st louis community university health research partnerships and our community our health n.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
St. Louis Community/University Health Research Partnerships and Our Community, Our Health PowerPoint Presentation
Download Presentation
St. Louis Community/University Health Research Partnerships and Our Community, Our Health

play fullscreen
1 / 90

St. Louis Community/University Health Research Partnerships and Our Community, Our Health

99 Views Download Presentation
Download Presentation

St. Louis Community/University Health Research Partnerships and Our Community, Our Health

- - - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

  1. St. Louis Community/University Health Research PartnershipsandOur Community, Our Health Skills Building Workshop February 10, 2010 8:30 a.m. - 12:30 p.m.

  2. Our Community, Our Health • Consuelo H. Wilkins, MD, Director • Associate Professor of Medicine and Psychiatry, and • Director, CARE in our Community Program, • Washington University in St. Louis • Darcell P. Scharff, PhD, Co-Director • Associate Dean of Academic Affairs, • and Assistant Professor Department of Community Health, • Saint Louis University • http://ourcommunity-ourhealth.org

  3. Our Community, Our Health Advisory Board • Nicole Adewale, LEED AP • Alfreda Brown, MA • Mario Castro, MD, MPH • Mary Ann Cook, PhD • Kendra Copanas • Sarah Gehlert, PhD • Jacque Land • Sherrill Jackson, RN, CPNP, MSA • Nathaniel H. Murdock, MD • Juan B. Peña, PhD • Michael Railey, MD • F. David Schneider, MD • Shira Truitt, JD, MSW, LCSW • Kristin Wilson, PhD, MHA • Rev. Starsky D. Wilson, M.Div

  4. OCOH: Program Supporters Washington University: • Institute of Clinical and Translational Sciences • Institute for Public Health • School of Medicine • Center for Health Policy Saint Louis University: • School of Public Health • School of Medicine

  5. Our Community, Our HealthAn Academic-Community Partnership Conference Series What is Our Community, Our Health? Joint program between Washington University and Saint Louis University to: • Disseminate relevant and culturally appropriate health information • Actively engage the St. Louis community in partnerships to help address local health disparities. What are the goals of Our Community, Our Health? • Establish a culturally-centered conference series focusing on dissemination of relevant health information • Develop community-academic partnerships to conduct community-based research addressing health disparities • Align academic research priorities with health priorities identified by the community

  6. October 29, 2009 Inaugural Conference Convenient Location • Harris-Stowe State University located in • downtown St. Louis Attendance • 170+ with >50% community representatives Keynote Address • Gloria Wilder, MD - “Community Academic Partnerships: Essential to Addressing Health Disparities”

  7. Community-Academic Success Stories PANEL DISCUSSION • Successful community-academic partnerships • Two community representatives and two academic investigators

  8. October 29, 2009 Inaugural Conference • Small Group Discussions • Co-led by community and academic • Recurrent themes from table discussions • Need for transparency in partnerships • More cultural competency education; knowledge of • ‘community’ • Develop ongoing programs: academic/university- • driven, not funding-driven • Invite community input early and often • Invest funding in community whenever possible • Trust - a big issue

  9. October 29, 2009 Inaugural Conference Interactive Audience Response Survey • 149 respondents • 80 community members/CBO representatives • 57 academic/university faculty or staff • 12 students

  10. What impact do the following have on health conditions in African Americans and other minorities in St. Louis?Health Beliefs • = No Impact • = Only a Little Impact • = A Fair Amount of Impact • = A Lot of Impact • = Not Sure

  11. What impact do the following have on health conditions in African Americans and other minorities in St. Louis?Life Skills and Behaviors • = No Impact • = Only a Little Impact • = A Fair Amount of Impact • = A Lot of Impact • = Not Sure

  12. What impact do the following have on health conditions in African Americans and other minorities in St. Louis?Education • = No Impact • = Only a Little Impact • = A Fair Amount of Impact • = A Lot of Impact • = Not Sure

  13. What impact do the following have on health conditions in African Americans and other minorities in St. Louis?Poverty • = No Impact • = Only a Little Impact • = A Fair Amount of Impact • = A Lot of Impact • = Not Sure

  14. What impact do the following have on health conditions in African Americans and other minorities in St. Louis?Social Support Networks • = No Impact • = Only a Little Impact • = A Fair Amount of Impact • = A Lot of Impact • = Not Sure

  15. What impact do the following have on health conditions in African Americans and other minorities in St. Louis?Employment and Working Conditions • = No Impact • = Only a Little Impact • = A Fair Amount of Impact • = A Lot of Impact • = Not Sure

  16. What impact do the following have on health conditions in African Americans and other minorities in St. Louis?Access to Health Services • = No Impact • = Only a Little Impact • = A Fair Amount of Impact • = A Lot of Impact • = Not Sure

  17. What impact do the following have on health conditions in African Americans and other minorities in St. Louis?The Physical Environment • = No Impact • = Only a Little Impact • = A Fair Amount of Impact • = A Lot of Impact • = Not Sure

  18. What level of priority would you give to research about the following health problems? Heart Disease and High Blood Pressureamong African Americans andother minorities in St. Louis • = Lowest Priority • = Some Priority • = Moderate Priority • = High Priority • = Highest Priority

  19. What level of priority would you give to research about the following health problems? Diabetesamong African Americans andother minorities in St. Louis • = Lowest Priority • = Some Priority • = Moderate Priority • = High Priority • = Highest Priority

  20. What level of priority would you give to research about the following health problems? AIDSamong African Americans andother minorities in St. Louis • = Lowest Priority • = Some Priority • = Moderate Priority • = High Priority • = Highest Priority

  21. What level of priority would you give to research about the following health problems? Sexually Transmitted Diseases (STDs)among African Americans andother minorities in St. Louis • = Lowest Priority • = Some Priority • = Moderate Priority • = High Priority • = Highest Priority

  22. What level of priority would you give to research about the following health problems? Canceramong African Americans andother minorities in St. Louis • = Lowest Priority • = Some Priority • = Moderate Priority • = High Priority • = Highest Priority

  23. What level of priority would you give to research about the following health problems? Chronic Lung Diseaseamong African Americans andother minorities in St. Louis • = Lowest Priority • = Some Priority • = Moderate Priority • = High Priority • = Highest Priority

  24. What level of priority would you give to research about the following health problems? Flu and Pneumoniaamong African Americans andother minorities in St. Louis • = Lowest Priority • = Some Priority • = Moderate Priority • = High Priority • = Highest Priority

  25. What level of priority would you give to research about the following health problems? Homicideamong African Americans andother minorities in St. Louis • = Lowest Priority • = Some Priority • = Moderate Priority • = High Priority • = Highest Priority

  26. What level of priority would you give to research about the following health problems? Kidney Diseaseamong African Americans andother minorities in St. Louis • = Lowest Priority • = Some Priority • = Moderate Priority • = High Priority • = Highest Priority

  27. How much do you agree or disagreewith the following statements about participation in research? African Americans and other minorities are less likely to participate in medical research because it is inconvenient • = Strongly Disagree • = Somewhat Disagree • = Neither Agree nor Disagree • = Somewhat Agree • = Strongly Agree

  28. How much do you agree or disagreewith the following statements about participation in research? African Americans and other minorities are less likely to participate in medical research because they are not informed about research opportunities • = Strongly Disagree • = Somewhat Disagree • = Neither Agree nor Disagree • = Somewhat Agree • = Strongly Agree

  29. How much do you agree or disagreewith the following statements about participation in research? African Americans and other minorities are less likely to participate in medical research because they do not trust people in the health care system • = Strongly Disagree • = Somewhat Disagree • = Neither Agree nor Disagree • = Somewhat Agree • = Strongly Agree

  30. How much do you agree or disagreewith the following statements about participation in research? African Americans and other minorities are less likely to participate in medical research because they are afraid it might harm them • = Strongly Disagree • = Somewhat Disagree • = Neither Agree nor Disagree • = Somewhat Agree • = Strongly Agree

  31. How much do you agree or disagreewith the following statements about participation in research? African Americans and other minorities are less likely to participate in medical research because they do not want to find out if they have a health problem • = Strongly Disagree • = Somewhat Disagree • = Neither Agree nor Disagree • = Somewhat Agree • = Strongly Agree

  32. How much do you agree or disagreewith the following statements about participation in research? African Americans and other minorities are less likely to participate in medical research because they are concerned they will not be treated with respect • = Strongly Disagree • = Somewhat Disagree • = Neither Agree nor Disagree • = Somewhat Agree • = Strongly Agree

  33. Survey Results – Health Priorities • Cancer • Cardiovascular Disease • Tie – Diabetes and Homicide • HIV/AIDS • Chronic Kidney Diseases • Sexually Transmitted Diseases • Chronic Kidney Diseases • Flu/Pneumonia

  34. Strategies to Develop Successful Community-Academic Collaborations • Share the power. Eliminate or minimize perceived or potential differences in power. • Learn how each partner operates/functions. Remove operational or logistical barriers to implementing proposals. • Communicate well. Create a system of communicating that facilitates open and honest dialogue.

  35. Eliminate or minimize perceived or potential differences in power Strategies identified by small groups • Provide opportunities for regular interactions • Invite community input into proposals early, not after the proposal is developed • Consider the demands and limited resources of many community organizations • Researchers must respect and value the community for its experiences and assets not just subjects for research • Transparency regarding research budget/ financial resources available

  36. Remove operational or logistical barriers to implementing proposals Strategies identified by small groups • Make it a ‘co-learning’ experience • Academic investigators/staff must be transparent about their motives/incentives for doing research • Acknowledge and respect that research is not everyone’s ‘full-time job’ • Community organizations must acknowledge their strengths and limitations to do research. • Be willing to try new approaches. • LISTEN

  37. Create an effective system of communicating Strategies identified by small groups • Create contact list with best way to communicate, best time of day, etc • Provide regular updates re: progress, concerns, etc. • Provide cultural competency training, ‘community-competency training’ • Develop a ‘research dictionary’. Make sure that partners know what the words mean. • Set CLEAR expectations for everyone. Put it in writing.

  38. Tips on Writing to Get Funded Karen L. Dodson Office of Faculty Affairs Washington University School of Medicine St. Louis, Missouri February 10, 2010

  39. Objectives of Today’s Presentation • Summarize the journalistic style of writing to present a clear and concise message in your grant application • Provide specific grant-writing tips • Provide a suggested template to help you overcome writer’s block

  40. How to Write Like a Journalist

  41. William Faulkner and Ernest Hemingway

  42. Faulkner: The Artist “Loving all of it even while he had to hate some of it because he knows now that you don’t love because: you love despite; not for the virtues, but despite the faults.”

  43. Hemingway: The Journalist • “All you have to do is write one true sentence. Write the truest sentence that you know.”

  44. Hemingway: The Journalist • When challenged to write a full story in six words, he responded: “For Sale: baby shoes, never worn.” • --Courtesy of Jay Piccirillo, MD

  45. Word Choice • Use common words as much as possible. • Define technical words early. • Never assume that your reader will understand “jargon.” • Always spell out abbreviations at first mention. • Don’t trust spell check. • Proofread, proofread, proofread!

  46. Word Choice Use the word that conveys your meaning most accurately. When deciding between two such words, choose the shorter word: Approximately About Commence Begin Finalize Finish Prioritize Rank Terminate End Utilize Use

  47. Word Choice Problems The problems that copyeditors see most frequently are words carelessly interchanged. This can affect meaning.

  48. Word Choice Problems Ability vs. Capacity • Ability is the mental or physical power to do something, or the skill in doing it. • Capacity is the full amount that something can hold, contain, or receive.

  49. Word Choice Problems Continual vs. Continuous • Continual means intermittent, occurring at repeated intervals. • Continuous means uninterrupted, unbroken continuity.

  50. Word Choice Problems Affect/Effect: Affect: (verb) influence or modify Effect: (noun) result Among/Between: Among: used with more than two choices Between: used with only two choices