. Human papillomavirus (HPV) vaccination is recommendedfor all adolescents aged 11 to 12 years, but coveragein Kansas is exceptionally poor. To understand local coverage, receiptof the 3-dose HPV vaccine series among pediatric patients atthe University of Kansas Medical Center (KUMC) was evaluated. Methods. All patients aged 11 to 12 years who were seen by aKUMC primary care provider (family medicine and pediatrics)in 2013 were included in the retrospective chart review. Recordswere reviewed through December 31, 2014 to capture the numberof HPV doses received, and receipt of other recommendedvaccines (tetanus-diphtheria-pertussis and meningococcal conjugate).Pearson’s chi-squared tests were used to evaluate relationshipsbetween HPV vaccination and patient characteristics. Results. Of the 261 eligible females and 243 eligible males, 71.2%received ≥ 1 HPV vaccine dose, 55.2% received ≥ 2 doses, and39.3% completed the HPV vaccine series (3 doses). Although vaccineinitiation was slightly lower in males compared to females(67.1% vs. 75.1%, p = 0.047), no difference in vaccine completionwas seen between males and females (37.0% vs. 41.7%, p = 0.319).Over 80% of patients received other concurrently recommendedvaccines (Tdap: 81.7%, meningococcal: 81.3%). HPV series completionoccurred more often among Spanish-speaking femalescompared to English-speaking females (59.5% vs 37.7%; p < 0.01).Conclusions. The proportion of adolescents who received theHPV vaccination at KUMC is substantially higher than nationaland state estimates, but there is room for improvement forboth initiation and series completion. KS J Med 2016;9(1):1-5

Detection of Pelvic Inflammatory Disease: Development of an Automated Case-Finding Algorithm Using Administrative Data

ICD-9 codes are conventionally used to identify pelvic inflammatory disease (PID) from administrative data for surveillance purposes. This approach may include non-PID cases. To refine PID case identification among women with ICD-9 codes suggestive of PID, a case-finding algorithm was developed using additional variables. Potential PID cases were identified among women aged 15–44 years at Group Health (GH) and Kaiser Permanente Colorado (KPCO) and verified by medical record review. A classification and regression tree analysis was used to develop the algorithm at GH; validation occurred at KPCO. The positive predictive value (PPV) for using ICD-9 codes alone to identify clinical PID cases was 79%. The algorithm identified PID appropriate treatment and age 15–25 years as predictors. Algorithm sensitivity (GH = 96.4%; KPCO = 90.3%) and PPV (GH = 86.9%; KPCO = 84.5%) were high, but specificity was poor (GH = 45.9%; KPCO = 37.0%). In GH, the algorithm offered a practical alternative to medical record review to further improve PID case identification

Contextualizing our Leadership Education Approach to Complex Problem Solving: Shifting Paradigms and Evolving Knowledge: Priority 5 of the National Leadership Education Research Agenda 2020–2025

Complex problems characterized by uncertainty, interconnectedness, poorly defined goals, and high risk are not new to the human experience. Yet humanity is increasingly faced with multifaceted and pervasive global challenges, and leadership education must adapt accordingly. These complex problems transcend borders and require a collective, adaptive, and iterative learning response. Complex problems such as failure to act on climate change, unemployment, food crises, governance failures, pandemics, cyberattacks, and involuntary migration are interrelated challenges that require paradigm shifts in responses and leadership (Global Risk Report, 2020)

Structural Competency: Curriculum for Medical Students, Residents, and Interprofessional Teams on the Structural Factors That Produce Health Disparities

Introduction: Research on disparities in health and health care has demonstrated that social, economic, and political factors are key drivers of poor health outcomes. Yet the role of such structural forces on health and health care has been incorporated unevenly into medical training. The framework of structural competency offers a paradigm for training health professionals to recognize and respond to the impact of upstream, structural factors on patient health and health care. Methods: We report on a brief, interprofessional structural competency curriculum implemented in 32 distinct instances between 2015 and 2017 throughout the San Francisco Bay Area. In consultation with medical and interprofessional education experts, we developed open-ended, written-response surveys to qualitatively evaluate this curriculum\u27s impact on participants. Qualitative data from 15 iterations were analyzed via directed thematic analysis, coding language, and concepts to identify key themes. Results: Three core themes emerged from analysis of participants\u27 comments. First, participants valued the curriculum\u27s focus on the application of the structural competency framework in real-world clinical, community, and policy contexts. Second, participants with clinical experience (residents, fellows, and faculty) reported that the curriculum helped them reframe how they thought about patients. Third, participants reported feeling reconnected to their original motivations for entering the health professions. Discussion: This structural competency curriculum fills a gap in health professional education by equipping learners to understand and respond to the role that social, economic, and political structural factors play in patient and community health