Community Advocacy Rounds

A Cultural Competency and Health Disparity Curriculum

Carrie Mauras, PhD, Noelle Huntington, PhD, Alison Schonwald, MD

Background Data
Week Topic Preparation Activity Response Rate 80% (12/15)
Culturally competent care can reduce
disparities in health care
Medical education should include longitudinal 1 Cultural Competence 101 ---- Case Based Power Point
training in cultural competence as well as
successful engagement with community
partners Family Structure Article: Loss of a parent
2 Berg L, Rostila M, Saarela J, Hjern A. Parental Death During
Case & Discussion
Adult learning methods pair well with these Childhood and Subsequent School Performance. Pediatrics
2014;133;682.

topics, accounting for prior knowledge, Article: Children of Depressed

incorporating self-reflection and ongoing critical Parents
thinking
3 Impact of Parental Depression Wickramaratne P. et al. Children of Depressed Mothers 1 Year After
Case & Discussion
Remission of Maternal Depression: Findings From the STAR*D-
Child Study. Am J Psychiatry 2011; 168:593602.

Present disability awareness

Goals http://www.huffingtonpost.com/emily- unit
ladau/i-wont-disability-
Collaborating with Community Agencies: (Blind/Vision Impaired,
4 Understanding Our Differences
simulation_b_4936801.html
Deaf/Hard of Hearing,
Develop and evaluate a dynamic curriculum http://www.understandingourdifferences.or
using adult learning methods g/ Intellectual Disability,
Physical Disability)
Curriculum explores the social ecology of the
Article: Children of Parents with
patient, addressing health disparities, cultural Intellectual Disability
competence and other social-ecological factors 5 Impact of Parental Intellectual Disability Collings S, Llewellyn G. Children of parents with intellectual Case & Discussion
disability: Facing poor outcomes or faring okay? Journal of
Community Advocacy Rounds. (Strongly) Agree
influencing health outcomes in Developmental Intellectual & Developmental Disability, March 2012; 37(1): 6582.

Behavioral Pediatrics (DBP) Privilege Walk

6 Cultural Competence 201 ----- Increased my awareness of the disparities in care opportunities
for children from disadvantaged backgrounds
91%

Team Increased my awareness of my own biases and assumptions

100%
about families and communities
DBP: Alison Schonwald, MD
7 Cultural Competence 301 ----- Values Comparison
Increased my understanding of the influence of stigmatization
Psychologists: Carrie Mauras, PhD and Anna and discrimination on child health and development
91%

Chaves McDonald, PhD Present experience visiting

Social Workers: Katherine Engel, Julianna 8 Educational Environments Prepare to present
local school Will improve my ability to treat children with a wide range of
100%
backgrounds and life experiences effectively
Brody-Fialkin, Alison Rosenberg
Educators: Alexandra Fortuna, Lisyl Rigsby Article: Toxic Stress
9 Toxic Stress Shonkoff J, et al. The Lifelong Effects of Early Childhood Adversity Case and Power Point
Lessons Learned
and Toxic Stress. Pediatrics 2012;129;e232.

Intervention Article: Siblings of Children with

Disabilities
10 Siblings of Children with Disabilities Case based discussion Discussing uncomfortable topics and sharing
Content generated from DBP Boards content Walton K, Ingersoll B. Psychosocial Adjustment and Sibling
Relationships in Siblings of Children with Autism Spectrum Disorder:
Risk and Protective Factors. J Autism Dev Disord, April 2015. personal viewpoints may be difficult, but can lead
specifications and previous challenging cases
to an effective and memorable learning experience
13 1-hour sessions Article: Mass Trauma
Interdisciplinary staff attendance 11 Mass Trauma Chrisman A, Joseph G. Dougherty J. Mass Trauma: Disasters,
Terrorism, and War. Child Adolesc Psychiatric Clin N Am 23 (2014)
Flipped Classroom
257279
Adult learning activities were engaging and
DBP and Psychology fellows
Case Discussion effective for many learners
LEND fellows
12 Fellow Case Review -----
Each session included a combination of
Sessions should be held regularly and group
preparation by participants, and/or case
Cultural Competence Self participants, including faculty, should be as
discussion, and/or active group learning Wrap Up
13 Self-Reflection ----- Assessment consistent as possible
activities
Letter to Self Letter to Self
15 trainees were surveyed about relevance
Sessions can be standalone or mixed in with other
and utility of the series for educational
learning session (e.g., M&M)
purposes Acknowledgement: DBP and Psychology fellows are supported in part by the LEND and MCHB Training Grants