Prenatal Decision-Making in Patients with Limited English Proficiency: What Factors are Involved?

Introduction: A comprehensive definition of culture encompasses shared norms, beliefs, expectations, language, and customs, all of which are crucial considerations when working with patients with limited English proficiency (LEP). In this study, the authors examined how language, external influences, and patient-provider relational factors associated with decisional conflict in prenatal care patients.

Methods: The authors conducted a cross-sectional study to assess decisional conflict related to postpartum contraception, elective induction, and newborn feeding methods.

Cultural Beliefs Regarding Breast Reconstruction in a Minority Group.

Background: The diagnosis and treatment of breast cancer can significantly affect a woman's health and well-being. Several studies have identified factors contributing to disparities in breast reconstruction among ethnic groups, but few have examined the experience of Hispanic women.

Methods: Hispanic women who had undergone breast reconstruction were interviewed in retrospective focus groups.

Impacts, Learner Diversity, and Curricular Framework of a Virtual Global Health Elective Catalyzed by the COVID-19 Pandemic.

Background: Place-based international electives that build global health competencies have existed for decades. However, these electives require travel and are infeasible for many trainees around the world, particularly those with insufficient financial resources, logistical complexities, or visa limitations. The emergence of virtual approaches to global health electives, catalyzed by the travel pause related to the COVID-19 pandemic, necessitates the exploration of learner impacts, participant diversity, and curricular frameworks.

Lessons Learned from Implementing Unconscious Bias Training at an Academic Medical Center.

Introduction: In 2018, our Midwestern university medical center began offering unconscious bias training. Each session concluded with a standard evaluation. We analyzed two years of data that focused on three areas: 1) whether demographic differences or amount of prior knowledge on the topic influenced the training experience; 2) what participants liked best about the training; and 3) whether participants' stated intentions to apply their learning at the end of the training aligned with institutional goals of the training.

An Urban School District-University-Industry Partnership to Increase Diversity in the Health Professions: Lesson Learned from the University of Kansas Health Science Academy.

School-industry partnerships bring invaluable cognitive and material resources to K-12 but might inadvertently contribute to widening the achievement gap. Lack of social capital and industry connections make urban schools less likely to partner. This paper describes the University of Kansas (KU) Medical Center Health Science Academy, a university-industry-K-12 partnership designed to increase the number of underrepresented students in health science careers.

Teachers' Perceptions of Using Health Disparities Content to Engage High Schoolers in Urban Communities.

The objective of this study was to report on teachers' perceptions of using health disparities content to engage high school students in urban communities over the course of a summer health disparities professional development (PD) program. Teachers participated in a three-week, 80-hour summer PD, where they received content on health disparities, met with health disparities researchers, and developed project-based learning units focused on health disparities. To under-stand teachers' perceptions of integrating health disparities content in the classroom, thematic coding was used to analyze data from focus groups collected before and after summer PD for three cohorts of high school teachers in two urban school districts (2016-2018, N=22 teachers).