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van Zyl-Bonk FE, Lange S, Lagro-Janssen ALM, Teunissen TAM. Diagnosing and Discussing Sexual Abuse: A Scoping Review on Training Methods for Health Care Professionals. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2024; 15:243-255. [PMID: 38562652 PMCID: PMC10982581 DOI: 10.2147/amep.s444718] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/02/2023] [Accepted: 03/04/2024] [Indexed: 04/04/2024]
Abstract
Purpose Sexual abuse is a health issue with many consequences. Recognizing and discussing past sexual abuse has proven to be challenging for health care professionals. To improve overall quality of health care for sexual abuse victims, health care professionals need to be properly trained. The aim of this paper is to provide an overview of training methods for health care professionals and to report on their effectiveness. Methods A scoping review was conducted. A broad search was executed in six databases in December 2022. Study selection was performed by two independent reviewers, followed by quality assessment and data extraction. Results After screening of titles and abstracts and later full-text assessment for quality appraisal, seven articles were selected, consisting mostly of non-randomized trials, performed among a total of 1299 health care professionals. All studies were assessed to be of moderate to poor quality. The participants attended training courses with a wide variety of durations, settings, formats and methods. The outcomes showed improvements in self-perceived or measured knowledge, skills and confidence to discuss sexual violence. Changes in clinical practice were scarcely investigated. Training courses were most effective when a mix of didactic passive methods, such as lectures and videos, and active participatory strategies, such as discussions and roleplay, were applied. Timely iteration to reinforce retention of gained knowledge and skills also contributed to effectiveness. Participants most enjoyed incorporating opportunities for receiving feedback in small settings and sharing personal experiences. Conclusion This scoping review summarizes on how to effectively train health care professionals. Flaws and difficulties in measuring the effectiveness of training courses were discussed. Recognition and discussion of past sexual abuse by health care providers can be effectively trained using an alternating mix of multiple active and passive training methods with room for feedback and personal experiences.
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Affiliation(s)
- Fiona Elizabeth van Zyl-Bonk
- Department of Primary and Community Care, Research Institute for Medical Innovation, Radboud University Medical Center, Nijmegen, the Netherlands
| | - Sibylle Lange
- Department of Primary and Community Care, Research Institute for Medical Innovation, Radboud University Medical Center, Nijmegen, the Netherlands
| | | | - Theodora Alberta Maria Teunissen
- Department of Primary and Community Care, Research Institute for Medical Innovation, Radboud University Medical Center, Nijmegen, the Netherlands
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Berman S, Brown T, Mizelle C, Diep T, Gerber MR, Jelley M, Potter LA, Rush P, Sciolla A, Stillerman A, Trennepohl C, Weil A, Potter J. Roadmap for Trauma-Informed Medical Education: Introducing an Essential Competency Set. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2023; 98:882-888. [PMID: 36862618 DOI: 10.1097/acm.0000000000005196] [Citation(s) in RCA: 9] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/13/2023]
Abstract
Research has established that trauma is nearly universal and a root cause of numerous health and social problems, including 6 of the 10 leading causes of death, with devastating consequences across the life course. Scientific evidence now recognizes the complex injurious nature of structural and historical trauma (i.e., racism, discrimination, sexism, poverty, and community violence). Meanwhile, many physicians and trainees grapple with their own trauma histories and face direct and secondary traumatization on the job. These findings substantiate the profound impact of trauma on the brain and body and why trauma training is critical to the education and practice of physicians. However, a critical lag remains in translating essential research insights into clinical teaching and care. Recognizing this gap, the National Collaborative on Trauma-Informed Health Care Education and Research (TIHCER) formed a task force charged with developing and validating a summary of core trauma-related knowledge and skills for physicians. In 2022, TIHCER released the first-ever validated set of trauma-informed care competencies for undergraduate medical education. The task force focused on undergraduate medical education so that all physicians would be taught these foundational concepts and skills from the outset of training, recognizing that faculty development is needed to achieve this goal. In this Scholarly Perspective, the authors offer a roadmap for implementation of trauma-informed care competencies starting with medical school leadership, a faculty-student advisory committee, and sample resources. Medical schools can use the trauma-informed care competencies as a scaffold to customize integration of curricular content (what is taught) and efforts to transform the learning and clinical environments (how it is taught). Using the lens of trauma will ground undergraduate medical training in the latest science about the pathophysiology of disease and provide a framework to address many of our greatest challenges, including health disparities and professional burnout.
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Affiliation(s)
- Sarah Berman
- S. Berman is a third-year psychiatry resident, Cambridge Health Alliance, Cambridge, Massachusetts; ORCID: https://orcid.org/0000-0003-1037-8798
| | - Taylor Brown
- T. Brown is a second-year emergency medicine resident, Beth Israel Deaconess Medical Center, Boston, Massachusetts; ORCID: http://orcid.org/0000-0002-1893-9142
| | - Cecelia Mizelle
- C. Mizelle is a third-year medical student, University of North Carolina, Chapel Hill, North Carolina; ORCID: http://orcid.org/0000-0003-4401-1927
| | - Thang Diep
- T. Diep is a youth engagement specialist, Center for the Pacific Asian Family, Los Angeles, California; ORCID: https://orcid.org/0000-0002-5256-0320
| | - Megan R Gerber
- M.R. Gerber is professor of medicine, Albany Medical College, Albany, New York; ORCID: https://orcid.org/0000-0002-8444-5554
| | - Martina Jelley
- M. Jelley is professor of medicine, University of Oklahoma School of Community Medicine, Tulsa, Oklahoma; ORCID: https://orcid.org/0000-0002-7816-2865
| | - Laura A Potter
- L.A. Potter is a third-year medical student, University of California, Davis, Sacramento, California; ORCID: https://orcid.org/0000-0001-6912-9214
| | - Patricia Rush
- P. Rush is codirector, Center for Collaborative Study of Trauma, Health Equity, and Neurobiology (THEN), Chicago, Illinois; ORCID: https://orcid.org/0000-0001-9775-7541
| | - Andres Sciolla
- A. Sciolla is professor of psychiatry, University of California, Davis, Sacramento, California; ORCID: https://orcid.org/0000-0002-0713-2183
| | - Audrey Stillerman
- A. Stillerman is assistant professor of family medicine, University of Illinois, Chicago, Illinois; ORCID: https://orcid.org/0000-0002-0713-2183
| | - Christopher Trennepohl
- C. Trennepohl is a second-year psychiatry resident, University of Illinois, Chicago, Illinois; ORCID: https://orcid.org/0000-0003-1745-0908
| | - Amy Weil
- A. Weil is professor of medicine and social medicine, University of North Carolina, Chapel Hill, North Carolina; ORCID: https://orcid.org/0000-0002-7671-0397
| | - Jennifer Potter
- J. Potter is professor of medicine, Harvard Medical School, Boston, Massachusetts; ORCID: https://orcid.org/0000-0002-6221-8895
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Rezayi S, Shahmoradi L, Ghotbi N, Choobsaz H, Yousefi MH, Pourazadi S, Ardali ZR. Computerized Simulation Education on Physiotherapy Students' Skills and Knowledge: A Systematic Review. BIOMED RESEARCH INTERNATIONAL 2022; 2022:4552974. [PMID: 36337839 PMCID: PMC9629947 DOI: 10.1155/2022/4552974] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/06/2022] [Revised: 10/04/2022] [Accepted: 10/10/2022] [Indexed: 09/29/2023]
Abstract
INTRODUCTION Applying computerized simulation education tool for learning in medical domains is widely used in many countries. This review is aimed at systematically investigating the computerized simulation tools developed to educate physiotherapy students and determine the effectiveness of these interventions. METHODS A comprehensive search was conducted in Medline (through PubMed) and Scopus databases from inception to Sept. 10, 2022. The studies that examined the effectiveness of computerized simulation-based interventions were included. RESULTS Sixteen studies were included in this systematic review. All included examinations were ranked "good" or "low risk of bias" based on the criteria utilized in the Joanna Briggs Institute (JBI) scale and the Effective Public Health Practice Project (EPHPP) tool. Most of the articles (43%) were conducted in the USA and 25% in Australia. In 43% of the total studies, the study population was only physiotherapy students, and in 12.5% of them, the scope of education was related to practical skills training. Three of the 16 reviewed articles presented positive qualitative results; thirteen quantitative investigations also declared statistically positive effects. Positive effects have been seen in areas such as improving professional and behavioral abilities, improving knowledge and self-confidence, and reducing stress. The sample size of the studies ranged from eight to 162 participants. The limited sample sizes in groups, lack of interaction, and short follow-up duration were the most consistent limitations evident within the included studies. CONCLUSION Computerized simulation education approaches can help to improve physiotherapy students' skills and knowledge. They also have great potential to reduce learning costs and increase the quality of education.
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Affiliation(s)
- Sorayya Rezayi
- Health Information Management and Medical Informatics Department, School of Allied Medical Sciences, Tehran University of Medical Sciences, Tehran, Iran
| | - Leila Shahmoradi
- Health Information Management and Medical Informatics Department, School of Allied Medical Sciences, Tehran University of Medical Sciences, Tehran, Iran
| | - Nastaran Ghotbi
- Department of Physiotherapy, School of Rehabilitation, Tehran University of Medical Sciences, Tehran, Iran
| | - Haniyeh Choobsaz
- Department of Physiotherapy, School of Rehabilitation, Tehran University of Medical Sciences, Tehran, Iran
| | - Mohaddeseh Hafez Yousefi
- Department of Physiotherapy, School of Rehabilitation, Tehran University of Medical Sciences, Tehran, Iran
| | - Shahab Pourazadi
- Advanced Intelligent Systems Robotics Company, Vancouver, British Columbia, Canada
| | - Zakiyeh Raisi Ardali
- Health Information Management and Medical Informatics Department, School of Allied Medical Sciences, Tehran University of Medical Sciences, Tehran, Iran
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Steen M, Raynor J, Baldwin CD, Jee SH. Child Adversity and Trauma-Informed Care Teaching Interventions: A Systematic Review. Pediatrics 2022; 149:184788. [PMID: 35165742 DOI: 10.1542/peds.2021-051174] [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] [Accepted: 11/29/2021] [Indexed: 11/24/2022] Open
Abstract
OBJECTIVES Health professionals need training to provide trauma-informed care (TIC) for children with adverse childhood experiences (ACEs), which can affect short- and long-term health. We summarize and evaluate published curricula for health professionals on ACEs and TIC. METHODS We searched PubMed, Embase, Web of Science, CINAHL, Cochrane Central Register of Controlled Trials, PsychInfo, and MedEdPORTAL through January 2021. Studies meeting the following criteria were included: Described teaching interventions on ACEs, TIC, and child abuse and maltreatment; included health care providers or trainees as learners; were written in English; included an abstract; and described a curriculum and evaluation. We reviewed 2264 abstracts, abstracted data from 79 studies, and selected 51 studies for qualitative synthesis. RESULTS Studies focused on ACEs/TIC (27), child abuse (14), domestic/intimate partner violence (6), and child maltreatment/parental physical punishment (4). Among these 51 studies, 43 were published since 2010. Learners included a mix of health professionals (34) and students (17). Duration, content, and quality of the 51 curricula were highly variable. An analysis of 10 exemplar curricula on ACEs and/or TIC revealed high and very high quality for methods and moderate to very high quality for curriculum evaluation, suggesting that they may be good models for other educational programs. Four of the 10 exemplars used randomized controlled trials to evaluate efficacy. Studies were limited to English language and subject to publication bias. CONCLUSIONS ACEs and TIC are increasingly relevant to teaching health professionals, especially pediatricians, and related teaching curricula offer good examples for other programs.
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Affiliation(s)
| | - Jennifer Raynor
- Edward G. Miner Library, University of Rochester Medical Center, Rochester, New York
| | | | - Sandra H Jee
- Division of General Pediatrics, Department of Pediatrics.,Center for Community Health and Prevention, Rochester, New York
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Morrison JM, Marsicek SM, Hopkins AM, Dudas RA, Collins KR. Using simulation to increase resident comfort discussing social determinants of health. BMC MEDICAL EDUCATION 2021; 21:601. [PMID: 34872529 PMCID: PMC8647375 DOI: 10.1186/s12909-021-03044-5] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/08/2021] [Accepted: 11/17/2021] [Indexed: 05/21/2023]
Abstract
BACKGROUND Social determinants of health (SDoH) play an important role in pediatric health outcomes. Trainees receive little to no training on how to identify, discuss and counsel families in a clinical setting. The aim of this study was to determine if a simulation-based SDoH training activity would improve pediatric resident comfort with these skills. METHODS We performed a prospective study of a curricular intervention involving simulation cases utilizing standardized patients focused on four social determinants (food insecurity, housing insecurity, barriers to accessing care, and adverse childhood experiences [ACEs]). Residents reported confidence levels with discussing each SDoH and satisfaction with the activity in a retrospective pre-post survey with five-point Likert style questions. Select residents were surveyed again 9-12 months after participation. RESULTS 85% (33/39) of residents expressed satisfaction with the simulation activity. More residents expressed comfort discussing each SDoH after the activity (Δ% 38-47%; all p < .05), with the greatest effect noted in post-graduate-year-1 (PGY-1) participants. Improvements in comfort were sustained longitudinally during the academic year. More PGY-1 participants reported engaging in ≥ 2 conversations in a clinical setting related to food insecurity (43% vs. 5%; p = .04) and ACEs (71% vs. 20%; p = .02). DISCUSSION Simulation led to an increased resident comfort with discussing SDoH in a clinical setting. The greatest benefit from such a curriculum is likely realized early in training. Future efforts should investigate if exposure to the simulations and increased comfort level with each topic correlate with increased likelihood to engage in these conversations in the clinical setting.
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Affiliation(s)
- John M Morrison
- Department of Pediatrics, Johns Hopkins University School of Medicine, MD Baltimore, USA
- Division of Pediatric Hospital Medicine, Department of Pediatric Medicine, Johns Hopkins All Children’s Hospital, FL St Petersburg, USA
| | - Sarah M. Marsicek
- Division of Pediatric Hospital Medicine, Department of Pediatric Medicine, AdventHealth for Children, FL Orlando, USA
| | - Akshata M Hopkins
- Department of Pediatrics, Johns Hopkins University School of Medicine, MD Baltimore, USA
- Division of Pediatric Hospital Medicine, Department of Pediatric Medicine, Johns Hopkins All Children’s Hospital, FL St Petersburg, USA
| | - Robert A Dudas
- Department of Pediatrics, Johns Hopkins University School of Medicine, MD Baltimore, USA
- Division of Pediatric Hospital Medicine, Department of Pediatric Medicine, Johns Hopkins All Children’s Hospital, FL St Petersburg, USA
| | - Kimberly R Collins
- Department of Pediatrics, Johns Hopkins University School of Medicine, MD Baltimore, USA
- Division of Pediatric Hospital Medicine, Department of Pediatric Medicine, Johns Hopkins All Children’s Hospital, FL St Petersburg, USA
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Lloyd MC, Ratner J, La Charite J, Ortiz R, Tackett S, Feldman L, Solomon BS, Shilkofski N. Addressing Trauma and Building Resilience in Children and Families: Standardized Patient Cases for Pediatric Residents. MEDEDPORTAL : THE JOURNAL OF TEACHING AND LEARNING RESOURCES 2021; 17:11193. [PMID: 34820511 PMCID: PMC8592119 DOI: 10.15766/mep_2374-8265.11193] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/21/2021] [Accepted: 08/04/2021] [Indexed: 06/13/2023]
Abstract
INTRODUCTION Adverse childhood experiences (ACEs) and trauma are common and can negatively impact children's health. Standardized patient (SP) learning may provide trainees with knowledge and skills to screen for and manage ACEs, apply trauma-informed care approaches, and teach resilience strategies. METHODS With content experts, we developed three SP cases based on common clinical encounters, as well as didactic and debriefing materials. Case 1 focused on somatic symptoms in an adolescent with ACEs, case 2 focused on an ACE disclosure by a parent, and case 3 focused on de-escalation. The workshop required facilitators, SPs, simulation exam room and meeting space, and audiovisual equipment. It lasted 4 hours and included an orientation (1 hour), the three SP cases (totaling 2 hours), and group debriefing (1 hour). RESULTS We conducted five identical workshops with 22 pediatric residents. Participants responded favorably to case fidelity and applicability to their clinical work. Resident mean self-assessment scores improved significantly from baseline. Specifically, we assessed comfort with inquiring about and discussing ACEs, explaining the health impacts of trauma, identifying protective factors, resilience counseling, and de-escalation. Over 90% of responses indicated that residents were likely to apply what they had learned to their clinical practice. DISCUSSION These findings demonstrate that our SP cases were well received and suggest that such curricula can help pediatric residents feel more prepared to address trauma and promote resilience. Future work will assess these outcomes, as well as behavior change, in a larger sample to further substantiate these promising findings.
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Affiliation(s)
- M. Cooper Lloyd
- Resident, Departments of Internal Medicine and Pediatrics, Johns Hopkins University School of Medicine
| | - Jessica Ratner
- Resident, Departments of Internal Medicine and Pediatrics, Johns Hopkins University School of Medicine
| | - Jaime La Charite
- Resident, Departments of Internal Medicine and Pediatrics, Johns Hopkins University School of Medicine
| | - Robin Ortiz
- Resident, Departments of Internal Medicine and Pediatrics, Johns Hopkins University School of Medicine
| | - Sean Tackett
- Associate Professor, Department of Medicine, Johns Hopkins Bayview Medical Center and Johns Hopkins University School of Medicine; Core Faculty, Biostatistics, Epidemiology, and Data Management Core, Johns Hopkins University School of Medicine
| | - Leonard Feldman
- Associate Professor, Departments of Internal Medicine and Pediatrics, Johns Hopkins University School of Medicine
| | - Barry S. Solomon
- Professor, Department of Pediatrics, Johns Hopkins University School of Medicine
| | - Nicole Shilkofski
- Associate Professor, Department of Pediatrics, Johns Hopkins University School of Medicine
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Collins K, Spice C, Ingraham BC, Al Achkar M. Family Medicine Resident Knowledge of Adverse Childhood Experiences. PRIMER : PEER-REVIEW REPORTS IN MEDICAL EDUCATION RESEARCH 2021; 5:13. [PMID: 33860168 DOI: 10.22454/primer.2021.971170] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Introduction Exposure to adverse childhood experiences (ACEs) has been associated with poor health in adulthood. Primary care providers can provide more appropriate medical care and intervene if they ask patients about ACEs. The purpose of this study is to determine existing knowledge and attitudes about ACEs among family medicine residents within the Washington, Wyoming, Alaska, Montana, and Idaho (WWAMI) region. Methods Researchers developed a nine-question survey to assess family medicine residents' knowledge and attitudes about ACEs, and their comfort level in addressing ACEs. The survey was distributed to 540 residents in 22 family medicine residency programs in the WWAMI region. Results Most residents reported they had some (32%) or moderate (35%) knowledge of the ACEs study. However, 30% reported no knowledge of the ACEs study, and very few (3%) reported significant knowledge. Of 117 respondents reporting at least some prior knowledge of ACEs, 42% had first heard about ACEs during residency. The ACEs topics that respondents felt least comfortable addressing during a patient encounter were a patient's personal history of sexual abuse (75%) and witnessing physical abuse (47%). Most residents (84%) indicated that they would like to see ACEs integrated into their residency curriculum. Discussion This study demonstrates a gap in residency training on the topic of ACEs in family medicine residencies within the WWAMI region. Residents are uncomfortable addressing ACEs with patients but are receptive to learning about this topic. More teaching about ACEs can increase residents' comfort level with addressing these topics in the primary care setting.
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Miller-Cribbs J, Bragg J, Wen F, Jelley M, Coon KA, Hanks H, Howell D, Randall K, Isaacson M, Rodriguez K, Sutton G. An evaluation of a simulation and video-based training program to address adverse childhood experiences. Int J Psychiatry Med 2020; 55:366-375. [PMID: 32883135 DOI: 10.1177/0091217420951064] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Adverse Childhood Experiences (ACEs) are multiple sources of maltreatment and household dysfunction with tremendous impact on health. A trauma-informed (TI) approach is preferred when working with patients with ACEs. The Professional ACEs-Informed Training for Health© (PATH©) educational program and simulation experience using standardized patients (SP) was developed to help healthcare professionals address ACEs with adults. PATH© is a 3-4 hour curriculum comprised of lecture and discussion, video-based demonstration, simulation experience, and debriefing. It was first developed for primary care (PC) residents in family medicine and internal medicine, and subsequently modified for occupational therapy (OT) and physical therapy (PT) students. This study evaluates a preliminary dataset focusing on PATH© skills of PC residents and OT and PT students during simulation. Recordings of 53 learner-SP encounters from 15 OT and PT students and 38 PC residents were coded using standardized behavioral codes. A subset of ten recordings of PC residents who participated in simulations in the first and fourth year of the training program allowed for evaluation of training outcomes over time. Results showed that medical residents and OT and PT students demonstrated skills during SP encounters congruent with TI training on addressing ACEs with adults, particularly in explaining ACEs, demonstrating empathy, collaborative treatment planning, and stigma reduction. PC residents showed both positive and negative changes in PATH©-specific skills from year 1 to 4 of the training program. This study supports the PATH© model and simulation-based training in preparing clinicians to address ACEs with adults and provides insight into further curriculum improvement.
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Affiliation(s)
- Julie Miller-Cribbs
- Anne and Henry Zarrow School of Social Work, University of Oklahoma, Norman, OK, USA
| | - Jedediah Bragg
- Anne and Henry Zarrow School of Social Work, University of Oklahoma, Norman, OK, USA
| | - Frances Wen
- Department of Family and Community Medicine, The OU-TU School of Community Medicine, Tulsa, OK, USA
| | - Martina Jelley
- Department of Internal Medicine, The OU-TU School of Community Medicine, Tulsa, OK, USA
| | - Kim A Coon
- Department of Psychiatry, The OU-TU School of Community Medicine, Tulsa, OK, USA
| | - Heather Hanks
- Anne and Henry Zarrow School of Social Work, University of Oklahoma, Norman, OK, USA
| | - Daniel Howell
- Anne and Henry Zarrow School of Social Work, University of Oklahoma, Norman, OK, USA
| | - Ken Randall
- Department of Rehabilitation Sciences, College of Allied Health, University of Oklahoma-Tulsa, Tulsa, OK, USA
| | - Mary Isaacson
- Department of Rehabilitation Sciences, College of Allied Health, University of Oklahoma-Tulsa, Tulsa, OK, USA
| | | | - Ginger Sutton
- Department of Family and Community Medicine, The OU-TU School of Community Medicine, Tulsa, OK, USA
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