Research Background: Sickle cell trait has no treatment or cure and predominantly affects people who are Black, but can affect anyone of any race or ethnicity. While commonly incorrectly considered benign by providers...Research Background: Sickle cell trait has no treatment or cure and predominantly affects people who are Black, but can affect anyone of any race or ethnicity. While commonly incorrectly considered benign by providers and the public, people with a sickle cell trait experience life-threatening outcomes that are exacerbated by extreme conditions. There is a severe lack of awareness and understanding of sickle cell trait and the associated health complications among sickle cell trait carriers and healthcare providers. Purpose/Aim: Interventions that aim to improve awareness of sickle cell trait differ in approaches and are not well documented in the literature. This typology aims to highlight current efforts to inform targeted interventions that raise awareness through consistent messaging, educate people and providers on sickle cell trait and the related health complications, and support the design and implementation of comprehensive sickle cell trait awareness initiatives. Methods: We conducted a scoping review of United States-based sickle cell trait interventions and performed a content analysis to identify the categories and characteristics of these efforts. We then organized the results into a typology according to established protocols. Results: Among 164 interventions, twenty-five (15%) met the typology inclusion criteria described above and were grouped into categories: Seven of twenty-five interventions were Educational Interventions (28%), three of twenty-five interventions (12%) were Combined Screening and Educational-Based Interventions, eight of twenty-five interventions (32%) were Policy and Guideline-Based Intervention, and six of twenty-five interventions (24%) were Sickle Cell Trait Organization-Led Interventions. Conclusions: There is a lack of consistency in messaging across interventions whether delivered by credible healthcare institutions or national organizations, which can result in lack of education and awareness and confusion around sickle cell trait. Categorizing interventions through a typology allows clarity and informs consistency in messaging, which should be at the forefront of future sickle cell trait efforts.展开更多
Objective: The demand for pediatric developmental evaluations has far exceeded the workforce available to perform them, which creates long significant wait times for services. A year-long clinician training using the ...Objective: The demand for pediatric developmental evaluations has far exceeded the workforce available to perform them, which creates long significant wait times for services. A year-long clinician training using the Extension for Community Healthcare Outcomes (ECHO<sup>®</sup>) model with monthly meetings was conducted and evaluated for its impact on primary care clinicians’ self-reported self-efficacy, ability to administer autism screening and counsel families, professional fulfillment, and burnout. Methods: Participants represented six community health centers and a hospital-based practice. Data collection was informed by participant feedback and the Normalization Process Theory via online surveys and focus groups/interviews. Twelve virtual monthly trainings were delivered between November 2020 and October 2021. Results: 30 clinicians participated in data collection. Matched analyses (n = 9) indicated statistically significant increase in self-rated ability to counsel families about autism (Pre-test Mean = 3.00, Post-test Mean = 3.89, p = 0.0313), manage autistic patients’ care (Pre-test Mean = 2.56, Post-test Mean = 4.11, p = 0.0078), empathy toward patients (Pre-test Mean = 2.11, Post-test Mean = 1.22, p = 0.0156) and colleagues (Pre-test Mean = 2.33, Post-test Mean = 1.22, respectively, p = 0.0391). Unmatched analysis revealed increases in participants confident about educating patients about autism (70.59%, post-test n = 12 vs. 3.33%, pre-test n = 1, p = 0.0019). Focus groups found increased confidence in using the term “autism”. Conclusion: Participants reported increases in ability and confidence to care for autistic patients, as well as empathy toward patients and colleagues. Future research should explore long-term outcomes in participants’ knowledge retention, confidence in practice, and improvements to autism evaluations and care.展开更多
The pandemic highlighted significant gaps in the public health infrastructure impacted by shortages of public health workers, an undertrained workforce, and years of disinvestment. These gaps required innovative probl...The pandemic highlighted significant gaps in the public health infrastructure impacted by shortages of public health workers, an undertrained workforce, and years of disinvestment. These gaps required innovative problem-solving by public health agencies (PHAs), including local health departments (LHDs), to respond to rapidly changing community conditions during and after the pandemic. Many schools and programs of public health (SPPH) worked with PHAs to mobilize public health (PH) students through practice-based teaching (PBT). Current research indicates PBT benefits all stakeholders—PHAs, students, faculty, SPPH, and ultimately the community served. However, more research is needed on the utility of PBT in addressing a community’s systemic public health issues, the extent to which the academic-community collaboration enhances a PHA’s capacity, and the impact of the pedagogy on preparing the workforce for an evolving PH landscape. This paper examines the process of a semester-long PBT course, guided by the PBT STEPS framework, which includes five steps from collaboration to implementation to evaluation of a PBT course. The collaborating PHA and its student group addressed community trauma and resilience issues during the semester. Additionally, it examines the longer-term impacts after the semester for the PHA, community, and the workforce by 1) conducting a formative evaluation to understand needs and gaps in the community;2) redesigning an intervention that merged the results of the formative evaluation with the intervention developed during the semester;and 3) securing funding and resources for intervention sustainability. Through the documentation of a post-course partnership between an LHD and faculty at a large school of public health, this case study illustrates the potential for PBT to lay the foundation for ongoing research that supports more impactful interventions for PHAs while bolstering the workforce abilities of students as future practitioners.展开更多
文摘Research Background: Sickle cell trait has no treatment or cure and predominantly affects people who are Black, but can affect anyone of any race or ethnicity. While commonly incorrectly considered benign by providers and the public, people with a sickle cell trait experience life-threatening outcomes that are exacerbated by extreme conditions. There is a severe lack of awareness and understanding of sickle cell trait and the associated health complications among sickle cell trait carriers and healthcare providers. Purpose/Aim: Interventions that aim to improve awareness of sickle cell trait differ in approaches and are not well documented in the literature. This typology aims to highlight current efforts to inform targeted interventions that raise awareness through consistent messaging, educate people and providers on sickle cell trait and the related health complications, and support the design and implementation of comprehensive sickle cell trait awareness initiatives. Methods: We conducted a scoping review of United States-based sickle cell trait interventions and performed a content analysis to identify the categories and characteristics of these efforts. We then organized the results into a typology according to established protocols. Results: Among 164 interventions, twenty-five (15%) met the typology inclusion criteria described above and were grouped into categories: Seven of twenty-five interventions were Educational Interventions (28%), three of twenty-five interventions (12%) were Combined Screening and Educational-Based Interventions, eight of twenty-five interventions (32%) were Policy and Guideline-Based Intervention, and six of twenty-five interventions (24%) were Sickle Cell Trait Organization-Led Interventions. Conclusions: There is a lack of consistency in messaging across interventions whether delivered by credible healthcare institutions or national organizations, which can result in lack of education and awareness and confusion around sickle cell trait. Categorizing interventions through a typology allows clarity and informs consistency in messaging, which should be at the forefront of future sickle cell trait efforts.
文摘Objective: The demand for pediatric developmental evaluations has far exceeded the workforce available to perform them, which creates long significant wait times for services. A year-long clinician training using the Extension for Community Healthcare Outcomes (ECHO<sup>®</sup>) model with monthly meetings was conducted and evaluated for its impact on primary care clinicians’ self-reported self-efficacy, ability to administer autism screening and counsel families, professional fulfillment, and burnout. Methods: Participants represented six community health centers and a hospital-based practice. Data collection was informed by participant feedback and the Normalization Process Theory via online surveys and focus groups/interviews. Twelve virtual monthly trainings were delivered between November 2020 and October 2021. Results: 30 clinicians participated in data collection. Matched analyses (n = 9) indicated statistically significant increase in self-rated ability to counsel families about autism (Pre-test Mean = 3.00, Post-test Mean = 3.89, p = 0.0313), manage autistic patients’ care (Pre-test Mean = 2.56, Post-test Mean = 4.11, p = 0.0078), empathy toward patients (Pre-test Mean = 2.11, Post-test Mean = 1.22, p = 0.0156) and colleagues (Pre-test Mean = 2.33, Post-test Mean = 1.22, respectively, p = 0.0391). Unmatched analysis revealed increases in participants confident about educating patients about autism (70.59%, post-test n = 12 vs. 3.33%, pre-test n = 1, p = 0.0019). Focus groups found increased confidence in using the term “autism”. Conclusion: Participants reported increases in ability and confidence to care for autistic patients, as well as empathy toward patients and colleagues. Future research should explore long-term outcomes in participants’ knowledge retention, confidence in practice, and improvements to autism evaluations and care.
文摘The pandemic highlighted significant gaps in the public health infrastructure impacted by shortages of public health workers, an undertrained workforce, and years of disinvestment. These gaps required innovative problem-solving by public health agencies (PHAs), including local health departments (LHDs), to respond to rapidly changing community conditions during and after the pandemic. Many schools and programs of public health (SPPH) worked with PHAs to mobilize public health (PH) students through practice-based teaching (PBT). Current research indicates PBT benefits all stakeholders—PHAs, students, faculty, SPPH, and ultimately the community served. However, more research is needed on the utility of PBT in addressing a community’s systemic public health issues, the extent to which the academic-community collaboration enhances a PHA’s capacity, and the impact of the pedagogy on preparing the workforce for an evolving PH landscape. This paper examines the process of a semester-long PBT course, guided by the PBT STEPS framework, which includes five steps from collaboration to implementation to evaluation of a PBT course. The collaborating PHA and its student group addressed community trauma and resilience issues during the semester. Additionally, it examines the longer-term impacts after the semester for the PHA, community, and the workforce by 1) conducting a formative evaluation to understand needs and gaps in the community;2) redesigning an intervention that merged the results of the formative evaluation with the intervention developed during the semester;and 3) securing funding and resources for intervention sustainability. Through the documentation of a post-course partnership between an LHD and faculty at a large school of public health, this case study illustrates the potential for PBT to lay the foundation for ongoing research that supports more impactful interventions for PHAs while bolstering the workforce abilities of students as future practitioners.
