Abstract
Introduction for Progressive Pedagogy: Health Equity and Human Rights
Lisa Dorothy Moore, DrPH1, Rebekka M. Lee, ScD2 and Vanessa Simonds, ScD3
(1)San Francisco State University, San Francisco, CA, (2)Harvard T.H. Chan School of Public Health, Boston, MA, (3)Montana State University, Bozeman, MT
APHA 2016 Annual Meeting & Expo (Oct. 29 - Nov. 2, 2016)
This session will critically examine teaching and training training programs focused on links between human rights, population health, and health equity. Some examples might include critical approaches to pedagogy that address: (a) links health and human rights at the global, national, and/or local levels, and consider controversies in the field (e.g., between uses of “human rights” from “above,” to advance imperial agendas, versus uses of human rights from “below,” to advance equity, including health equity); (b) racism in public health, medical, or other health professional curricula; (c) human rights and health equity in relation to gender, sexual and reproductive rights and reproductive justice, nationality and immigrant rights, environmental justice and climate justice, Indigenous rights, and any and all other human rights included in the scope of political, economic, social, cultural, and civil rights.
Advocacy for health and health education Public health or related education
Abstract
Fixing curriculum gaps: Using an advanced seminar to teach students how to develop teaching examples for public health courses lacking gender analysis
Sabra L. Katz-Wise, PhD1, Jerel Calzo, PhD1, Brittany Charlton, ScD2 and Nancy Krieger, PhD3
(1)Boston Children's Hospital, Boston, MA, (2)Harvard Medical School and Boston Children's Hospital, Boston, MA, (3)Harvard T.H. Chan School of Public Health, Boston, MA
APHA 2016 Annual Meeting & Expo (Oct. 29 - Nov. 2, 2016)
Gender-based analysis in public health is a systematic examination of how population health is shaped by systems of gender relations, involving policies and laws, programs and services, research priorities, social norms and practices, and public discourse. Although gender-based analysis is critical to public health analysis and practice, it is rarely taught in public health schools outside of courses that are specifically focused on gender and women's health. To address these pedagogic gaps, in 2014 we redesigned the capstone course, “Advanced Topics in Women, Gender, and Health,” which is the final core course taught in the Harvard T. H. Chan School of Public Health Interdisciplinary Concentration on Women, Gender, and Health (WGH). We newly implemented a teaching example assignment, whereby students learn how to develop brief teaching examples to expose students in non-WGH courses (e.g., introductory epidemiology) to gender-based analysis. Students create teaching examples based on the substantive material presented by guest speakers throughout the term (e.g., eating disorders). Teaching examples focus on cultivating a key technical skill within public health (e.g., Directed Acylic Graphs) through the exploration of a central issue in gender-based analysis (e.g., challenging simplistic conflations of gender and sex). Beyond building the pedagogical skills of students, the assignment has yielded teaching examples (freely available on-line) that can introduce the concept of gender-based analysis into core courses in public health schools across the United States, and offers a model that can be used to address analogous curriculum gaps (e.g., lack of material on racism and health).
Public health or related education Social and behavioral sciences
Abstract
Resisting the Stories "WE" tell about Health: Combatting The Neoliberal, Consumerist models of Food Systems Change in the Classroom
Jason Craig, PhD Candidate1 and Sonya Jones, PhD2
(1)University of South Carolina Arnold School of Public Health, Columbia, SC, (2)University of South Carolina, Columbia, SC
APHA 2016 Annual Meeting & Expo (Oct. 29 - Nov. 2, 2016)
COPASCities is a five year research project and has 2 aims: to strengthen the capacity of South Carolina citizens to create food systems change, and catalyze and study the process by which community leaders change their food systems. As part of this work at the University of South Carolina, we created an undergraduate minor in Nutrition and Food Systems; this minor degree requires that students participate in a two-part capstone experience. The capstone experience is designed to allow students to deconstruct a neoliberal economic perspective of the food system in which economic activities and consumer power are the focus, and explore alternative perspectives, including human rights, agro-ecological, and community-based approaches. We will describe student assignments and pedagogical techniques, including personal and collaborative story-telling techniques that incorporate Freirian notions of critical consciousness that encourage deep analysis of food systems challenges. We will also describe how these activities work to inform service projects developed by the students in coordination with local and regional organizations.
Administer health education strategies, interventions and programs Implementation of health education strategies, interventions and programs Public health or related education Systems thinking models (conceptual and theoretical models), applications related to public health
Abstract
Beyond Implicit Bias: A Medical Student Course on Race and Racism in Medicine
Charlotte Austin, Ann Crawford-Roberts, Murad Khan, Giselle Lynch, Carolina Miranda, Lily Ostrer, Ann-Gel S. Palermo, DPH and Sharon Washington, MPH, Ed.D.
Icahn School of Medicine at Mount Sinai, New York, NY
APHA 2016 Annual Meeting & Expo (Oct. 29 - Nov. 2, 2016)
Background: Racism in medicine contributes to racial health disparities in the United States. Knowledge of race and its effects on patients and research participants is essential to competent medical practice, yet medical education lacks formal instruction on the history and dynamics of race and racism. The increasing attention surrounding implicit bias, as a method to reduce health disparities fails to recognize the systematic exclusion of people of color from equitable care. Efforts to address racism should privilege the knowledge held by communities of color; failure to do so perpetuates the systemic effects of racism.
Methods: Six to ten weekly seminar sessions are grounded in literature, critical race theory, experiential learning, structured dialogue and the personal experiences of participants. In centering the experiences of people of color, the course offers a space for healing and for discussion on how to serve patients impacted by racism. By honoring the knowledge held by those participants most affected by racism, the course sheds the history of racism that plagues conventional educational approaches.
Results: Participants and course leaders developed structured course notes, actionable recommendations for our institution, projects on medical curriculum reform for medical schools at large, and a rubric of metrics with which to evaluate racism and anti-racism in medical schools.
Discussion/Conclusion: Medical schools must consider how to best prepare students to identify racial bias and the persistence of racism in the foundations of medical practice; the described pilot intervention employs a unique pedagogical approach.
Advocacy for health and health education Diversity and culture Other professions or practice related to public health Provision of health care to the public Public health or related education Social and behavioral sciences
Abstract
Strategies for anti-racist community engagement in public health pedagogy
Miranda Vargas, MPH
University of Washington, Seattle, WA
APHA 2016 Annual Meeting & Expo (Oct. 29 - Nov. 2, 2016)
Institutional racism in public health graduate programs prevent students, faculty, and staff from recognizing problematic dynamics in their relationships with community-based organizations (CBOs) led by and representing people of color. Barriers, such as top-down decision-making, limit communities' of color participation in shaping research and student projects, and exclude them from creating their own solutions to public health problems. Using anti-racist methodologies created by the People's Institute Northwest, interviews were conducted with 8 CBOs to discover how their academic partners address racial health inequities, and can build more authentic, sustainable relationships with CBOs. Eight interviews were also conducted with graduate program staff to understand their programs' community relationship-building policies and practices. Upon completion, the interviews were analyzed to identify themes to illuminate how public health graduate programs can better meet the needs of communities of color. Findings can be used to shift current pedagogies toward anti-racism by guiding the development of transformative academic policies and practices, which ultimately address racial health inequities.
The presenter will share the process and results of this research, including a toolkit for public health programs to use to examine their own role in racial oppression, how they can take a critical eye to address institutional racism within their programs, and how to create more accountable relationships with CBOs.
Diversity and culture Public health or related education