Pub Date : 2021-12-01DOI: 10.1177/23733799211045407
A. Aqil, Mannat Malik, Keilah Jacques, Krystal Lee, L. Parker, C. Kennedy, G. Mooney, D. German
Introduction. Public health students are not systematically trained how positionality and power impact public health practice. A grounding in anti-oppression equips practitioners with tools to recognize the impact of present and historical contexts, foster critical self-reflection, and address systems of oppression. The goal of this study was to gather evidence of how anti-oppression is incorporated in public health teaching. Method. Purposive sampling was used to identify public health faculty who engage in anti-oppressive practice across accredited schools of public health espousing an explicit commitment to social justice. Semistructured in-depth interviews were conducted between January and April 2020 via Zoom; analyses were informed by constructivist grounded theory. Results. Twenty-six faculty from eight schools of public health and one school of medicine participated. Participants highlighted challenges in and techniques on how to engage in anti-oppressive teaching. Three overarching methods for incorporating anti-oppressive principles in pedagogy were identified: facilitating critical consciousness, creating equitable and mindful classrooms, and discussing historical context and systems of oppression, alongside discussing challenges associated with using an anti-oppressive lens in teaching. Conclusions. Anti-oppression is an explicit framework that can be incorporated in training future public health practitioners to work toward dismantling systems of oppression through addressing issues of power and privilege. Findings from this study indicate that faculty are interested in and engage in anti-oppressive teaching but lack consistent training and institutional support. This study offers tools that faculty can employ in the classroom toward practicing anti-oppressive public health pedagogy.
{"title":"Engaging in Anti-Oppressive Public Health Teaching: Challenges and Recommendations","authors":"A. Aqil, Mannat Malik, Keilah Jacques, Krystal Lee, L. Parker, C. Kennedy, G. Mooney, D. German","doi":"10.1177/23733799211045407","DOIUrl":"https://doi.org/10.1177/23733799211045407","url":null,"abstract":"Introduction. Public health students are not systematically trained how positionality and power impact public health practice. A grounding in anti-oppression equips practitioners with tools to recognize the impact of present and historical contexts, foster critical self-reflection, and address systems of oppression. The goal of this study was to gather evidence of how anti-oppression is incorporated in public health teaching. Method. Purposive sampling was used to identify public health faculty who engage in anti-oppressive practice across accredited schools of public health espousing an explicit commitment to social justice. Semistructured in-depth interviews were conducted between January and April 2020 via Zoom; analyses were informed by constructivist grounded theory. Results. Twenty-six faculty from eight schools of public health and one school of medicine participated. Participants highlighted challenges in and techniques on how to engage in anti-oppressive teaching. Three overarching methods for incorporating anti-oppressive principles in pedagogy were identified: facilitating critical consciousness, creating equitable and mindful classrooms, and discussing historical context and systems of oppression, alongside discussing challenges associated with using an anti-oppressive lens in teaching. Conclusions. Anti-oppression is an explicit framework that can be incorporated in training future public health practitioners to work toward dismantling systems of oppression through addressing issues of power and privilege. Findings from this study indicate that faculty are interested in and engage in anti-oppressive teaching but lack consistent training and institutional support. This study offers tools that faculty can employ in the classroom toward practicing anti-oppressive public health pedagogy.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48498925","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 : 2021-12-01DOI: 10.1177/23733799211045409
Susana M. Carlos, EmmaLee Pallai
Health organizations and public health programs are responding to the current pandemic of racial violence through releasing statements condemning these actions. They recognize that to be a health professional means addressing the structuralized inequities leading to reduced health outcomes and increased violence for portions of our population. However, the written and unwritten codification and curriculum about professionalism and what it looks like leads to the very biases that perpetuate inequities. This commentary examines the disconnect between the hidden curriculum of professionalism and the way we enforce how a professional is supposed to look through dress codes and stipulations on hair as well as other elements of appearance. We will then look at ways to “make the invisible visible” and open up conversation in the classroom. In order to address equity and serve all their students, organizations and public health programs need to open space to discuss the parts of our culture that reinforce biases and how these issues affect their communities.
{"title":"The Codification of a Professional: Addressing the Hidden Curriculum in Public Health","authors":"Susana M. Carlos, EmmaLee Pallai","doi":"10.1177/23733799211045409","DOIUrl":"https://doi.org/10.1177/23733799211045409","url":null,"abstract":"Health organizations and public health programs are responding to the current pandemic of racial violence through releasing statements condemning these actions. They recognize that to be a health professional means addressing the structuralized inequities leading to reduced health outcomes and increased violence for portions of our population. However, the written and unwritten codification and curriculum about professionalism and what it looks like leads to the very biases that perpetuate inequities. This commentary examines the disconnect between the hidden curriculum of professionalism and the way we enforce how a professional is supposed to look through dress codes and stipulations on hair as well as other elements of appearance. We will then look at ways to “make the invisible visible” and open up conversation in the classroom. In order to address equity and serve all their students, organizations and public health programs need to open space to discuss the parts of our culture that reinforce biases and how these issues affect their communities.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48668220","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 : 2021-12-01DOI: 10.1177/23733799211046973
Danielle M. Joyner, Eman Faris, Diana Hernández, Joyce Moon Howard, R. Fullilove, Elizabeth Cohn, Michelle Odlum, Dennis Mitchell, Hilda Hutcherson
A public health workforce that reflects the increasing diversity of the U.S. population is critical for health promotion and to eliminate persistent health disparities. Academic institutions must provide appropriate education and training to increase diversity in public health professions to improve efforts to provide culturally competent care and programs in the most vulnerable communities. Reaching into the existing talent pool of diverse candidates at the undergraduate level is a promising avenue for building a pipeline to advanced training and professional careers in the field of public health. The Summer Public Health Scholars Program (SPHSP) at the Columbia University Irving Medical Center (CUIMC) is a 10-week summer internship program with a mission to increase knowledge and interest in public health and biomedical sciences. Funded by the Centers for Disease Control and Prevention’s (CDC) Undergraduate Public Health Summer Programs, sponsored by the CDC’s Office of Minority Health and Health Equity, SPHSP aims to pipeline underrepresented students into public health graduate programs and careers by providing mentorship, academic enrichment, professional development, and field-based placements. The SPHSP is uniquely positioned to offer scholars a program that exposes them to core public health training components through the joint effort of all four CUIMC schools: public health, dentistry, nursing, and medicine. Here, we describe the program’s academic enrichment components, which provide advanced and multifaceted public health training opportunities. We discuss the impacts of the program on student outcomes and lessons learned in developing and refining the program model.
{"title":"A Pipeline to Increase Public Health Diversity: Describing the Academic Enrichment Components of the Summer Public Health Scholars Program","authors":"Danielle M. Joyner, Eman Faris, Diana Hernández, Joyce Moon Howard, R. Fullilove, Elizabeth Cohn, Michelle Odlum, Dennis Mitchell, Hilda Hutcherson","doi":"10.1177/23733799211046973","DOIUrl":"https://doi.org/10.1177/23733799211046973","url":null,"abstract":"A public health workforce that reflects the increasing diversity of the U.S. population is critical for health promotion and to eliminate persistent health disparities. Academic institutions must provide appropriate education and training to increase diversity in public health professions to improve efforts to provide culturally competent care and programs in the most vulnerable communities. Reaching into the existing talent pool of diverse candidates at the undergraduate level is a promising avenue for building a pipeline to advanced training and professional careers in the field of public health. The Summer Public Health Scholars Program (SPHSP) at the Columbia University Irving Medical Center (CUIMC) is a 10-week summer internship program with a mission to increase knowledge and interest in public health and biomedical sciences. Funded by the Centers for Disease Control and Prevention’s (CDC) Undergraduate Public Health Summer Programs, sponsored by the CDC’s Office of Minority Health and Health Equity, SPHSP aims to pipeline underrepresented students into public health graduate programs and careers by providing mentorship, academic enrichment, professional development, and field-based placements. The SPHSP is uniquely positioned to offer scholars a program that exposes them to core public health training components through the joint effort of all four CUIMC schools: public health, dentistry, nursing, and medicine. Here, we describe the program’s academic enrichment components, which provide advanced and multifaceted public health training opportunities. We discuss the impacts of the program on student outcomes and lessons learned in developing and refining the program model.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45878287","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 : 2021-12-01DOI: 10.1177/23733799211047522
K. H. Young, L. Liburd, Ana Penman-Aguilar
Established by the Centers for Disease Control and Prevention (CDC), the goal of the CDC Undergraduate Public Health Scholars (CUPS) program is to expose students underrepresented in public health and medicine to careers in public health; ultimately, increasing the membership of these groups in these fields including biomedical sciences. CDC implemented a retrospective outcome evaluation of 1,047 students who participated in the program from 2012 to 2017. Seventy-four percent (775) of students responded to the survey that captures their academic attainment and employment status, as well as their perception of the program’s and mentors’ influence on their career path. As of 2020, 639 (83.4%) of 775 participants have enrolled in an advanced degree program, with over 80% of 639 participants pursuing degrees in biomedical sciences, public health, or health care (BSPHHC)–related fields. Two thirds (374/566) of participants who reported they had ever been employed in a career position are working/have worked in BSPHHC-related fields. Overall, 77.4% (600) of 775 participants reported either the program or the mentors, or both were extremely or very influential to their career path. Students claimed the CUPS program had “opened their eyes,” inspired their interest, cultivated their passion for the field of public health, and fueled their drive to find solutions to and in social determinants of health and contribute to health equity. The opportunity to gain work and research experience through internship placements in CUPS has “opened doors” to first jobs and advanced education and training opportunities for many students.
{"title":"An Evaluation of a Pipeline Program to Support Diversity in the Public Health Workforce: CDC Undergraduate Public Health Scholars (CUPS) Program","authors":"K. H. Young, L. Liburd, Ana Penman-Aguilar","doi":"10.1177/23733799211047522","DOIUrl":"https://doi.org/10.1177/23733799211047522","url":null,"abstract":"Established by the Centers for Disease Control and Prevention (CDC), the goal of the CDC Undergraduate Public Health Scholars (CUPS) program is to expose students underrepresented in public health and medicine to careers in public health; ultimately, increasing the membership of these groups in these fields including biomedical sciences. CDC implemented a retrospective outcome evaluation of 1,047 students who participated in the program from 2012 to 2017. Seventy-four percent (775) of students responded to the survey that captures their academic attainment and employment status, as well as their perception of the program’s and mentors’ influence on their career path. As of 2020, 639 (83.4%) of 775 participants have enrolled in an advanced degree program, with over 80% of 639 participants pursuing degrees in biomedical sciences, public health, or health care (BSPHHC)–related fields. Two thirds (374/566) of participants who reported they had ever been employed in a career position are working/have worked in BSPHHC-related fields. Overall, 77.4% (600) of 775 participants reported either the program or the mentors, or both were extremely or very influential to their career path. Students claimed the CUPS program had “opened their eyes,” inspired their interest, cultivated their passion for the field of public health, and fueled their drive to find solutions to and in social determinants of health and contribute to health equity. The opportunity to gain work and research experience through internship placements in CUPS has “opened doors” to first jobs and advanced education and training opportunities for many students.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49276477","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 : 2021-12-01DOI: 10.1177/23733799211045986
J. Perez, W. Leonard, V. Bishop, L. Neubauer
Education and training support public health practitioners in identifying and addressing challenges related to equitable health concerns. This article details a four-step Curricular Responsive Review Model (CRRM) generated by educators in a Council on Education for Public Health–accredited public health program to systematically understand and gather feedback on how to develop a responsive curriculum for their students. A review of all course syllabi was conducted by two faculty members and a doctoral student to identify curricular gaps and overlap. These findings, critical team dialogues, and a review of the literature informed the development of a survey to identify the health equity concepts and skills needed by MPH students. Community partners (n = 4) responded to health equity education questions to detail the essential concepts and skills needed to teach students. Health equity educators (HEEs; n = 4) were then consulted on how to address knowledge gaps through pedagogy and educational resources. Community partners provided a list of areas that students should be educated in to enrich their health equity understandings. Recommendations were generated for integrating those concepts/skills into course teaching plans. The four-step CRRM in health equity education provides an opportunity for public health programs to engage in systematic mapping and critically reflective review processes to address curricular gaps and overlap. Mechanisms to receive real-world knowledge on health equity from a variety of stakeholders are essential to ensure real-word practical learning. The CRRM identifies systematic, responsive curricular mapping and review in public health as essential for meaningful, real-world equity education in disciplines beyond public health and health promotion.
{"title":"Developing Equity-Focused Education in Academic Public Health: A Multiple-Step Model","authors":"J. Perez, W. Leonard, V. Bishop, L. Neubauer","doi":"10.1177/23733799211045986","DOIUrl":"https://doi.org/10.1177/23733799211045986","url":null,"abstract":"Education and training support public health practitioners in identifying and addressing challenges related to equitable health concerns. This article details a four-step Curricular Responsive Review Model (CRRM) generated by educators in a Council on Education for Public Health–accredited public health program to systematically understand and gather feedback on how to develop a responsive curriculum for their students. A review of all course syllabi was conducted by two faculty members and a doctoral student to identify curricular gaps and overlap. These findings, critical team dialogues, and a review of the literature informed the development of a survey to identify the health equity concepts and skills needed by MPH students. Community partners (n = 4) responded to health equity education questions to detail the essential concepts and skills needed to teach students. Health equity educators (HEEs; n = 4) were then consulted on how to address knowledge gaps through pedagogy and educational resources. Community partners provided a list of areas that students should be educated in to enrich their health equity understandings. Recommendations were generated for integrating those concepts/skills into course teaching plans. The four-step CRRM in health equity education provides an opportunity for public health programs to engage in systematic mapping and critically reflective review processes to address curricular gaps and overlap. Mechanisms to receive real-world knowledge on health equity from a variety of stakeholders are essential to ensure real-word practical learning. The CRRM identifies systematic, responsive curricular mapping and review in public health as essential for meaningful, real-world equity education in disciplines beyond public health and health promotion.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48724831","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 : 2021-12-01DOI: 10.1177/23733799211054402
K. Bentley, Deborah A Fortune, R. Rooks, Gayle Walter
In the field of public health, it is well recognized that addressing the social conditions and structures that influence health (the social determinants of health) is a primary approach to achieving health equity (Centers for Disease Control and Prevention, 2021; Ford & Airhihenbuwa, 2018). We have long discussed racism and discrimination as key determinants of health. For example, prior actions of police officers who killed unarmed Black men and women sparked widespread national and international action and solidarity for social justice related to racism. In addition, COVID-19 has starkly demonstrated how individuals subjected to systemic racism are at disproportionate risk based on structured inequalities at the intersections of race, ethnicity, and social class (Centers for Disease Control and Prevention, 2021). As public health professionals, including SOPHE (Society for Public Health Education), we have reaffirmed the importance of ensuring our students have curricular offerings on race and understanding racism as determinants of health. As a catalyst for expanding pedagogical practice, Pedagogy in Health Promotion is honored to present this collection of articles that address pedagogical concepts and practices explicitly focusing on antiracism and its impact on health and the pursuit of social justice. Racial injustice pervades our global society, and the work of dismantling it extends across disciplines. We are proud to share submissions offering numerous perspectives in the field of public health beginning with student perspectives. We appreciate that some of our authors in this special issue are public health students, showcasing them as co-collaborators in their learning and problem solving on the topics of racism, antiracism, and social justice (Djulus et al., 2021; McSorley et al., 2021). These students are agents of change modeling the way for public health faculty, practitioners, and other students to address racism as a public health problem. In response to their examples, we encourage undergraduate and graduate public health students to democratize their classroom learning experiences and work to end racism in public health education. The following articles describe pedagogical practices to incorporate concepts related to race, racism, social justice, and oppression within the classroom. The article by Mincey (2021) explains innovative ways to discuss implicit bias with undergraduate public health students. Implicit bias may be uncomfortable to talk about in a large classroom setting, but the techniques described will enable students to examine their own beliefs in an interactive discourse. The techniques will also provide the opportunity to explore factors in society that lead to inequities in health care services delivery (Mincey, 2021). Lightfoot and colleagues (2021) then look at Public Health Critical Race Praxis (PHCRP), in combination with an arts-based approach, to explore racial identity among public health trainees. This
在公共卫生领域，人们普遍认识到，解决影响健康的社会条件和结构(健康的社会决定因素)是实现健康公平的主要途径(疾病控制和预防中心，2021年;福特和全日空，2018)。我们长期以来一直讨论种族主义和歧视是健康的关键决定因素。例如，警察先前杀害手无寸铁的黑人男女的行为引发了广泛的国家和国际行动和团结，争取与种族主义有关的社会正义。此外，2019冠状病毒病鲜明地表明，在种族、民族和社会阶层的交叉点，由于结构性不平等，遭受系统性种族主义的个人面临着不成比例的风险(疾病控制和预防中心，2021年)。作为公共卫生专业人员，包括SOPHE(公共卫生教育协会)，我们重申了确保我们的学生获得关于种族和理解种族主义是健康决定因素的课程的重要性。作为扩大教学实践的催化剂，《健康促进教育学》很荣幸地提供这一系列文章，这些文章涉及明确以反种族主义及其对健康和追求社会正义的影响为重点的教学概念和实践。种族不公正现象在我们的全球社会中无处不在，消除这种现象的工作涉及各个学科。我们很自豪地分享从学生角度开始的公共卫生领域的众多观点。我们感谢本期特刊的一些作者是公共卫生专业的学生，展示了他们在学习和解决种族主义、反种族主义和社会正义问题方面的合作伙伴关系(Djulus等人，2021年;McSorley et al.， 2021)。这些学生是变革的推动者，为公共卫生教师、从业者和其他学生塑造了解决种族主义作为公共卫生问题的方式。作为对这些例子的回应，我们鼓励公共卫生专业的本科生和研究生将他们的课堂学习经历民主化，并努力结束公共卫生教育中的种族主义。以下文章描述了在课堂上融入种族、种族主义、社会正义和压迫相关概念的教学实践。Mincey(2021)的文章解释了与本科公共卫生学生讨论内隐偏见的创新方法。在一个大的教室里谈论内隐偏见可能会让人不舒服，但所描述的技巧将使学生能够在互动的话语中审视自己的信仰。这些技术还将提供机会，探索导致医疗保健服务提供不公平的社会因素(Mincey, 2021)。Lightfoot及其同事(2021)然后着眼于公共卫生关键种族实践(PHCRP)，结合基于艺术的方法，探索公共卫生学员中的种族认同。这种独特的教学过程涉及使用摄影来创建双重肖像，其中一张描绘了受训者可能看待自己的方式，另一张照片描述了他们在一个被种族和种族主义分裂的国家中如何被他人看待(Lightfoot等人，2021)。Rich(2021)的文章提醒我们，关于健康、种族和社会正义的教学和学习的事实和故事是未充分利用的工具。Chowdhury和Madden(2021)的研究研究了科学种族主义的概念，以及卫生专业预科学生如何受到种族等级可以通过导致疾病和低质量护理的生物差异和潜在社会结构来解释的信念的影响。下一篇文章由Carlos 1054402 phpxxx10.1177 /23733799211054402健康促进教育学bentley等人研究文章2021
{"title":"Antiracism and the Pursuit of Social Justice","authors":"K. Bentley, Deborah A Fortune, R. Rooks, Gayle Walter","doi":"10.1177/23733799211054402","DOIUrl":"https://doi.org/10.1177/23733799211054402","url":null,"abstract":"In the field of public health, it is well recognized that addressing the social conditions and structures that influence health (the social determinants of health) is a primary approach to achieving health equity (Centers for Disease Control and Prevention, 2021; Ford & Airhihenbuwa, 2018). We have long discussed racism and discrimination as key determinants of health. For example, prior actions of police officers who killed unarmed Black men and women sparked widespread national and international action and solidarity for social justice related to racism. In addition, COVID-19 has starkly demonstrated how individuals subjected to systemic racism are at disproportionate risk based on structured inequalities at the intersections of race, ethnicity, and social class (Centers for Disease Control and Prevention, 2021). As public health professionals, including SOPHE (Society for Public Health Education), we have reaffirmed the importance of ensuring our students have curricular offerings on race and understanding racism as determinants of health. As a catalyst for expanding pedagogical practice, Pedagogy in Health Promotion is honored to present this collection of articles that address pedagogical concepts and practices explicitly focusing on antiracism and its impact on health and the pursuit of social justice. Racial injustice pervades our global society, and the work of dismantling it extends across disciplines. We are proud to share submissions offering numerous perspectives in the field of public health beginning with student perspectives. We appreciate that some of our authors in this special issue are public health students, showcasing them as co-collaborators in their learning and problem solving on the topics of racism, antiracism, and social justice (Djulus et al., 2021; McSorley et al., 2021). These students are agents of change modeling the way for public health faculty, practitioners, and other students to address racism as a public health problem. In response to their examples, we encourage undergraduate and graduate public health students to democratize their classroom learning experiences and work to end racism in public health education. The following articles describe pedagogical practices to incorporate concepts related to race, racism, social justice, and oppression within the classroom. The article by Mincey (2021) explains innovative ways to discuss implicit bias with undergraduate public health students. Implicit bias may be uncomfortable to talk about in a large classroom setting, but the techniques described will enable students to examine their own beliefs in an interactive discourse. The techniques will also provide the opportunity to explore factors in society that lead to inequities in health care services delivery (Mincey, 2021). Lightfoot and colleagues (2021) then look at Public Health Critical Race Praxis (PHCRP), in combination with an arts-based approach, to explore racial identity among public health trainees. This","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45037059","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 : 2021-12-01DOI: 10.1177/23733799211054126
M. Nivet, Juanyce Taylor
Since the early 1970s, the primary approach to diversifying the U.S. health care and biomedical workforce has been a heavy reliance on federal funding and dependable institutional models designed to prepare and develop historically underrepresented students and those from economically and/or educationally disadvantaged backgrounds for competitive graduate, medical and health professional schools (e.g., CDC Undergraduate Public Health Scholars Program). Summer enrichment programs, standardize testing preparation, research training, mentoring opportunities, precepting or shadowing experiences, and workshops are common on campuses, and their guidance are proven routes through which many students, benefitting from these opportunities, have travelled to become the nation’s frontline doctors, nurses, scientists, and public health professionals. As good as these programs might be, they are no longer sufficient on their own to maintain a diverse workforce. Challenges involving sustainability, accountability, and educational inequities remain of great concern. In addition, the health care workforce is not keeping pace with the increasing diversity of the U.S. population. Demographic trends such as an aging health care workforce, baby boomer retirements, long-term care needs, and shortages in the health professions accelerate these challenges. In medicine, underrepresented minorities (URM), including Black, Hispanic, and Native American active physicians, make up 11.1% of the U.S. health care workforce, compared with 56.2% Whites, 17.1% Asian, and 15% other or unknown. URM scientists constitute only 3% to 4% of medical school basic science tenure-track faculty. In academic nursing, minority faculty represent 17.3% of all faculty positions with Blacks (4%) and Hispanics (3%) holding fewer full-time professorships compared with Whites (81%). The percentage of active dentists by race include 3.7% Blacks, 5.6% Hispanics, 17.1% Asians, and 71.9% Whites. These percentages are disproportionately small given that racial and ethnic minorities make up 39% of the population and Blacks (13%) and Hispanics (18%) are 31% of the U.S. population (American Association of Colleges of Nursing, 2020; American Dental Association, 2019; Association of Academic Health Centers, 2013; Association of American Medical Colleges, 2019; Campos et al., 2021). This disproportion does matter. For many years, research has demonstrated that increased diversity in the health professions has positive implications such as improved patient choices, higher satisfaction, better health outcomes, and enhanced patient–provider communication. Furthermore, studies have shown that people of color are more likely to report poor quality of care specifically because of their race and ethnicity (Blewett et al., 2019). To put it simply, patients are more responsive to health care providers who look like them.
自20世纪70年代初以来，使美国医疗保健和生物医学工作人员多样化的主要方法一直是严重依赖联邦资金和可靠的机构模式，这些模式旨在培养和培养历史上代表性不足的学生以及那些来自经济和/或教育背景不利的学生，以进入有竞争力的研究生，医学和卫生专业学校(例如CDC本科公共卫生学者计划)。夏季充实计划、标准化考试准备、研究培训、指导机会、指导或影子经历以及研讨会在校园中很常见，许多学生通过这些指导，从这些机会中受益，成为国家一线的医生、护士、科学家和公共卫生专业人员。尽管这些计划可能很好，但它们本身已不足以维持多样化的劳动力。涉及可持续性、问责制和教育不公平的挑战仍然令人高度关注。此外，医疗保健工作人员跟不上美国人口日益多样化的步伐。卫生保健人员老龄化、婴儿潮一代退休、长期护理需求以及卫生专业人员短缺等人口趋势加速了这些挑战。在医学领域，未被充分代表的少数族裔(URM)，包括黑人、西班牙裔和美洲原住民活跃的医生，占美国医疗保健劳动力的11.1%，而白人占56.2%，亚洲人占17.1%，其他或未知人群占15%。URM的科学家只占医学院基础科学终身教职人员的3%到4%。在学术护理方面，少数族裔教师占所有教师职位的17.3%，黑人(4%)和西班牙裔(3%)的全职教授职位比白人(81%)少。按种族划分的在职牙医比例包括3.7%的黑人、5.6%的西班牙裔、17.1%的亚洲人和71.9%的白人。考虑到种族和少数民族占美国人口的39%，黑人(13%)和西班牙裔(18%)占美国人口的31%(美国护理学院协会，2020年;美国牙科协会，2019;学术保健中心协会，2013年;美国医学院协会，2019;Campos et al.， 2021)。这种比例失调确实很重要。多年来，研究表明，卫生专业多样性的增加具有积极的意义，如改善患者的选择，提高满意度，改善健康结果，加强患者与提供者的沟通。此外，研究表明，有色人种更有可能因为他们的种族和民族而报告护理质量差(Blewett et al.， 2019)。简而言之，患者对与自己长相相似的医护人员更有反应。
{"title":"Partnerships, Pipelines, Persistence: A Formula for Excellence and Preparedness","authors":"M. Nivet, Juanyce Taylor","doi":"10.1177/23733799211054126","DOIUrl":"https://doi.org/10.1177/23733799211054126","url":null,"abstract":"Since the early 1970s, the primary approach to diversifying the U.S. health care and biomedical workforce has been a heavy reliance on federal funding and dependable institutional models designed to prepare and develop historically underrepresented students and those from economically and/or educationally disadvantaged backgrounds for competitive graduate, medical and health professional schools (e.g., CDC Undergraduate Public Health Scholars Program). Summer enrichment programs, standardize testing preparation, research training, mentoring opportunities, precepting or shadowing experiences, and workshops are common on campuses, and their guidance are proven routes through which many students, benefitting from these opportunities, have travelled to become the nation’s frontline doctors, nurses, scientists, and public health professionals. As good as these programs might be, they are no longer sufficient on their own to maintain a diverse workforce. Challenges involving sustainability, accountability, and educational inequities remain of great concern. In addition, the health care workforce is not keeping pace with the increasing diversity of the U.S. population. Demographic trends such as an aging health care workforce, baby boomer retirements, long-term care needs, and shortages in the health professions accelerate these challenges. In medicine, underrepresented minorities (URM), including Black, Hispanic, and Native American active physicians, make up 11.1% of the U.S. health care workforce, compared with 56.2% Whites, 17.1% Asian, and 15% other or unknown. URM scientists constitute only 3% to 4% of medical school basic science tenure-track faculty. In academic nursing, minority faculty represent 17.3% of all faculty positions with Blacks (4%) and Hispanics (3%) holding fewer full-time professorships compared with Whites (81%). The percentage of active dentists by race include 3.7% Blacks, 5.6% Hispanics, 17.1% Asians, and 71.9% Whites. These percentages are disproportionately small given that racial and ethnic minorities make up 39% of the population and Blacks (13%) and Hispanics (18%) are 31% of the U.S. population (American Association of Colleges of Nursing, 2020; American Dental Association, 2019; Association of Academic Health Centers, 2013; Association of American Medical Colleges, 2019; Campos et al., 2021). This disproportion does matter. For many years, research has demonstrated that increased diversity in the health professions has positive implications such as improved patient choices, higher satisfaction, better health outcomes, and enhanced patient–provider communication. Furthermore, studies have shown that people of color are more likely to report poor quality of care specifically because of their race and ethnicity (Blewett et al., 2019). To put it simply, patients are more responsive to health care providers who look like them.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43338401","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 : 2021-12-01DOI: 10.1177/23733799211043136
Karina Chowdhury, E. Madden
Scientific racism, or the belief that racial hierarchies are explained by biological differences, among health care professionals may contribute to the oversight of social causes of health problems and result in poor quality of care. This study examines the extent to which scientific racism may permeate undergraduate pre–health professions student worldviews before entering advanced training. Undergraduate students (n = 251) pursuing training in health professions from The University of Texas at San Antonio completed a survey in 2018 measuring respondent level of agreement with statements about biological differences between U.S. racial and ethnic groups, as well as agreement with statements about cognitive differences, health behaviors, and systemic racism. Analyses showed that the students agreed with false statements regarding biological, behavioral, and cognitive differences among races and agreement was significantly stronger among students at earlier stages of education but did not differ by student race/ethnicity. Adjusted analyses showed that third- and fourth-year undergraduate students exhibited less agreement with false statements about race than first- and second-year students ( β ^ = - 10 . 86 , 95% CI [−18.33, −3.39], p < .00). The joint effect of higher class level and public health major ( β ^ = - 6 . 57 , 95% CI [−11.98, −1.16], p = .02) was also significantly associated with less agreement with false statements regarding systemic racism. This exploratory study suggests that even among diverse student populations, scientific racism persists but may improve over educational careers. Future research may determine how structural reforms and training can further improve student understandings of race as a social construct and not a biological reality.
{"title":"Scientific Racism Attitudes Among Diverse Undergraduate Pre–Health Professions Students","authors":"Karina Chowdhury, E. Madden","doi":"10.1177/23733799211043136","DOIUrl":"https://doi.org/10.1177/23733799211043136","url":null,"abstract":"Scientific racism, or the belief that racial hierarchies are explained by biological differences, among health care professionals may contribute to the oversight of social causes of health problems and result in poor quality of care. This study examines the extent to which scientific racism may permeate undergraduate pre–health professions student worldviews before entering advanced training. Undergraduate students (n = 251) pursuing training in health professions from The University of Texas at San Antonio completed a survey in 2018 measuring respondent level of agreement with statements about biological differences between U.S. racial and ethnic groups, as well as agreement with statements about cognitive differences, health behaviors, and systemic racism. Analyses showed that the students agreed with false statements regarding biological, behavioral, and cognitive differences among races and agreement was significantly stronger among students at earlier stages of education but did not differ by student race/ethnicity. Adjusted analyses showed that third- and fourth-year undergraduate students exhibited less agreement with false statements about race than first- and second-year students ( β ^ = - 10 . 86 , 95% CI [−18.33, −3.39], p < .00). The joint effect of higher class level and public health major ( β ^ = - 6 . 57 , 95% CI [−11.98, −1.16], p = .02) was also significantly associated with less agreement with false statements regarding systemic racism. This exploratory study suggests that even among diverse student populations, scientific racism persists but may improve over educational careers. Future research may determine how structural reforms and training can further improve student understandings of race as a social construct and not a biological reality.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43651598","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 : 2021-12-01DOI: 10.1177/23733799211054127
L. Liburd, Kai Hsiang Young, R. Thorpe
{"title":"Pedagogy of the CDC Undergraduate Public Health Scholars (CUPS) Program: Cultivating Workforce Diversity to Address Health Disparities and Achieve Health Equity","authors":"L. Liburd, Kai Hsiang Young, R. Thorpe","doi":"10.1177/23733799211054127","DOIUrl":"https://doi.org/10.1177/23733799211054127","url":null,"abstract":"","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48781322","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 : 2021-12-01DOI: 10.1177/23733799211042642
Anna-Michelle M. McSorley, Erin Manalo-Pedro, A. Bacong
This reflective article describes how we, a trio of doctoral students, applied critical pedagogical approaches to identify gaps in our public health training, reflect on the value of our lived experiences and ancestral histories, and take action toward advancing change within our School of Public Health. Additionally, we argue that our future effectiveness in leading systemic change toward health justice requires our public health training institutions to deliver course content that addresses racism and other systemic forms of oppression, largely responsible for reproducing health inequities. We also reflect upon how our efforts to find spaces in which to critically engage with content related to social and structural determinants of health transformed into a collaborative learning opportunity that has served to strengthen our skills as public health researchers, advocates, and future educators. We conclude by calling upon our schools of public health to take the lead in preparing the public health workforce of tomorrow for the challenges of addressing systemic causes of health inequities. Our goal is to share our experiences so that graduate students across public health training institutions may look to this piece as a concrete example of how we can shape our schools of public health to meet our needs.
{"title":"Doctoral Students as Agents for Change: Shaping Our Public Health Training Environment","authors":"Anna-Michelle M. McSorley, Erin Manalo-Pedro, A. Bacong","doi":"10.1177/23733799211042642","DOIUrl":"https://doi.org/10.1177/23733799211042642","url":null,"abstract":"This reflective article describes how we, a trio of doctoral students, applied critical pedagogical approaches to identify gaps in our public health training, reflect on the value of our lived experiences and ancestral histories, and take action toward advancing change within our School of Public Health. Additionally, we argue that our future effectiveness in leading systemic change toward health justice requires our public health training institutions to deliver course content that addresses racism and other systemic forms of oppression, largely responsible for reproducing health inequities. We also reflect upon how our efforts to find spaces in which to critically engage with content related to social and structural determinants of health transformed into a collaborative learning opportunity that has served to strengthen our skills as public health researchers, advocates, and future educators. We conclude by calling upon our schools of public health to take the lead in preparing the public health workforce of tomorrow for the challenges of addressing systemic causes of health inequities. Our goal is to share our experiences so that graduate students across public health training institutions may look to this piece as a concrete example of how we can shape our schools of public health to meet our needs.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48076899","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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