Obesity has become a global health concern among the child and adolescent populations. We performed a systematic review for an indirect comparison of the effectiveness of aerobic exercise (AE) school-based physical activity (SBPA) interventions versus resistance training (RT) SBPA interventions in changing adolescent body mass index (BMI). OVID Medline, Cochrane Library, and Embase were searched. All English-language, peer-reviewed randomized control trials (RCTs) that examined SBPA inter- ventions and objectively measured BMI as an outcome in adolescents aged 10-18 were eligible for inclusion. The risk of bias was assessed using the Cochrane Risk of Bias 2 tool. Of the 355 records identified, 10 met the eligibility criteria and 5 were included in the best evidence synthesis (BES). Five studies had a high risk of bias, two had some concerns and three had a low risk of bias. In the BES, this study found that both types of interventions reported either decreases or maintenance in BMI. However, due to the limited number of included studies, this review was unable to conduct an indirect comparison of the effects of AE and RT on changes in BMI. This finding could be beneficial in the planning of strategies to address overweight and obesity in adolescents. Further RCTs with a low risk of bias are required to compare the effects of AE and RT SBPA on BMI in adolescents.
{"title":"The Effect of School-Based Physical Activity Interventions on Body Mass Index Among Adolescents: A Systematic Review of Randomised Trials","authors":"Pardis Noormohammadpour, Ayisha Khalid, Areeb Hassan, Aliya Whyte","doi":"10.33137/utjph.v4i2.41071","DOIUrl":"https://doi.org/10.33137/utjph.v4i2.41071","url":null,"abstract":"\u0000\u0000\u0000Obesity has become a global health concern among the child and adolescent populations. We performed a systematic review for an indirect comparison of the effectiveness of aerobic exercise (AE) school-based physical activity (SBPA) interventions versus resistance training (RT) SBPA interventions in changing adolescent body mass index (BMI). OVID Medline, Cochrane Library, and Embase were searched. All English-language, peer-reviewed randomized control trials (RCTs) that examined SBPA inter- ventions and objectively measured BMI as an outcome in adolescents aged 10-18 were eligible for inclusion. The risk of bias was assessed using the Cochrane Risk of Bias 2 tool. Of the 355 records identified, 10 met the eligibility criteria and 5 were included in the best evidence synthesis (BES). Five studies had a high risk of bias, two had some concerns and three had a low risk of bias. In the BES, this study found that both types of interventions reported either decreases or maintenance in BMI. However, due to the limited number of included studies, this review was unable to conduct an indirect comparison of the effects of AE and RT on changes in BMI. This finding could be beneficial in the planning of strategies to address overweight and obesity in adolescents. Further RCTs with a low risk of bias are required to compare the effects of AE and RT SBPA on BMI in adolescents.\u0000\u0000\u0000","PeriodicalId":265882,"journal":{"name":"University of Toronto Journal of Public Health","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140254454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-10DOI: 10.33137/utjph.v4i2.39024
Ayan Hashi, Rumaisa Khan, Abigal Appiahene-Afriyie, Dawn Barker, Talina Higgins, Ielaf Khalil, Debbie Pottinger, Shireen Spencer, Leila Springer, Andrea Covelli, Elaine Goulbourne, Ruth Heisey, Melinda Wu, Aisha Lofters
There is very little tailored and culturally relevant information available for Black women in Canada around breast cancer. For those who are diagnosed, and who undergo their own breast cancer journey, many feel isolated while navigating care programs that centre around whiteness and perpetuate medical and anti-Black racism. Although it is well-documented that Black women in the United States are often diagnosed with more aggressive forms of cancer and at a younger age, the lack of race-based data in the Canadian context makes it difficult to know for certain how women in Canada are affected. In order to provide trusted, reliable and tailored information, The Peter Gilgan Centre for Women’s Cancers at Women’s College Hospital, in partnership with the Olive Branch of Hope, developed a resource hub that was the first of its kind in Canada, and launched during Black Liberation Month in 2022. Presented in the form of a website and disseminated to over 50 cancer centres and hospitals across the country, components of this resource included, a.) a synthesis of all available evidence on breast cancer disparities for Black women in Canada, mapped to actionable steps b.) representative images and videos of Black clinicians explaining concepts in plain language (from risk factors to reconstruction), c.) community resources compiled from the Olive Branch of Hope and d.) a list of relevant research studies and clinical trials. Guided by principles of Black Feminism and Participatory Action Research, this resource was co-created in partnership with four Black women who were breast cancer survivors (‘co-creators’) who channeled their lived experiences into the project direction. This paper aims to highlight our process with co-creators, discuss key reflections to guide future work and highlight the need for ongoing work in this area.
{"title":"Enhancing the care experiences of Black women along the breast cancer journey: Meaningfully engaging breast cancer survivors to co-create a targeted, culturally relevant resource hub","authors":"Ayan Hashi, Rumaisa Khan, Abigal Appiahene-Afriyie, Dawn Barker, Talina Higgins, Ielaf Khalil, Debbie Pottinger, Shireen Spencer, Leila Springer, Andrea Covelli, Elaine Goulbourne, Ruth Heisey, Melinda Wu, Aisha Lofters","doi":"10.33137/utjph.v4i2.39024","DOIUrl":"https://doi.org/10.33137/utjph.v4i2.39024","url":null,"abstract":"There is very little tailored and culturally relevant information available for Black women in Canada around breast cancer. For those who are diagnosed, and who undergo their own breast cancer journey, many feel isolated while navigating care programs that centre around whiteness and perpetuate medical and anti-Black racism. Although it is well-documented that Black women in the United States are often diagnosed with more aggressive forms of cancer and at a younger age, the lack of race-based data in the Canadian context makes it difficult to know for certain how women in Canada are affected. In order to provide trusted, reliable and tailored information, The Peter Gilgan Centre for Women’s Cancers at Women’s College Hospital, in partnership with the Olive Branch of Hope, developed a resource hub that was the first of its kind in Canada, and launched during Black Liberation Month in 2022. Presented in the form of a website and disseminated to over 50 cancer centres and hospitals across the country, components of this resource included, a.) a synthesis of all available evidence on breast cancer disparities for Black women in Canada, mapped to actionable steps b.) representative images and videos of Black clinicians explaining concepts in plain language (from risk factors to reconstruction), c.) community resources compiled from the Olive Branch of Hope and d.) a list of relevant research studies and clinical trials. Guided by principles of Black Feminism and Participatory Action Research, this resource was co-created in partnership with four Black women who were breast cancer survivors (‘co-creators’) who channeled their lived experiences into the project direction. This paper aims to highlight our process with co-creators, discuss key reflections to guide future work and highlight the need for ongoing work in this area.","PeriodicalId":265882,"journal":{"name":"University of Toronto Journal of Public Health","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138982750","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-26DOI: 10.33137/utjph.v3i2.38094
Danny Jomaa, C. Ranasinghe, Nicole Raymer, Michele M. Leering, I. Bayoumi
Background Medical Legal Partnerships (MLPs) are collaborations between healthcare and legal services that aim to address the health-harming impacts of unmet legal needs. Better characterization of existing MLP models would be a resource for new and expanding MLPs to glean insight into challenges and opportunities to consider. This scoping review aimed to examine and map outcomes reported by MLPs. Methods MEDLINE, EMBASE, CINAHL, and the Index to Legal Periodicals databases were searched and studies reporting qualitative or quantitative outcomes of a MLP were eligible for inclusion. Independent dual review of titles, abstracts, and full-texts was conducted and the reported outcomes were analyzed. Results Thirty studies met inclusion criteria. Children and families were the most commonly served populations. The most frequently addressed legal needs pertained to housing, income, and personal/family stability. MLPs were associated with improved health, health services use, and legal outcomes. Education of healthcare professionals was associated with increased knowledge and confidence in addressing social needs. Discussion Overall, MLPs effectively partner healthcare and legal services to mitigate the health-harming consequences of unmet legal needs. MLPs facilitate access to care in legal circumstances that would otherwise exacerbate health conditions, and largely benefit communities that have been historically underserved by medical and legal systems.
{"title":"Impact of Medical Legal Partnerships: A Scoping Review","authors":"Danny Jomaa, C. Ranasinghe, Nicole Raymer, Michele M. Leering, I. Bayoumi","doi":"10.33137/utjph.v3i2.38094","DOIUrl":"https://doi.org/10.33137/utjph.v3i2.38094","url":null,"abstract":"Background\u0000Medical Legal Partnerships (MLPs) are collaborations between healthcare and legal services that aim to address the health-harming impacts of unmet legal needs. Better characterization of existing MLP models would be a resource for new and expanding MLPs to glean insight into challenges and opportunities to consider. This scoping review aimed to examine and map outcomes reported by MLPs.\u0000Methods\u0000MEDLINE, EMBASE, CINAHL, and the Index to Legal Periodicals databases were searched and studies reporting qualitative or quantitative outcomes of a MLP were eligible for inclusion. Independent dual review of titles, abstracts, and full-texts was conducted and the reported outcomes were analyzed.\u0000Results\u0000Thirty studies met inclusion criteria. Children and families were the most commonly served populations. The most frequently addressed legal needs pertained to housing, income, and personal/family stability. MLPs were associated with improved health, health services use, and legal outcomes. Education of healthcare professionals was associated with increased knowledge and confidence in addressing social needs.\u0000Discussion\u0000Overall, MLPs effectively partner healthcare and legal services to mitigate the health-harming consequences of unmet legal needs. MLPs facilitate access to care in legal circumstances that would otherwise exacerbate health conditions, and largely benefit communities that have been historically underserved by medical and legal systems.","PeriodicalId":265882,"journal":{"name":"University of Toronto Journal of Public Health","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126185352","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-07DOI: 10.33137/utjph.v3i2.37763
Sabrina Chiodo, Kayla Beraldo-Turner, Cara Briscoe, Colin Gillis, Sabrina Mountryvong, Ashley Patel, E. Pietrangelo, Sonia Purba, Sarah Ranco, Sharmalene Mendis-Millard, Todd A. Coleman
Background: This two-phase study explored the impact of the social determinants of health on people living with HIV (PLWH) in Waterloo Region, Ontario, in partnership with the AIDS Committee of Cambridge, Kitchener, Waterloo Area (ACCKWA). Phase 1 explored broader experiences related to social inclusion, food security, and housing. Phase 2 expanded into decision-making and navigating challenges related to these experiences. Methods: Participants were eligible to be a part of the study if they were an ACCKWA service user living with HIV over the age of 18. The samples per phase included 9 and 11 participants, respectively, who participated in semi-structured interviews. The interviews were transcribed and coded for themes using NVivo software. Results: Each phase supported previous research related to food, transportation, housing, and social challenges. Key themes identified in both phases included challenges related to food, housing, transportation, and social life. Separately, Phase 1 and Phase 2 found themes of resilience and strategic thinking, respectively. Our findings suggested a high prevalence of misinformation related to HIV and the absence of structural resources, forcing PLWH to be resilient, and make decisions about their life and health strategically. Conclusion: Our study suggests that as PLWH demonstrate resilience, society's responsibility to protect disadvantaged populations is diminished. Through the allocation of funding towards food and housing, and educational campaigns, structural support can be established to facilitate the improvement of resources.
{"title":"Exploring Experiences with Social Inclusion, Food Security and Housing Among People Living with HIV: A Qualitative Analysis","authors":"Sabrina Chiodo, Kayla Beraldo-Turner, Cara Briscoe, Colin Gillis, Sabrina Mountryvong, Ashley Patel, E. Pietrangelo, Sonia Purba, Sarah Ranco, Sharmalene Mendis-Millard, Todd A. Coleman","doi":"10.33137/utjph.v3i2.37763","DOIUrl":"https://doi.org/10.33137/utjph.v3i2.37763","url":null,"abstract":"Background: This two-phase study explored the impact of the social determinants of health on people living with HIV (PLWH) in Waterloo Region, Ontario, in partnership with the AIDS Committee of Cambridge, Kitchener, Waterloo Area (ACCKWA). Phase 1 explored broader experiences related to social inclusion, food security, and housing. Phase 2 expanded into decision-making and navigating challenges related to these experiences. \u0000Methods: Participants were eligible to be a part of the study if they were an ACCKWA service user living with HIV over the age of 18. The samples per phase included 9 and 11 participants, respectively, who participated in semi-structured interviews. The interviews were transcribed and coded for themes using NVivo software. \u0000Results: Each phase supported previous research related to food, transportation, housing, and social challenges. Key themes identified in both phases included challenges related to food, housing, transportation, and social life. Separately, Phase 1 and Phase 2 found themes of resilience and strategic thinking, respectively. Our findings suggested a high prevalence of misinformation related to HIV and the absence of structural resources, forcing PLWH to be resilient, and make decisions about their life and health strategically. \u0000Conclusion: Our study suggests that as PLWH demonstrate resilience, society's responsibility to protect disadvantaged populations is diminished. Through the allocation of funding towards food and housing, and educational campaigns, structural support can be established to facilitate the improvement of resources.","PeriodicalId":265882,"journal":{"name":"University of Toronto Journal of Public Health","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125182836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-28DOI: 10.33137/utjph.v3i2.37285
M. Amri
COVID-19 has, understandably, drastically shifted the way our world operates. Inevitably, the field of public health has experienced an explosion of innovation and learning opportunities. For instance, while health studies/public health university programs teach students about health from a social perspective, COVID-19 has afforded new lessons about the field of public health and considerations for educators. This manuscript explores cases of COVID-19 yielding new lessons for students, directly and indirectly, through the author’s position of teaching in the field across two institutions. For example, through the application of COVID-19 to policy theory, we are able to consider how COVID-19 may be a catalyst for policy change in the social determinants of health. Similarly, this manuscript discusses examples learned inadvertently through teaching. For example, the movement of instruction from in-person to online raises equity concerns by enhancing access to education for some, while restricting access to education for others; bringing equity considerations that are inherent in the field to the forefront of teaching. With regard to public health education, COVID-19 presents opportunity for pedagogical improvement both directly and indirectly. However, we must ask ourselves how much reliance on COVID-19 as a topic and a tool for education is too much? COVID-19 has infiltrated essentially every major facet of daily life; should it also be incorporated into nearly all of our lessons? In this manuscript, we present key areas and questions for the consideration of those who engage in public health education, which are applicable inside and outside the (possibly virtual) university classroom.
{"title":"Rethinking public health pedagogy: lessons learned and pertinent questions","authors":"M. Amri","doi":"10.33137/utjph.v3i2.37285","DOIUrl":"https://doi.org/10.33137/utjph.v3i2.37285","url":null,"abstract":"COVID-19 has, understandably, drastically shifted the way our world operates. Inevitably, the field of public health has experienced an explosion of innovation and learning opportunities. For instance, while health studies/public health university programs teach students about health from a social perspective, COVID-19 has afforded new lessons about the field of public health and considerations for educators. This manuscript explores cases of COVID-19 yielding new lessons for students, directly and indirectly, through the author’s position of teaching in the field across two institutions. For example, through the application of COVID-19 to policy theory, we are able to consider how COVID-19 may be a catalyst for policy change in the social determinants of health. Similarly, this manuscript discusses examples learned inadvertently through teaching. For example, the movement of instruction from in-person to online raises equity concerns by enhancing access to education for some, while restricting access to education for others; bringing equity considerations that are inherent in the field to the forefront of teaching. With regard to public health education, COVID-19 presents opportunity for pedagogical improvement both directly and indirectly. However, we must ask ourselves how much reliance on COVID-19 as a topic and a tool for education is too much? COVID-19 has infiltrated essentially every major facet of daily life; should it also be incorporated into nearly all of our lessons? In this manuscript, we present key areas and questions for the consideration of those who engage in public health education, which are applicable inside and outside the (possibly virtual) university classroom.","PeriodicalId":265882,"journal":{"name":"University of Toronto Journal of Public Health","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125765009","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-28DOI: 10.33137/utjph.v3i2.36174
Shaurya Gupta, Marian Kelly, Rachel Ginsberg, H. Ahmed, Nuzha Hafleen, E. Taylor, R. Schwartz
Poverty reduction strategies have become a popular policy instrument for addressing poverty across various levels of government. In 2015, the City of Toronto launched phase one of its own municipal poverty reduction strategy, which ran from 2015 to 2018. The following commentary uses strategy design principles to examine the strengths and weaknesses of phase one of the Toronto Poverty Reduction Strategy (TPRS) based on interviews conducted with four key stakeholders involved in the strategy’s design and implementation. Joined-up governance and public participation were both identified as design strengths of the TPRS, while a lack of prioritization and funding were identified as challenges to effective implementation. As governments across Canada and the world search for feasible, acceptable, and effective ways to reduce and alleviate poverty and other health-related issues. strategy design principles provide a valuable framework for analyzing the complex processes which contribute to a strategy’s success or failure.
{"title":"A Strategy Design Analysis of the Toronto Poverty Reduction Strategy","authors":"Shaurya Gupta, Marian Kelly, Rachel Ginsberg, H. Ahmed, Nuzha Hafleen, E. Taylor, R. Schwartz","doi":"10.33137/utjph.v3i2.36174","DOIUrl":"https://doi.org/10.33137/utjph.v3i2.36174","url":null,"abstract":"Poverty reduction strategies have become a popular policy instrument for addressing poverty across various levels of government. In 2015, the City of Toronto launched phase one of its own municipal poverty reduction strategy, which ran from 2015 to 2018. The following commentary uses strategy design principles to examine the strengths and weaknesses of phase one of the Toronto Poverty Reduction Strategy (TPRS) based on interviews conducted with four key stakeholders involved in the strategy’s design and implementation. Joined-up governance and public participation were both identified as design strengths of the TPRS, while a lack of prioritization and funding were identified as challenges to effective implementation. As governments across Canada and the world search for feasible, acceptable, and effective ways to reduce and alleviate poverty and other health-related issues. strategy design principles provide a valuable framework for analyzing the complex processes which contribute to a strategy’s success or failure.","PeriodicalId":265882,"journal":{"name":"University of Toronto Journal of Public Health","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126241970","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-28DOI: 10.33137/utjph.v3i2.37455
David J. Kinitz, K. MacKinnon, H. Kia, E. MacEachen, D. Gesink, L. Ross
Background: Low-wage and precarious employment are prevalent and on the rise, disproportionately impacting marginalized populations. Lesbian, gay, bisexual, transgender, and queer (LGBTQ+) populations have been largely left out of economic justice movements and scholarly literature on precarious employment and its deleterious social and health impacts. Methods: This scoping review protocol will guide a theoretical and narrative mapping of the literature on low-wage and precarious employment among LGBTQ+ people to better understand the extent and nature of this phenomenon. We will include empirical literature that discuss dimensions of this phenomenon in Organisation and Economic Co-operation and Development countries published on/after January 1, 2000. PRISMA-ScR guidelines structure this protocol. We will search 10 bibliographic databases to locate literatures across disciplines: EconLit, Sociological Abstracts, Scopus, PsycInfo, Social Work Abstracts, ABI/Inform, Business Source Premier, LGBTQ+ Source, Gender Studies Database, and Web of Science, with support from a Public Health Research Librarian. A rigorous search strategy was developed for PsycInfo (OVID) and will be adapted for subsequent database searches. Titles and abstracts will be independently screened by a subset of co-authors, followed by a full text review. Data abstraction and charting will be conducted using a standardized abstraction tool.
背景:低工资和不稳定的就业普遍存在，并呈上升趋势，对边缘人群产生了不成比例的影响。女同性恋、男同性恋、双性恋、变性人和酷儿(LGBTQ+)人群在很大程度上被排除在经济正义运动和关于不稳定就业及其有害的社会和健康影响的学术文献之外。方法:该范围审查协议将指导对LGBTQ+人群低工资和不稳定就业的文献进行理论和叙事映射，以更好地理解这一现象的程度和性质。我们将包括在2000年1月1日或之后发表的在经合组织和经济合作与发展国家中讨论这一现象维度的实证文献。PRISMA-ScR指南构建了本协议。在公共卫生研究馆员的支持下，我们将检索10个书目数据库来定位跨学科的文献:EconLit, Sociological Abstracts, Scopus, PsycInfo, Social Work Abstracts, ABI/Inform, Business Source Premier, LGBTQ+ Source, Gender Studies Database和Web of Science。为PsycInfo (OVID)开发了一个严格的搜索策略，并将适用于后续的数据库搜索。标题和摘要将由一部分共同作者独立筛选，然后进行全文审查。将使用标准化的抽象工具进行数据抽象和制图。
{"title":"Mapping low-wage and precarious employment among lesbian, gay, bisexual, and transgender people in Organization for Economic Co-operation and Development countries: A scoping review protocol","authors":"David J. Kinitz, K. MacKinnon, H. Kia, E. MacEachen, D. Gesink, L. Ross","doi":"10.33137/utjph.v3i2.37455","DOIUrl":"https://doi.org/10.33137/utjph.v3i2.37455","url":null,"abstract":"Background: Low-wage and precarious employment are prevalent and on the rise, disproportionately impacting marginalized populations. Lesbian, gay, bisexual, transgender, and queer (LGBTQ+) populations have been largely left out of economic justice movements and scholarly literature on precarious employment and its deleterious social and health impacts.\u0000Methods: This scoping review protocol will guide a theoretical and narrative mapping of the literature on low-wage and precarious employment among LGBTQ+ people to better understand the extent and nature of this phenomenon. We will include empirical literature that discuss dimensions of this phenomenon in Organisation and Economic Co-operation and Development countries published on/after January 1, 2000. PRISMA-ScR guidelines structure this protocol. We will search 10 bibliographic databases to locate literatures across disciplines: EconLit, Sociological Abstracts, Scopus, PsycInfo, Social Work Abstracts, ABI/Inform, Business Source Premier, LGBTQ+ Source, Gender Studies Database, and Web of Science, with support from a Public Health Research Librarian. A rigorous search strategy was developed for PsycInfo (OVID) and will be adapted for subsequent database searches. Titles and abstracts will be independently screened by a subset of co-authors, followed by a full text review. Data abstraction and charting will be conducted using a standardized abstraction tool.","PeriodicalId":265882,"journal":{"name":"University of Toronto Journal of Public Health","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131937710","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-16DOI: 10.33137/utjph.v3i1.37696
P. Boakye, N. Prendergast
Abstract During the COVID-19 pandemic several issues were galvanized as global urgencies. One of which was racism, following reports that Black and low-income communities were disproportionately impacted by the pandemic (Public Health Agency of Canada, 2021) and the lack of race-based data in Canada (Ahmed et al.,2021). But it was the racially induced killing of George Floyd and others that brought global awareness through the Black Lives Matter movement of the extent of structural and institutional racism. We witnessed a convergence of protests regarding anti-Black racism, anti-Indigenous racism, anti-Asian racism, and more recently Islamophobia. These series of events have led to emerging and compelling questions from millennials and Generation Zs within the nursing classroom. Nursing education is called to embrace and draw upon multiple forms of pedagogies, methodologies, and theories that reflect and support student learning and enquiry (Coleman, 2020; Prendergast et al., 2020;). Nursing education’s longstanding history with colonial frameworks, practices, and standards (Holmes, 2008; McGibbon et al, 2014; Waite & Nardi, 2019), attests to the need to decolonize the nursing classroom, which in effect will decolonize colonial practices within clinical settings. One approach to assist nursing education in the classroom and workplace setting is introducing anti-Black racism (ABR) within the nursing curricula. ABR was coined by Akua Benjamin (2003) to explain the historical, lived experiences of African Canadians, and how colonial legacies in policies and institutions continue to mask racist practices. ABR creates spaces of resistances that can protect recipients and providers of the healthcare system and can disclose and rupture any invisible forms of inequitable practices. Based on the four tenets of ABR, which are, history, experience, invisibility, and legacy, ABR creates critical thinking and dialogues across multiple barriers, therefore providing opportunities for transformative learning and action. By implementing ABR within the nursing curricula, nurses may gain meaningful insights into the various ways racism plays out in the lived experiences of Black, Indigenous, and People of Colour by engaging the student into historical events and lived experiences that expound on varied forms of physical, mental and social enslavements. This presentation will conceptually illustrate the relevance of implementing anti-Black racism within Canadian nursing curricula as an effective strategy that can respond to issues pervading the current climate as well as support student learning and development. As nursing has an ethical responsibility to prepare and educate students to care and protect patients, nursing is also called upon to decolonize its classroom, reform educators and students, and create new practices that will reflect a new, post covid curricula. References Ahmed, R., Omer, J., Ishak, W., Nabi, K., & Mustafa, N. (2021). Racial equity in the
在2019冠状病毒病大流行期间，一些问题被激发为全球紧迫问题。其中之一是种族主义，此前有报告称，黑人和低收入社区受到大流行病的影响不成比例(加拿大公共卫生署，2021年)，加拿大缺乏基于种族的数据(Ahmed等人，2021年)。但正是乔治·弗洛伊德(George Floyd)等人因种族原因被杀的事件，通过“黑人的命也是命”(Black Lives Matter)运动，让全球意识到结构性和体制性种族主义的严重程度。我们目睹了针对反黑人种族主义、反土著种族主义、反亚洲种族主义以及最近的伊斯兰恐惧症的抗议活动的汇合。这一系列事件引发了千禧一代和z世代在护理课堂上提出的令人信服的新问题。护理教育需要接受并利用多种形式的教学法、方法和理论，以反映和支持学生的学习和探究(Coleman, 2020;Prendergast et al.， 2020;)。护理教育具有殖民框架、实践和标准的悠久历史(Holmes, 2008;McGibbon et al .， 2014;Waite & Nardi, 2019)证明了护理教室非殖民化的必要性，这实际上将使临床环境中的殖民做法非殖民化。辅助护理教育在课堂和工作场所设置的一种方法是在护理课程中引入反黑人种族主义(ABR)。ABR是由Akua Benjamin(2003)创造的，用来解释非裔加拿大人的历史和生活经历，以及政策和制度中的殖民遗产如何继续掩盖种族主义行为。ABR创造了抵抗空间，可以保护医疗保健系统的接受者和提供者，并可以揭露和打破任何无形形式的不公平做法。基于ABR的四个原则，即历史、经验、不可见性和遗产，ABR创造了跨越多种障碍的批判性思维和对话，从而为变革性学习和行动提供了机会。通过在护理课程中实施ABR，护士可以通过让学生参与历史事件和生活经历，阐述各种形式的身体、精神和社会奴役，从而对种族主义在黑人、土著和有色人种的生活经历中发挥的各种方式获得有意义的见解。本次演讲将从概念上说明在加拿大护理课程中实施反黑人种族主义的相关性，作为一种有效的策略，可以应对当前气候中普遍存在的问题，并支持学生的学习和发展。由于护理在培养和教育学生照顾和保护患者方面负有道德责任，因此还呼吁护理在课堂上非殖民化，改革教育工作者和学生，并创造新的实践，以反映新的后covid课程。参考文献ahmed, R.， Omer, J.， Ishak, W.， Nabi, K.， & Mustafa, N.(2021)。抗击COVID-19中的种族平等:一项定性研究，探讨在加拿大背景下收集基于种族的数据的重要性。热带病，旅行医学和疫苗，7,1-6。http://dx.doi.org/10.1186/s40794-021-00138-2Benjamin, l.a.(2003)。黑人/牙买加罪犯:意识形态的制造(出版物编号305258209)。[博士论文，多伦多大学]。ProQuest学位论文和论文全球。科尔曼，T.(2020)。护理教育中的反种族主义:对种族正义实践的建议。护理教育杂志，59(11)，642-645。Holmes, D, Roy, B. & Perron, A.(2008)。后殖民主义在护理领域的应用。护理科学进展，31(1)，42-51。doi: 10.1097/01.ANS.0000311528.73564.83McGibbon, E.， Mulaudzi, F. M.， Didham, P.， Barton, S.， & Sochan, A.(2014)。走向非殖民化护理:护理的殖民化和增加反叙事的策略。护理问诊，21(3)，179-191。加拿大公共卫生署。(2020)。加拿大黑人健康的社会决定因素和不平等:快照。https://www.canada.ca/en/public-health/services/health-promotion/population-health/what-determines-health/social-determinants-inequities-black-canadians-snapshot.htmlPrendergast, N.， Abumbi, G.， & Beausoleil .(2020)。致CNA的一封关于护理中种族主义现实的公开信。https://canadian-nurse.com/en/articles/issues/2020/august-2020/an-open-letter-to-cna-on-the-reality-of-racism-in-nursing.Waite, R.， & Nardi, D.(2019)。美国护理殖民主义:对护理领导的启示。专业护理杂志，35(1)，18-25。护理教育具有殖民框架、实践和标准的悠久历史(Holmes, 2008;McGibbon et al .， 2014;Waite & Nardi, 2019)证明了护理教室非殖民化的必要性，这实际上将使临床环境中的殖民做法非殖民化。 辅助护理教育在课堂和工作场所设置的一种方法是在护理课程中引入反黑人种族主义(ABR)。ABR是由Akua Benjamin(2003)创造的，用来解释非裔加拿大人的历史和生活经历，以及政策和制度中的殖民遗产如何继续掩盖种族主义行为。ABR创造了抵抗空间，可以保护医疗保健系统的接受者和提供者，并可以揭露和打破任何无形形式的不公平做法。基于ABR的四个原则，即历史、经验、不可见性和遗产，ABR创造了跨越多种障碍的批判性思维和对话，从而为变革性学习和行动提供了机会。通过在护理课程中实施ABR，护士可以通过让学生参与历史事件和生活经历，阐述各种形式的身体、精神和社会奴役，从而对种族主义在黑人、土著和有色人种的生活经历中发挥的各种方式获得有意义的见解。本次演讲将从概念上说明在加拿大护理课程中实施反黑人种族主义的相关性，作为一种有效的策略，可以应对当前气候中普遍存在的问题，并支持学生的学习和发展。由于护理在培养和教育学生照顾和保护患者方面负有道德责任，因此还呼吁护理在课堂上非殖民化，改革教育工作者和学生，并创造新的实践，以反映新的后covid课程。
{"title":"Is teaching anti-Black racism relevant when recreating a post-COVID nursing curriculum?","authors":"P. Boakye, N. Prendergast","doi":"10.33137/utjph.v3i1.37696","DOIUrl":"https://doi.org/10.33137/utjph.v3i1.37696","url":null,"abstract":"Abstract\u0000During the COVID-19 pandemic several issues were galvanized as global urgencies. One of which was racism, following reports that Black and low-income communities were disproportionately impacted by the pandemic (Public Health Agency of Canada, 2021) and the lack of race-based data in Canada (Ahmed et al.,2021). But it was the racially induced killing of George Floyd and others that brought global awareness through the Black Lives Matter movement of the extent of structural and institutional racism. We witnessed a convergence of protests regarding anti-Black racism, anti-Indigenous racism, anti-Asian racism, and more recently Islamophobia. These series of events have led to emerging and compelling questions from millennials and Generation Zs within the nursing classroom. Nursing education is called to embrace and draw upon multiple forms of pedagogies, methodologies, and theories that reflect and support student learning and enquiry (Coleman, 2020; Prendergast et al., 2020;).\u0000Nursing education’s longstanding history with colonial frameworks, practices, and standards (Holmes, 2008; McGibbon et al, 2014; Waite & Nardi, 2019), attests to the need to decolonize the nursing classroom, which in effect will decolonize colonial practices within clinical settings. One approach to assist nursing education in the classroom and workplace setting is introducing anti-Black racism (ABR) within the nursing curricula. ABR was coined by Akua Benjamin (2003) to explain the historical, lived experiences of African Canadians, and how colonial legacies in policies and institutions continue to mask racist practices. ABR creates spaces of resistances that can protect recipients and providers of the healthcare system and can disclose and rupture any invisible forms of inequitable practices. \u0000Based on the four tenets of ABR, which are, history, experience, invisibility, and legacy, ABR creates critical thinking and dialogues across multiple barriers, therefore providing opportunities for transformative learning and action. By implementing ABR within the nursing curricula, nurses may gain meaningful insights into the various ways racism plays out in the lived experiences of Black, Indigenous, and People of Colour by engaging the student into historical events and lived experiences that expound on varied forms of physical, mental and social enslavements. This presentation will conceptually illustrate the relevance of implementing anti-Black racism within Canadian nursing curricula as an effective strategy that can respond to issues pervading the current climate as well as support student learning and development. As nursing has an ethical responsibility to prepare and educate students to care and protect patients, nursing is also called upon to decolonize its classroom, reform educators and students, and create new practices that will reflect a new, post covid curricula.\u0000References\u0000Ahmed, R., Omer, J., Ishak, W., Nabi, K., & Mustafa, N. (2021). Racial equity in the ","PeriodicalId":265882,"journal":{"name":"University of Toronto Journal of Public Health","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126022073","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-25DOI: 10.33137/utjph.v3i1.37633
B. Ytterhus, Marit Solbjør
Teaching qualitative methods for health science students, we have previously focused on the importance of physical presence in data collection and interaction between researcher and study participants. Such presence has also been vital in our pedagogy where we have urged students to be present at lectures and doing practical assignments for qualitative methods in order to be able to reflect upon interaction and construction of knowledge that happens within qualitative research. Due to the pandemic, our teaching had to move to digital platforms. The change in teaching format has shown promise for decolonizing classrooms through providing an opportunity for students at satellite campuses or those living in remote areas. In a country like Norway with scattered population this is an important contribution when we know that especially boys growing up in rural areas to a lesser degree graduate from universities, while girls go to the cities and graduates and never return to the rural areas. Digital teaching also promote knowledge on qualitative health research in these areas. Prior to the pandemic, our on-campus teaching was streamed to two other campuses across Norway. During the pandemic, all students were given the opportunity to follow digital teaching from their home, and we started to record lectures so they could be seen independent of time and space, which was of particular importance for students working in health services during the pandemic. Students who had previously followed streamed lectures at the satellite campuses increased their satisfaction due to a more equal offer where all students could ask questions through the chat or microphone, which tells us they might have felt marginalized before the pandemic. Moreover, international students attending global health programs has not been able to move physically to Norway, and by offering digital teaching we avoid delay in their study-progress but missed out the possibility to meet them and observe non-verbal communication. When teaching qualitative health research, we aim to make students reflect upon diverse knowledge and perspectives. In our course, we are gathering students from different health professions, which provides experiences from different fields of knowledge. Our course reading list includes articles with empirical examples from different professional fields. However, during the sudden need to convert our teaching to digital platforms, we have left out the attention to more diverse ways of knowing/doing qualitative research. Rather, we have focused on a multitude of technological solutions – which may allow for diverse ways of knowing (YouTube videos with international colleagues, including interactive activities as Mentimeter, Kahoote, or Padlet). The new practices we have developed will impact our future teaching through new evaluations on which subjects that are suitable for flipped-classroom or fully developed e-learning, and which subjects gain the best learning outcom
{"title":"The pandemic as a trigger for decolonizing classroom teaching in qualitative health research?","authors":"B. Ytterhus, Marit Solbjør","doi":"10.33137/utjph.v3i1.37633","DOIUrl":"https://doi.org/10.33137/utjph.v3i1.37633","url":null,"abstract":"Teaching qualitative methods for health science students, we have previously focused on the importance of physical presence in data collection and interaction between researcher and study participants. Such presence has also been vital in our pedagogy where we have urged students to be present at lectures and doing practical assignments for qualitative methods in order to be able to reflect upon interaction and construction of knowledge that happens within qualitative research. Due to the pandemic, our teaching had to move to digital platforms.\u0000The change in teaching format has shown promise for decolonizing classrooms through providing an opportunity for students at satellite campuses or those living in remote areas. In a country like Norway with scattered population this is an important contribution when we know that especially boys growing up in rural areas to a lesser degree graduate from universities, while girls go to the cities and graduates and never return to the rural areas. Digital teaching also promote knowledge on qualitative health research in these areas. Prior to the pandemic, our on-campus teaching was streamed to two other campuses across Norway. During the pandemic, all students were given the opportunity to follow digital teaching from their home, and we started to record lectures so they could be seen independent of time and space, which was of particular importance for students working in health services during the pandemic. Students who had previously followed streamed lectures at the satellite campuses increased their satisfaction due to a more equal offer where all students could ask questions through the chat or microphone, which tells us they might have felt marginalized before the pandemic. Moreover, international students attending global health programs has not been able to move physically to Norway, and by offering digital teaching we avoid delay in their study-progress but missed out the possibility to meet them and observe non-verbal communication.\u0000When teaching qualitative health research, we aim to make students reflect upon diverse knowledge and perspectives. In our course, we are gathering students from different health professions, which provides experiences from different fields of knowledge. Our course reading list includes articles with empirical examples from different professional fields. However, during the sudden need to convert our teaching to digital platforms, we have left out the attention to more diverse ways of knowing/doing qualitative research. Rather, we have focused on a multitude of technological solutions – which may allow for diverse ways of knowing (YouTube videos with international colleagues, including interactive activities as Mentimeter, Kahoote, or Padlet). The new practices we have developed will impact our future teaching through new evaluations on which subjects that are suitable for flipped-classroom or fully developed e-learning, and which subjects gain the best learning outcom","PeriodicalId":265882,"journal":{"name":"University of Toronto Journal of Public Health","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126393512","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-25DOI: 10.33137/utjph.v3i1.38126
Abisha Yogaratnam
Introduction: While the world is focused on mitigating the impacts of COVID-19, the overwhelming need to focus on health literacy and communication is overlooked. As a pandemic to occur in a world of globalized communication, the spread of misinformation has presented crucial challenges in not only mitigating the transmission at the clinical level but has also impacted the way people have approached and experienced it. Misinformation during the pandemic has been heavily associated with the experiences of marginalized populations, and thus, can say, is driven by structural and systematic discrimination, which perpetuates mistrust and influences the perception. Through the Social Determinants of Health (SDOH) framework, this review aims to critically analyze the Public Health responses considering the social, cultural, and economic conditions that impact the inequity-driven experiences. Public health responses to the pandemic, especially during the first wave in Ontario, were heavily focused on social distancing, staying at home, and hygiene practices to lower the transmission of the virus. However, the interaction with these regulations varies depending on the different SDOH impacting the population and can directly cause the evolving mistrust in the messaging, as it may not be coherent with the experiences. The SDOH such as housing, income inequality, and language barriers, neighbourhood density, and cultural beliefs all play a role in the effectiveness of health literacy and communication and are already widely impacted by structural and systematic discrimination. Methods: A literature review was conducted to collect relevant data using the themes of Social Determinants of Health and misinformation during COVID-19 among marginalized populations. Of the articles, 25 articles were selected for when they matched the theme. Data was collected by a rigorous review of the selected articles. Results: The results of the search highlighted the impacts of misinformation during COVID-19 among individuals who were of lower socioeconomic status (SES), had diverse cultural backgrounds and were impacted by various social determinants. Findings suggested that communities who faced chronic systemic and structural barriers with inequitable social determinants, had higher exposure to misinformation. Discussion: The results of the literature review highlighted the need for an inclusive and upstream approach for public health responses. Much of the fear and disconnect caused by the misinformation of the pandemic is driven by the pre-existing structural and systematic discrimination. To better understand and address the harmful impacts, a more community-based approach is needed to tackle the stigma associated with the messaging of public health strategies. Individuals of marginalized populations need to feel more included to build a relationship where information provided will be perceived without mistrust and can lead to more accurate information consumption. If pop
{"title":"Structural and Systematic Discrimination Driven Misinformation","authors":"Abisha Yogaratnam","doi":"10.33137/utjph.v3i1.38126","DOIUrl":"https://doi.org/10.33137/utjph.v3i1.38126","url":null,"abstract":"Introduction: While the world is focused on mitigating the impacts of COVID-19, the overwhelming need to focus on health literacy and communication is overlooked. As a pandemic to occur in a world of globalized communication, the spread of misinformation has presented crucial challenges in not only mitigating the transmission at the clinical level but has also impacted the way people have approached and experienced it. Misinformation during the pandemic has been heavily associated with the experiences of marginalized populations, and thus, can say, is driven by structural and systematic discrimination, which perpetuates mistrust and influences the perception. Through the Social Determinants of Health (SDOH) framework, this review aims to critically analyze the Public Health responses considering the social, cultural, and economic conditions that impact the inequity-driven experiences.\u0000Public health responses to the pandemic, especially during the first wave in Ontario, were heavily focused on social distancing, staying at home, and hygiene practices to lower the transmission of the virus. However, the interaction with these regulations varies depending on the different SDOH impacting the population and can directly cause the evolving mistrust in the messaging, as it may not be coherent with the experiences. The SDOH such as housing, income inequality, and language barriers, neighbourhood density, and cultural beliefs all play a role in the effectiveness of health literacy and communication and are already widely impacted by structural and systematic discrimination.\u0000Methods: A literature review was conducted to collect relevant data using the themes of Social Determinants of Health and misinformation during COVID-19 among marginalized populations. Of the articles, 25 articles were selected for when they matched the theme. Data was collected by a rigorous review of the selected articles.\u0000Results: The results of the search highlighted the impacts of misinformation during COVID-19 among individuals who were of lower socioeconomic status (SES), had diverse cultural backgrounds and were impacted by various social determinants. Findings suggested that communities who faced chronic systemic and structural barriers with inequitable social determinants, had higher exposure to misinformation.\u0000Discussion: The results of the literature review highlighted the need for an inclusive and upstream approach for public health responses. Much of the fear and disconnect caused by the misinformation of the pandemic is driven by the pre-existing structural and systematic discrimination. To better understand and address the harmful impacts, a more community-based approach is needed to tackle the stigma associated with the messaging of public health strategies. Individuals of marginalized populations need to feel more included to build a relationship where information provided will be perceived without mistrust and can lead to more accurate information consumption. If pop","PeriodicalId":265882,"journal":{"name":"University of Toronto Journal of Public Health","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128123733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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