Personal and Collective Responsibility for Health Equity
Engage in Anti-Racism initiatives within an Interprofessional setting to address healthcare disparities by embracing diversity, understanding racism's impact, and promoting collaboration for community well-being
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Anti-Racism in Action: a Longitudinal Interprofessional Activity James McAuley, Alexa Valentino, Camilla Curren, Canise Bean, Vondolee Delgado-Nixon, Megan Gregory, Darryl Hood, Tessa Miracle, Andrea Pfeifle 1 |
Personal and Collective Responsibility for Health Equity: Anti-Racism in Action (ARIA) Interprofessional steering team of faculty, staff and students Longitudinal, five-week exercise 1,296 learners from Dentistry, Medicine, Nursing, Optometry, Pharmacy, Public Health, Health and Rehabilitation Sciences, Social Work and Veterinary Medicine 200 interprofessional student teams Each team completed several guided exercises, identified a community problem that could be addressed through interprofessional collaboration, proposed a solution, and created a poster summarizing how the solution would address the problem in our community 2 |
Why address racism through IPE? Racism affects all healthcare providers, patients, and humans An Anti-Racism Action Plan has been created for the OSU campus1 The OSU Health Sciences Colleges have made anti-racism a core value1,2 Interprofessional collaboration can address the issues of racism to transform the health and well-being of patients and communities1,3 1. 2. Anti-Racism Initiatives | Ohio State Medical Center. Accessed August 26, 2021. https://wexnermedical.osu.edu/about-us/anti-racism-initiative Olayiwola JN, Joseph JJ, Glover AR, Paz HL, Gray DM. Making Anti-Racism A Core Value In Academic Medicine, Health Affairs Blog, August 25, 2020. DOI: 10.1377/hblog20200820.931674 Vanderbilt, A. A., Dail, M. D., & Jaberi, P. (2015). Reducing health disparities in underserved communities via interprofessional collaboration across health care professions. Journal of multidisciplinary healthcare, 8, 205 208. https://doi.org/10.2147/JMDH.S74129 3. 3 |
Learning Objectives for IPE Activity Embrace cultural diversity and individual differences that characterize patients, populations, and the health team. (VE3 ) Listen actively, and encourage ideas and opinions of other team members. (CC4) Differentiate between the meanings of institutionalized, personally- mediated and internalized racism. Understand ways in which racism affects personal and community wellbeing and health care delivery to individuals and populations. Describe how professionals in health and other fields can collaborate and integrate clinical care and public health interventions to optimize population health. (RR10) Interprofessional Education Collaborative. (2016). Core competencies for interprofessional collaborative practice: 2016 update. Washington, DC: Interprofessional Education Collaborative. 4 |
Activity Structure Introduction to Activity Session 1 Individual Pre-work Team Discussion Questions Brainstorm Team Project Session 2 Individual Pre-work Team Discussion Questions Brainstorm Team Project Team Poster Submission Welcome Video Learning Objectives Campus and College Resources 5 |
Activity Structure Introduction to Activity Session 1 Individual Pre-work Team Discussion Questions Brainstorm Team Project Session 2 Individual Pre-work Team Discussion Questions Brainstorm Team Project Team Poster Submission Readings and Videos Individual Reflection Assignment 6 |
Activity Structure Introduction to Activity Session 1 Individual Pre-work Team Discussion Questions Brainstorm Team Project Session 2 Individual Pre-work Team Discussion Questions Brainstorm Team Project Team Poster Submission Discuss how institutionalized racism affects students, patients, populations, and/or health care delivery in your discipline 7 |
What is a specific way racism manifests in our community? Activity Structure What is your team's proposal for how to address that issue? Introduction to Activity Session 1 Individual Pre-work Team Discussion Questions Brainstorm Team Project Session 2 Individual Pre-work Team Discussion Questions Brainstorm Team Project Team Poster Submission What are the intended outcomes? Who and what resources are needed to enable success? What opportunities does doing this work as an interprofessional team as opposed to addressing it from an individual or uniprofessional perspective enable? 8 |
Assessment and Evaluation Number Activity Team or Individual Work Pre-Exercise ISVS-9a1 Individual 1 Reflective answers from pre-work in part one Individual 2 Summary of 4 discussion questions from 1st team meeting Team 3 Reflective answers from pre-work in part two Individual 4 Summary of 4 discussion questions from 2nd team meeting Team 5 Final posters Team 6 Session Survey Individual 7 Post-exercise ISVS-9a1 Individual (paired) 8 1. King G, Orchard C, Khalili H, Avery L. Refinement of the Interprofessional Socialization and Valuing Scale (ISVS-21) and Development of 9-Item Equivalent Versions. J Contin Educ Health Prof. 2016 Summer;36(3):171-7. 9 |
Assessment and Evaluation Number Activity Team or Individual Work Pre-Exercise ISVS-9a1 Individual 1 Reflective answers from pre-work in part one Individual 2 Summary of 4 discussion questions from 1st team meeting Team 3 Reflective answers from pre-work in part two Individual 4 Summary of 4 discussion questions from 2nd team meeting Team 5 Final posters Team 6 Session Survey Individual 7 Post-exercise ISVS-9a1 Individual (paired) 8 1. King G, Orchard C, Khalili H, Avery L. Refinement of the Interprofessional Socialization and Valuing Scale (ISVS-21) and Development of 9-Item Equivalent Versions. J Contin Educ Health Prof. 2016 Summer;36(3):171-7. 10 |
ISVS-9A King G, Orchard C, Khalili H, Avery L. Refinement of the Interprofessional Socialization and Valuing Scale (ISVS-21) and Development of 9-Item Equivalent Versions. J Contin Educ Health Prof. 2016 Summer;36(3):171-7. 11 |
Preliminary data analyses on TOTAL Scores Total scores can range from 0 to 63 Pre (n=1,254) Post (n=1,052) Percent change from baseline (n=1,052) 1.11 ( 26.28) Total Score (Mean SD) Min Max 49.70 ( 7.15) 49.43 ( 9.71) 9 63 0 63 12 |
ISVS-9a paired data: Frequency of learner score changes from baseline (n=1,052) 600 544 Decline 500 451 No Change Increase # of Learners 400 300 200 56 100 0 13 |
Assessment and Evaluation Number Activity Team or Individual Work Pre-Exercise ISVS-9a1 Individual 1 Reflective answers from pre-work in part one Individual 2 Summary of 4 discussion questions from 1st team meeting Team 3 Reflective answers from pre-work in part two Individual 4 Summary of 4 discussion questions from 2nd team meeting Team 5 Final product / posters Team 6 Session Survey Individual 7 Post-exercise ISVS-9a1 Individual (paired) 8 1. King G, Orchard C, Khalili H, Avery L. Refinement of the Interprofessional Socialization and Valuing Scale (ISVS-21) and Development of 9-Item Equivalent Versions. J Contin Educ Health Prof. 2016 Summer;36(3):171-7. 14 |
Team 5s Submission Downloadable version of the article (external link) 15 |
Assessment and Evaluation Number Activity Team or Individual Work Pre-Exercise ISVS-9a1 Individual 1 Reflective answers from pre-work in part one Individual 2 Summary of 4 discussion questions from 1st team meeting Team 3 Reflective answers from pre-work in part two Individual 4 Summary of 4 discussion questions from 2nd team meeting Team 5 Final posters Team 6 Session Survey Individual 7 Post-exercise ISVS-9a1 Individual (paired) 8 1. King G, Orchard C, Khalili H, Avery L. Refinement of the Interprofessional Socialization and Valuing Scale (ISVS-21) and Development of 9-Item Equivalent Versions. J Contin Educ Health Prof. 2016 Summer;36(3):171-7. 16 |
Session Survey Evaluation of longitudinal exercise Name & Program Response to statements about course objectives (n=6) Response to knowledge, confidence, team-work (n=3) open-ended about team effectiveness (n=1) Open ended response (n=3) Tell us ONE thing about this interprofessional learning event that went very well for you. Tell us ONE thing about this interprofessional learning event that could improve it for next time. Please share recommendations regarding content for future IPE experiences at The Ohio State University 17 |
This experience enriched my knowledge of my own role and those of other professions to identify and address racism as it affects health equity. N=634 18 |
This interprofessional learning event has increased my confidence in my ability to work effectively in teams. N=634 19 |
Our interprofessional team worked together well to achieve the team assignments. N=634 20 |
Lessons Learned What supported success: Diverse steering team of engaged faculty, staff and students across all health professions Pre-work rocked What could be improved: Incorporate peer evaluation Consider workload for feedback team Identify common times that students can be available to engage in their teams Formal training for feedback team members Student feedback: Appreciate the content and learning the topic Logistics of meeting as a group Consistency across programs Communication and instructions Amount of work Plans for the 2ndoffering 21 |
Anti-Racism in Action: A Longitudinal Interprofessional Activity James McAuley, Alexa Valentino, Camilla Curren, Canise Bean, Vondolee Delgado-Nixon, Megan Gregory, Darryl Hood, Tessa Miracle, Andrea Pfeifle 22 |
