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Palakshappa D, Brown CL, Skelton JA, Goodpasture M, Albertini LW, Montez K. Social Risk Screening and Interventions in Healthcare Settings: Opportunities, Challenges, and Future Research. Acad Pediatr 2022; 22:1278-1280. [PMID: 35970506 PMCID: PMC10154944 DOI: 10.1016/j.acap.2022.08.001] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/15/2022] [Revised: 07/20/2022] [Accepted: 08/05/2022] [Indexed: 01/18/2023]
Affiliation(s)
- Deepak Palakshappa
- Department of Internal Medicine (D Palakshappa), Wake Forest University School of Medicine, Winston-Salem, NC; Department of Pediatrics (D Palakshappa, CL Brown, JA Skelton, M Goodpasture, LW Albertini, and K Montez), Wake Forest University School of Medicine, Winston-Salem, NC; Public Health Sciences (D Palakshappa, CL Brown, and JA Skelton), Wake Forest University School of Medicine, Winston-Salem, NC.
| | - Callie L Brown
- Department of Pediatrics (D Palakshappa, CL Brown, JA Skelton, M Goodpasture, LW Albertini, and K Montez), Wake Forest University School of Medicine, Winston-Salem, NC; Public Health Sciences (D Palakshappa, CL Brown, and JA Skelton), Wake Forest University School of Medicine, Winston-Salem, NC
| | - Joseph A Skelton
- Department of Pediatrics (D Palakshappa, CL Brown, JA Skelton, M Goodpasture, LW Albertini, and K Montez), Wake Forest University School of Medicine, Winston-Salem, NC; Public Health Sciences (D Palakshappa, CL Brown, and JA Skelton), Wake Forest University School of Medicine, Winston-Salem, NC
| | - Meggan Goodpasture
- Department of Pediatrics (D Palakshappa, CL Brown, JA Skelton, M Goodpasture, LW Albertini, and K Montez), Wake Forest University School of Medicine, Winston-Salem, NC
| | - Laurie W Albertini
- Department of Pediatrics (D Palakshappa, CL Brown, JA Skelton, M Goodpasture, LW Albertini, and K Montez), Wake Forest University School of Medicine, Winston-Salem, NC
| | - Kimberly Montez
- Department of Pediatrics (D Palakshappa, CL Brown, JA Skelton, M Goodpasture, LW Albertini, and K Montez), Wake Forest University School of Medicine, Winston-Salem, NC
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Girolamo TM, Castro N, Fannin DK, Ghali S, Mandulak K. Inequity in Peer Review in Communication Sciences and Disorders. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2022; 31:1898-1912. [PMID: 35758875 PMCID: PMC9531929 DOI: 10.1044/2022_ajslp-21-00252] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/12/2021] [Revised: 12/10/2021] [Accepted: 04/13/2022] [Indexed: 06/15/2023]
Abstract
PURPOSE The American Speech-Language-Hearing Association (ASHA) has committed to advancing diversity, equity, and inclusion (DEI) by retaining and advancing Black, Indigenous, and people of color (BIPOC) individuals in the discipline of communication sciences and disorders (CSD), amid critical shortages of faculty to train the next generation of practitioners and researchers. Publishing research is central to the recruitment, retention, and advancement of faculty. However, inequity in peer review may systematically target BIPOC scholars, adding yet another barrier to their success as faculty. This viewpoint article addresses the challenge of inequity in peer review and provides some practical strategies for developing equitable peer-review practices. First, we describe the demographics of ASHA constituents, including those holding research doctorates, who would typically be involved in peer review. Next, we explore the peer-review process, describing how inequity in peer review may adversely impact BIPOC authors or research with BIPOC communities. Finally, we offer real-world examples of and a framework for equitable peer review. CONCLUSIONS Inequity at the individual and systemic levels in peer review can harm BIPOC CSD authors. Such inequity has effects not limited to peer review itself and exerts long-term adverse effects on the recruitment, retention, and advancement of BIPOC faculty in CSD. To uphold ASHA's commitment to DEI and to move the discipline of CSD forward, it is imperative to build equity into the editorial structure for publishing, the composition of editorial boards, and journals content. While we focus on inequity in CSD, these issues are relevant to other disciplines.
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Affiliation(s)
| | - Nichol Castro
- Department of Communication Disorders & Sciences, State University of New York at Buffalo
| | - Danai Kasambira Fannin
- Department of Communication Sciences and Disorders, North Carolina Central University, Durham
| | - Samantha Ghali
- Child Language Doctoral Program, University of Kansas, Lawrence
| | - Kerry Mandulak
- School of Communication Sciences & Disorders, Pacific University, Forest Grove, OR
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3
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Cohen A, Montez K, Orr C, Konrath J, Oddiri U, Russell CJ, Gambill L, Nesiama JA, Chung PJ, McNeal-Trice K. Changing Who Has a Seat and Voice at the Table: How the Academic Pediatric Association is Responding to Systemic Racism. Acad Pediatr 2022; 22:352-355. [PMID: 35032709 DOI: 10.1016/j.acap.2022.01.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/22/2021] [Revised: 01/03/2022] [Accepted: 01/05/2022] [Indexed: 11/28/2022]
Abstract
The Academic Pediatrics Association has taken multiple steps over the last 2 years to incorporate the lenses of anti-racism and social justice into our mission and work. In this commentary, we discuss the creation and work of the Anti-Racism and Diversity Task Force, which was charged by the Academic Pediatrics Association's Board of Directors with identifying strategies to promote anti-racism and advance the diversity, equity and inclusion agenda.
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Affiliation(s)
- Adam Cohen
- Division of Hospital Medicine, (Adam Cohen), Baylor College of Medicine and Texas Children's Hospital, Houston, Tex.
| | - Kimberly Montez
- Department of Pediatrics, (Kimberly Montez), Wake Forest School of Medicine, Medical Center Blvd, Winston-Salem, NC
| | - Colin Orr
- Division of General Pediatrics and Adolescent Medicine, (Colin Orr), Department of Pediatrics, University of North Carolina School of Medicine, Chapel Hill, NC
| | - Jessica Konrath
- Academic Pediatrics Association, (Jessica Konrath), McLean, Va
| | - Uchechi Oddiri
- Division of Pediatric Critical Care Medicine, (Uchechi Oddiri), Stony Brook University Renaissance School of Medicine, Stony Brook, NY
| | - Christopher J Russell
- Division of Hospital Medicine, (Christopher J. Russell), Children's Hospital Los Angeles, Los Angeles Calif; Department of Pediatrics, (Christopher J. Russell), Keck School of Medicine, University of Southern California, Los Angeles Calif
| | - Lauren Gambill
- Pediatrics University of Texas at Austin Dell Medical School, (Lauren Gambill), Pediatric Hospitalist Dell Children's Medical Center of Central, Austin, Tex
| | - Jo-Ann Nesiama
- Division of Emergency Medicine, (Jo-Ann Nesiama), UT Southwestern Medical Center, Dallas, Tex
| | - Paul J Chung
- Kaiser Permanente Bernard J. Tyson School of Medicine, (Paul J. Chung), Pasadena, CA; University of California Los Angeles, Los Angeles, Calif
| | - Kenya McNeal-Trice
- Department of Pediatrics, (Kenya McNeal-Trice), Division of Hospital Medicine and Division of General Pediatrics and Adolescent Medicine, University of North Carolina School of Medicine, Chapel Hill, NC
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Díaz T, Knight RS. A critical race theory curriculum for emergency medicine learners. AEM EDUCATION AND TRAINING 2021; 5:S108-S111. [PMID: 34616982 PMCID: PMC8480488 DOI: 10.1002/aet2.10677] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/05/2021] [Revised: 04/26/2021] [Accepted: 05/19/2021] [Indexed: 06/13/2023]
Abstract
OBJECTIVES We set out to develop and implement a critical race theory (CRT) curriculum to address an identified gap in emergency medicine education. Sessions explored concepts of CRT and issues of racism as they relate to the clinical and extraclinical environments. METHODS We developed a series of five virtual workshop sessions in 2019 that were held over Zoom in June and July 2020 in the setting of the COVID-19 pandemic. Eight learners completed the curriculum. Prior to each session, learners were provided presession materials including podcasts, recorded lectures, and readings. Thought-provoking questions were also provided with presession materials to facilitate discussion during sessions. Materials were curated to provide foundational knowledge on CRT and U.S. history as well as local history of the San Francisco Bay Area. RESULTS Participants found the curriculum useful, reported increased familiarity with CRT, and were more likely to have an analytic framework for topics of race and racism. Participants also reported that their perspective had been changed after completing the curriculum. CONCLUSIONS Our curriculum promoted effective engagement with topics of race and racism by learners. Opt-in participation contributed to an engaged cohort and the small cohort size encouraged participation by all learners. Semistructured facilitation allowed participants to guide conversations to their own topics of interest while also addressing specific topics at hand. Independent guided presession work allowed participants to gather knowledge at their own pace prior to each session, which likely contributed to more active and in-depth participation.
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Affiliation(s)
- Tomás Díaz
- Department of Emergency MedicineUniversity of California – San FranciscoSan FranciscoCaliforniaUSA
- Department of Emergency MedicineColumbia University Irving Medical CenterNew YorkUSA
| | - R. Starr Knight
- Department of Emergency MedicineUniversity of California – San FranciscoSan FranciscoCaliforniaUSA
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Blankenburg R, Poitevien P, Gonzalez Del Rey J, Aylor M, Frohna J, McPhillips H, Waggoner-Fountain L, Degnon L. Dismantling Racism: Association of Pediatric Program Directors' Commitment to Action. Acad Pediatr 2020; 20:1051-1053. [PMID: 32861803 PMCID: PMC7450251 DOI: 10.1016/j.acap.2020.08.017] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/15/2020] [Revised: 08/25/2020] [Accepted: 08/26/2020] [Indexed: 01/25/2023]
Affiliation(s)
- Rebecca Blankenburg
- Department of Pediatrics, Stanford School of Medicine (R Blankenburg), Palo Alto, Calif.
| | - Patricia Poitevien
- Department of Pediatrics, Hasbro Children's Hospital, Brown University (P Poitevien), Providence, RI
| | - Javier Gonzalez Del Rey
- Department of Pediatrics, Cincinnati Children's Hospital Medical Center, University of Cincinnati College of Medicine (J Gonzalez del Rey), Cincinnati, Ohio
| | - Megan Aylor
- Department of Pediatrics, Oregon Health & Science University (M Aylor), Portland, Ore
| | - John Frohna
- Department of Pediatrics, University of Wisconsin (J Frohna), Madison, Wis
| | - Heather McPhillips
- Department of Pediatrics, Seattle Children's Hospital, University of Washington (H McPhillips), Seattle, Wash
| | | | - Laura Degnon
- Association of Pediatric Program Directors (L Degnon), McLean, Va
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