Displaying records 1 through 7 of 7 found.
Ensuring Equity in COVID-19 Decision Making: Equity Lens Tool for Health Departments. Year Developed: 2021. Source: Human Impact Partners and Big Cities Health Coalition. Presenter(s): Lili Farhang, Heather Jue Northover, and Gretchen Musicant. Type: Webinar Archive. Level: Intermediate. Length: 60 minutes.
Annotation: Recording of January 11, 2021 webinar where Human Impact Partners and Big Cities Health Coalition discuss their tool to support health departments in addressing equity in COVID-19 response. Featuring Lili Farhang, Co-Director, Human Impact Partners, Heather Jue Northover, Director, Center for Health Equity, Los Angeles County Department of Public Health, and Gretchen Musicant, Commissioner, City of Minneapolis Health Department.
Learning Objectives: • Reenergize the practice of applying an equity lens in COVID-19 decision making. • Assess how decisions will be experienced by specific communities and ensure these decisions work for the people most impacted. • Learn an approach for engaging with and remaining accountable to communities historically disenfranchised from decision making.
Moving Forward: Using the National CLAS Standards to Address Social Justice and Health Equity. Year Developed: 2020. Source: Substance Abuse and Mental Health Services Administration. Presenter(s): Catalina Booth. Type: Webinar. Level: Intermediate. Length: 90 minutes.
Annotation: The National Standards for Culturally and Linguistically Appropriate Services (CLAS Standards) were developed as a tool to enforce Title VI of the Civil Rights Act of 1964. This history positions the National CLAS Standards as an effective tool for advancing health equity and improving social justice. This webinar focuses on understanding the history of the CLAS Standards and learning how they can be used to advance health equity and social justice by improving access and effectiveness.
Learning Objectives: • Review the history of the National CLAS Standards and their relationship to the Civil Rights Act; • Understand the relevance of civil rights law to behavioral health care practice; • Learn how the CLAS Standards can be used to advance health equity and social justice; • Discuss practical examples of how the CLAS Standards address disparities and improve health equity and social justice.
Innovative Approaches to Collecting Needs Assessment Data. Year Developed: 2020. Source: Maternal Health Learning Innovation Center. Presenter(s): Rebecca Gillam, Chris Tilden. Type: Video. Level: Introductory. Length: 13 minutes.
Annotation: Kansas University Center for Public Partnerships & Research reports on efforts to use innovative mixed-methods approaches to engage and involve families and community members in a statewide needs assessment. This broad-based approach provided opportunities for hundreds if not thousands of Kansans to participate in a statewide needs assessment and to provide a unique lens on issues that helped the state develop a meaningful, responsive, strategic plan to address maternal and child health issues in the state in the coming years.
Learning Objectives: • Learn four methods used to reach traditionally unheard voices in typical data collection including: 1) electronic kiosks, 2) our tomorrows stories, 3) youth photo project, and 4) regional and interactive open houses
Resources for Developing an Understanding of Health Disparities. Year Developed: 2017. Source: Association of Clinicians for the Underserved. Presenter(s): Susan White, MD. Type: Webinar. Level: Introductory. Length: 53 minutes.
Annotation: This webinar reviews online tools that offer both general and community specific interactive learning activities to help primary care providers better understand the community and the challenges of their patients. A variety of tools including Spent, bias assessment, medication simulation, Dartmouth Health Atlas, Google Maps, and community food resources are presented.
Measuring Health Disparities. Year Developed: 2017. Source: Michigan Public Health Training Center. Presenter(s): n.a.. Type: Online Course. Level: Intermediate. Length: Self-paced.
Annotation: This interactive course focuses on some basic issues for public health practice -- how to understand, define and measure health disparity. This course examines the language of health disparity to come to some common understanding of what that term means, explains key measures of health disparity and shows how to calculate them. This course was originally released in 2005. Given its success as a foundational course, updates were made in 2017 for this new, web-based version.
Learning Objectives: By the end of the first content section (which includes Part I What are Health Disparities? and Part II Issues in Measuring Health Disparities), you will be able to: • Identify the dimensions of health disparity as described in Healthy People 2020 • List three definitions of health disparity. • Interpret health disparity in graphical representations of data. • Explain relative and absolute disparity. • Describe how reference groups can affect disparity measurement. By the end of the second content section (which includes Part III Measures of Health Disparities and Part IV Analytic Steps in Measuring Health Disparity), you will be able to: • Describe at least three complex measures of health disparities. • List strengths and weaknesses of at least three health disparity measures. •Summarize the analytic steps in measuring health disparity.
Special Instructions: To access this course, you first need to create an account
Continuing Education: 3 CHES; 3.3 CNE Contact Hours
Exploring Implicit Bias in Interprofessional Education and Practice. Year Developed: 2015. Source: American Interprofessional Health Collaborative. Presenter(s): Dr. Margaret Stuber, Dr. Janice Sabin. Type: Webinar Archive. Level: Intermediate Advanced. Length: 60 minutes.
Annotation: Implicit or unconscious assumptions and biases challenge collaborative work within interprofessional teams and affect health equity for the population. Although pattern recognition is used by all health care professionals in their work, the results of assumptions made on the basis of past experience can be a hazard to client’s health. Women can be undertreated for heart disease, wealthy people may not be tested for HIV, or people of certain cultures may be undertreated for pain. Similarly, assumptions about people in specific professional fields may shape the way we interact, limiting the efficacy of our teams. This webinar addressed the definition and science of implicit or unconscious bias, as well as its role in contributing to social determinants of health. It used case examples to illustrate how unconscious bias affects clinical care, and discussed the research in this field. It presented ways to mitigate the effects of unconscious bias in health care, including diverse input in clinical decision-making and team care. It discussed how these ideas and objectives can be incorporated effectively into interprofessional education.
Learning Objectives: • Review the science of implicit social cognition and define implicit associations. • Describe situations in which unconscious bias may affect clinical care. • Identify strategies to minimize the influence of unconscious bias on interactions with patients and other healthcare professionals.
Special Instructions: All individuals will be required to set up a learner profile through a guest account to register for AIHC educational activities. More information about this one-time process and how to register for AIHC webinars can be found at https://aihc-us.org/AIHCregistration.
Achieving Health Equity: Addressing Racism as a Threat to the Health and Well-being of our Nation. Year Developed: 2012. Source: Michigan Public Health Training Center and the Genesee County Health Department. Presenter(s): Camara Jones, MD, MPH, PhD. Type: Webinar. Level: Intermediate. Length: 110 minutes.
Annotation: This presentation equips public health workers with tools for motivating, initiating, and sustaining work to address health equity. These tools include the “Cliff Analogy” animation which distills three levels of health intervention; a definition of racism which can be generalized to become a definition of any structured inequity; the “Gardener’s Tale” allegory which illustrates and encourages discussion about three levels of racism; data on the relationship between “socially assigned race” and self-rated health; a three-part definition of health equity including what it is, how to achieve it, and how it relates to health disparities; and information on an international anti-racism treaty which can serve as a platform for action.
Learning Objectives: • Describe the relationship between medical care, secondary prevention, primary prevention, addressing the social determinants of health, and addressing the social determinants of equity using the “Cliff Analogy.” • Define racism, and distinguish three levels of racism using the "Gardener's Tale" allegory. • Describe the relationship between “socially-assigned race” and self-rated general health status on the 2004 Behavioral Risk Factor Surveillance System. • Identify the status of the United States with regard to the International Convention on the Elimination of all forms of Racial Discrimination.
Special Instructions: To access this course, you first need to create an account. Mac users need to download Silverlight to view.