Needs Assessment of Residents and Nurses for Interprofessional Cross-Cultural Curriculum.

BACKGROUND: Clinicians must learn to care for patients from different cultures. They must also work in teams for optimal outcomes. Few studies have analysed the intersection of cross-cultural care and interprofessional education. We completed a needs assessment to determine what paediatric residents and nurses view as essential cross-cultural components. METHODS: We led a sequential mixed-methods study of residents and nurses at an urban tertiary care centre. We administered the 'Residency Training in Cross Cultural Care' instrument. Survey results informed focus group interview guide development. Thematic analysis of qualitative data was conducted following the five stages to qualitative research framework. FINDINGS: Thirty-five residents (70%) and 46 nurses (66%) completed the survey. Five residents and six nurses attended a focus group. Five themes resulted: 1) lack of clinician diversity and cross-cultural training, 2) effective cross-cultural care not always delivered, 3) multiple challenges for delivery of effective cross-cultural care, 4) call to action for enhanced cross-cultural education and 5) different cross-cultural educational needs between nurses and residents. DISCUSSION: Residents and nurses conveyed that meaningful cross-cultural care education is imperative, lacking, and must offer skills to improve patient care. They call for a robust cross-cultural curriculum that is up to date and teaches about intersectionality. CONCLUSION: We have used this data to implement interprofessional interventions to meet their unique learning needs and enhance upstander skills by using facilitated discussions of techniques, case studies and role plays. Ultimately, teaching all clinicians to care for patients of other cultures may lead to more equitable care.

DARE Training: Teaching Educators How to Revise Internal Medicine Residency Lectures by Using an Anti-racism Framework.

Introduction: Systemic inequities and provider-held biases reinforce racism and further disparities in graduate medical education. We developed the Department of Medicine Anti-Racism and Equity Educational Initiative (DARE) to improve internal medicine residency conferences. We trained faculty and residents to serve as coaches to support other faculty in delivering lectures. The training leveraged a best-practices checklist to revise existing lectures. Methods: We recruited internal medicine faculty and residents to serve as DARE coaches, who supported educators in improving lectures' anti-racism content. During the training, coaches watched a videotaped didactic presentation that we created about health equity and anti-racism frameworks. DARE coaches then participated in a workshop where they engaged in case-based learning and small-group discussion to apply the DARE best-practices checklist to sample lecture slides. To assess training effectiveness, coaches completed pre- and posttraining assessments in which they edited different sample lecture slides. Our training took 1 hour to complete. Results: Thirty-four individuals completed DARE training. Following the training, the sample slides were significantly improved with respect to diversity of graphics (p < .001), discussion of research participant demographics (p < .001), and discussion of the impact of racism/bias on health disparities (p = .03). After DARE training, 23 of 24 participants (96%) endorsed feeling more prepared to bring an anti-racist framework to lectures and to support colleagues in doing the same. Discussion: Training residents and faculty to use DARE principles in delivering internal medicine lectures is an innovative and effective way to integrate anti-racism into internal medicine residency conferences.

An Anti-Racism and Equity Initiative Improves Residency Educational Conferences.

Background: Graduate medical education curricula may reinforce systemic inequities and bias, thus contributing to health disparities. Curricular interventions and evaluation measures are needed to increase trainee awareness of bias and known inequities in health care. Objective: This study sought to improve the content of core noontime internal medicine residency educational conferences by implementing the Department of Medicine Anti-Racism and Equity (DARE) educational initiative. Methods: DARE best practices were developed from available anti-racism and equity educational materials. Volunteer trainees and faculty in the department of medicine of a large urban academic medical center were recruited and underwent an hourlong training to utilize DARE best practices to coach faculty on improving the anti-racist and equity content of educational conferences. DARE coaches then met with faculty to review the planned 2021-2022 academic year (AY) lectures and facilitate alignment with DARE best practices. A rubric was created from DARE practices and utilized to compare pre-intervention (AY21) and post-intervention (AY22) conferences. Results: Using the DARE best practices while coaching increased the anti-racism and equity content from AY21 to AY22 (total rubric score mean [SD] 0.16 [1.19] to 1.38 [1.39]; P=.001; possible scores -4 to +5), with 75% (21 of 28) of AY22 conferences showing improvement. This included increased diversity of photographs, discussion of the racial or ethnic makeup of research study participants, appropriate use of race in case vignettes, and discussion of the impact of racism or bias on health disparities. Conclusions: Training coaches to implement DARE best practices improved the anti-racism and equity content of existing noontime internal medicine residency educational conferences.

How Should Health Professions Educators and Organizations Desegregate Teaching and Learning Environments?

Motivating health equity requires taking deliberate steps toward desegregating health care, especially in academic health centers. One step should incorporate rigorous measurement and assessment of patients' access to health services and ongoing collection and review of patients' health outcomes data. Another step should develop, fund, incorporate and administer initiatives with community members that address social determinants of community and individual health, including academic health centers' inpatient and outpatient service delivery sites, insurance programs, and federal policy. Academic health centers must also be accountable for monitoring initiatives' successes and failures over short- and long-term trajectories and for modifying initiatives' methods as needed to achieve equity in access to health services and health outcomes.

Music Performance Anxiety in Musical Theater Performers: A Pilot Study.

OBJECTIVES: Performance anxiety (PA) is debilitating and impacts the sufferer's ability to perform. Forgetfulness, concentration loss, and physical symptoms develop, leading to some giving up performing.
Methods: An online questionnaire was used to gather data, including demographic questions and the Kenny Music Performance Anxiety Inventory (K-MPAI). The questionnaire was distributed via social media and the British Association for Performing Arts Medicine (BAPAM) database. Data was collected over a 2-month period and was analyzed using simple proportions with a score of ≥ 104 on the K-MPAI indicating the presence of PA and ≥ 130 indicating notable levels of PA.
Results: Thirty-three participants completed the questionnaire (57.6% female). When looking at the ages of participants (18 to 80), the most common age range was 31 to 35 (33%). Two-thirds of participants were deemed to suffer from PA after completing the K-MPAI. A large proportion of participants with PA (63.6%) scored above the threshold score of 130 indicating "significant performance anxiety." Females or currently unemployed performers showed higher levels of PA than other subgroups. However, a chi-squared test showed no significance between sexes (p = 0.32) or employment status (p = 0.31) and the incidence of PA.
Conclusion: The research showed that PA is a significant issue in musical theater, as it is with other musicians who have been studied extensively. We conclude that more research is needed to look at appropriate treatments specifically for musical theater performers.

Attitudes and Actions Related to Racism: the Anti-RaCism (ARC) Survey Study.

BACKGROUND: Racism negatively impacts health and well-being. Members of the medical community must intervene to address racism. OBJECTIVE: To assess whether attitudes about the impact of racism on health or society are associated with intervening around racism. DESIGN: Cross-sectional survey of a large department of medicine in an urban academic setting. PARTICIPANTS: Interns, residents, fellows, and faculty. MAIN MEASURES: The primary outcome was the likelihood of intervening around an observed racist encounter or a racist policy. Predictor variables included age, gender identity, race/ethnicity, and attitudes about racism. KEY RESULTS: Although the majority of the 948 respondents endorsed the impact of racism on health and other societal effects, levels of endorsement were lower among older individuals, or those reporting male gender identity or selecting other race. Higher endorsement of the impact of racism on health was associated with increased odds of speaking up about a racist encounter or racist policy, with odds ratios from 1.18 to 1.30 across scenarios. Likelihood of speaking up about racism did not differ by racial or ethnic group, but older individuals were generally more likely to speak up and individuals between 20 and 29 years of age were more likely to speak with someone other than leadership or the source of a racist encounter. CONCLUSIONS: Awareness of the effects of racism on health is associated with increased likelihood of intervening when a racist encounter is observed or a racist policy is noted. Including information on the impact of racism on health and creating safe spaces to discuss racism may increase the likelihood of bystander intervention in anti-racism strategies.

This is our lane: talking with patients about racism.

Racism has significantly impacted communities of color for centuries. The year 2020 is a reminder that racism is an ongoing public health crisis. Healthcare institutions have an important role in dismantling racism because of their ability to implement innovative solutions that advance diversity, address social determinants of health, and promote health equity. Healthcare professionals have the unique opportunity to support patients by discussing patients' experiences of bias and racism. Asking about discrimination, however, can be difficult because of the sensitive nature of the topic and lack of appropriate education. This review highlights the importance of addressing patients' experiences of racism, utilizing the frameworks of trauma-informed care, structural competency, provider bias, and intersectionality. Furthermore, this review provides ways to engage in meaningful dialogue around discrimination and includes important patient-centric resources.

Epidemiology of Injuries in West End Performers.

Epidemiological studies in the performing arts are scarce, and only one such study in the last 20 years directly examined West End productions. Therefore, the aim of this study was to analyze the epidemiology of injuries sustained by West End performers over a 12-month period (2016 to 2017). Injury data were self-reported retrospectively by West End performers using an online injury surveillance questionnaire. The information collected covered participant characteristics, injury location, diagnosis, severity, mechanism of injury, and external risk factors. Simple proportions were calculated for injury location and type. Categorical data were assessed using chi-squared (p = 0.05) and magnitude-based inferences described between-group differences. Forty-seven performers responded (26 male, 21 female), with 65% suffering at least one injury in the previous year. The lower limb accounted for 50% of injuries, and muscle strains were the diagnosis in 37% of cases. Males sustained 53% of all injuries, but no differences were found between sexes in locations injured (χ² = 2.296, p = 0.513). Seventy-two percent of injuries were said to have occurred during performance, with one-third of the total injuries having a gradual onset. Little or no time was lost in the majority of cases.

Impact of a Population Health Management Intervention on Disparities in Cardiovascular Disease Control.

BACKGROUND: Healthcare systems use population health management programs to improve the quality of cardiovascular disease care. Adding a dedicated population health coordinator (PHC) who identifies and reaches out to patients not meeting cardiovascular care goals to these programs may help reduce disparities in cardiovascular care. OBJECTIVE: To determine whether a program that used PHCs decreased racial/ethnic disparities in LDL cholesterol and blood pressure (BP) control. DESIGN: Retrospective difference-in-difference analysis. PARTICIPANTS: Twelve thousdand five hundred fifty-five primary care patients with cardiovascular disease (cohort for LDL analysis) and 41,183 with hypertension (cohort for BP analysis). INTERVENTION: From July 1, 2014-December 31, 2014, 18 practices used an information technology (IT) system to identify patients not meeting LDL and BP goals; 8 practices also received a PHC. We examined whether having the PHC plus IT system, compared with having the IT system alone, decreased racial/ethnic disparities, using difference-in-difference analysis of data collected before and after program implementation. MAIN MEASURES: Meeting guideline concordant LDL and BP goals. KEY RESULTS: At baseline, there were racial/ethnic disparities in meeting LDL (p = 0.007) and BP (p = 0.0003) goals. Comparing practices with and without a PHC, and accounting for pre-intervention LDL control, non-Hispanic white patients in PHC practices had improved odds of LDL control (OR 1.20 95% CI 1.09-1.32) compared with those in non-PHC practices. Non-Hispanic black (OR 1.15 95% CI 0.80-1.65) and Hispanic (OR 1.29 95% CI 0.66-2.53) patients saw similar, but non-significant, improvements in LDL control. For BP control, non-Hispanic white patients in PHC practices (versus non-PHC) improved (OR 1.13 95% CI 1.05-1.22). Non-Hispanic black patients (OR 1.17 95% CI 0.94-1.45) saw similar, but non-statistically significant, improvements in BP control, but Hispanic (OR 0.90 95% CI 0.59-1.36) patients did not. Interaction testing confirmed that disparities did not decrease (p = 0.73 for LDL and p = 0.69 for BP). CONCLUSIONS: The population health management intervention did not decrease disparities. Further efforts should explicitly target improving both healthcare equity and quality. Clinical Trials #: NCT02812303 ( ClinicalTrials.gov ).

Prescribing Outdoor Play: Outdoors Rx.

Studies support the use of exercise prescriptions in adults, but few studies have evaluated their use in children. One common barrier to effective physical activity counseling is lack of resources. Outdoors Rx is a collaboration between the Appalachian Mountain Club and the Massachusetts General Hospital for Children that pairs exercise prescriptions with guided outdoor programs to increase physical activity among children. This article describes the design and implementation of Outdoors Rx at 2 community health centers serving ethnically diverse, low-income, urban families, as well as evaluates feedback from participating pediatricians regarding the utility of the program, barriers to success, and suggestions for improvement. Our results illustrate the feasibility of implementing a pediatric physical activity prescription program in community health centers serving traditionally underserved populations. Our data suggest that physical activity prescription programs are well received by both pediatricians and families and are a useful tool for facilitating physical activity counseling.

The Human Rights and Social Justice Scholars Program: a collaborative model for preclinical training in social medicine.

BACKGROUND: Despite the importance of the role social justice takes in medical professionalism, the need to train health professionals to address social determinants of health, and medical trainees' desire to eliminate health disparities, undergraduate medical education offers few opportunities for comprehensive training in social justice. The Human Rights and Social Justice (HRSJ) Scholars Program at the Icahn School of Medicine at Mount Sinai is a preclinical training program in social medicine consisting of 5 components: a didactic course, faculty and student mentorship, research projects in social justice, longitudinal policy and advocacy service projects, and a career seminar series. OBJECTIVES: The aim of this article is to describe the design and implementation of the HRSJ curriculum with a focus on the cornerstone of the HRSJ Scholars Program: longitudinal policy and advocacy service projects implemented in collaboration with partner organizations in East Harlem. Furthermore, we describe the results of a qualitative survey of inaugural participants, now third-year medical students, to understand how their participation in this service-learning component affected their clinical experiences and professional self-perceptions. CONCLUSION: Ultimately, through the implementation and evaluation of the HRSJ Scholars Program, we demonstrate an innovative model for social justice education; the enduring effect of service-learning experiences on participants' knowledge, skills, and attitudes; and the potential to increase community capacity for improved health through a collaborative educational model.