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The Clinical Problem Solvers is a multi-modal venture that works to disseminate and democratize the stories and science of diagnostic reasoning Twitter: @CPSolvers Website: clinicalproblemsolving.com
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Episodes

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Any topic in medicine is more enjoyable once you learn the topic. I did not have a systematic approach to ataxia one year ago and it was a tough day at work. I used that energy to create an approach with a dear friend. 

We hope you are kind to yourselves and use such reminders as a stimulus to grow rather than defeat.

We thank you for your support.

Rabih and Reza or Reza and Rabih #RR

 

This episode is available on Patreon only.

Why? 

More about the RLR series here. 

More description

 

Any topic in medicine is more enjoyable once you learn the topic. I did not have a systematic approach to ataxia one year ago and it was a tough day at work. I used that energy to create an approach with a dear friend. 

We hope you are kind to yourselves and use such reminders as a stimulus to grow rather than defeat.

We thank you for your support.

Rabih and Reza or Reza and Rabih #RR

 

This episode is available on Patreon only.

Why? 

More about the RLR series here. 

Extract Knowledge
Listen elsewhere
Web

Jack, Sharmin, Lindsey, and Dan discuss a case of Jaundice and Lung Nodules.

https://clinicalproblemsolving.com/wp-content/uploads/2021/10/Schema-RTP-10.14.mp3

 

 Jaundice schema

Lung Nodules schema

Download CPSolvers App here

Patreon website

More description

Jack, Sharmin, Lindsey, and Dan discuss a case of Jaundice and Lung Nodules.

https://clinicalproblemsolving.com/wp-content/uploads/2021/10/Schema-RTP-10.14.mp3

 

 Jaundice schema

Lung Nodules schema

Download CPSolvers App here

Patreon website

Extract Knowledge
Listen elsewhere

https://clinicalproblemsolving.com/wp-content/uploads/2021/10/ARM-Ep-11-RTP.mp3

CPSolvers: Anti-Racism in Medicine Series

Episode 11: Racism, Redlining, and the Path Towards Reconciliation

Show Notes by Sud Krishnamurthy, Michelle Ogunwole, Chioma Onuoha

October 12th, 2021

Summary: This episode is part of a 3-part series on Race, Place, and Health. In this episode, we invite Mr. Richard Rothstein, distinguished Fellow of the Economic Policy Institute and acclaimed author of the book, The Color of Law: A Forgotten History of How Our Government Segregated America, and Professor Fernando De Maio, PhD director of research and data use at the AMA’s Center for Health Equity, professor of sociology at DePaul University, and co-editor of the recently published book, Unequal Cities: Structural Racism and the Death Gap in America’s Largest Cities, to share their expertise on structural racism, neighborhood segregation, and health inequities.

 

Episode Learning Objectives:

After listening to this episode learners will be able to…

  1. Explain the differences between de jure and de facto segregation
  2. Explore the historical and present-day implications of neighborhood redlining and housing segregation on health disparities
  3. Explain the importance of precise definitions when discussing structural racism  
  4. Explore short and long term remedies to segregation

 

Credits

  • Written and produced by: Utibe R. Essien, MD, MPH, Jennifer Tsai MD, MEd, Rohan Khazanchi, MPH, Michelle Ogunwole, MD, Sudarshan Krishnamurthy, Naomi F. Fields, LaShyra Nolen, Chioma Onuoha, Dereck Paul, MD, MS, Ayana Watkins, Jazzmin Williams
  • Hosts: Utibe R. Essien, MD, MPH, Jennifer Tsai MD, MEd, Rohan Khazanchi, MPH
  • Infographic: Creative Edge Design
  • Audio edits: David Hu
  • Show notes: Sudarshan Krishnamurthy, Michelle Ogunwole, Chioma Onuoha
  • Guests: Richard Rothstein, Fernando De Maio, PhD

 

Time Stamps

00:00               Introduction

02:29               De Jure and De Facto Segregation: The Color of Law

06:45               Health Inequities and Segregation: Unequal Cities

12:07               Defining Structural Racism

18:05               Federal Policy and Suburbanization

24:50               The Racial Wealth Gap and its Consequences

30:27               The Role of Health Equity Promoting Policy

32:00               Potential Remedies for Past Harms

39:45               Segregation of Medical Care

41:20               What Can Listeners Do Going Forward?

 

Episode Takeaways:

   1. Terminology and Definitions of de jure and de facto segregation: The myth that segregation in modern societies has to do with private activities (e.g individual bias or bigotry that leads to a failure to sell a home to a person of color)  and personal choices ( e.g. Black people prefer to live among other Black people) is referred to as de facto segregation. Adopting this worldview removes any obligation to remedy the consequences of segregation. In contrast, de jure segregation refers to the involvement of federal, state, and local governments in creating, structuring, designing, reinforcing, and perpetuating segregation. This reality of de jure segregation helps us understand that we have an obligation to remedy this constitutional violation.

  2. Segregation relates to crucial public health outcomes that ultimately have an effect on life expectancy: The average life expectancy across the United States is 78.6 years; however, there exists a 10 year gap in life expectancy among the 30 largest cities in the US, from 72.9 years in Baltimore to 82.9 years in San Francisco and San Jose. Across the country, we see a 4 year gap in life expectancy between Black and White Americans; and this gap between and Black and White individuals ranges from 12 years in Washington DC, more than 8 years in Chicago, to no gap in El Paso. These gaps are not a product of lifestyle choices, biology or individual behaviors. They are a product of deep-rooted man-made policies that extend to many sectors (healthcare, education, criminal justice etc). These policies have systematically disadvantaged some groups, and have advantaged others. These policies are woven deeply into the fabric of the United States, and are intimately related to residential segregation, life expectancy, and mortality.

 3. Unconstitutional housing policy in the mid-20th century led to the present day wealth gap and has implications for disparities: Discriminatory policies prohibited African Americans from being homeowners, while allowing White Americans to purchase homes and accumulate generational wealth. These policies established the wealth gap between Black and White Americans that persists today. Nationally, African Americans’ income is 60% of that of White Americans. Although one would think this leads to a 60% wealth gap as well, household wealth of African Americans is 5% (95% wealth gap)  of that of White Americans. This extreme disparity between the 60% income ratio and the 5% wealth ratio is attributable to consequences of federal housing policy practiced in the mid-20th century. You can draw a line from these discriminatory housing policies, to the wealth gap, to disparities in education, health, and police brutality.

Pearls

 On the importance of considering place based inequities

Variability of health inequities between communities in a single city or across different cities is critical to consider when discussing health inequity.

We tend to think of health inequities as big, monolithic, deeply entrenched patterns, and they are, but their variability is really important. It gives us a sense of how different things can be.”-Professor Fernando De Maio

On language and the use of the term ‘structural racism’

Structural racism  is a word that is used often, however many people do not know what it really means. Professor DeMaio notes that confusion around terminology is not a reason to shy away from discussions around it. He declares that one of our greatest challenges, and also one of our obligations, is to address structural racism head on.

It’s our collective responsibility to explain it, to define it, to communicate it in effective ways to physicians, to healthcare systems, to the public at large and in detail, with data and with narratives, all the ways through which racism impacts our health.” -Professor Fernando De Maio  

On Remedies to segregation

Mr. Rothstein shares two examples of potential remedies to segregation. The first would specifically address the constitutional violation that prohibited African Americans from becoming homeowners. The remedy would be for  the government to buy up homes at market value in neighborhoods where African Americans were not allowed to buy homes, and sell them back to qualified African American buyers at deeply discounted rates. 

The second remedy would correct a policy– the low-income housing tax credit– that reinforces segregation. Currently, low-income housing tax credit is a federal program distributed to housing developers who build housing for low-income families. However, this program reinforces segregation as developers are more inclined to build low-income housing in low-income neighborhoods. This can be reversed by placing a priority on use of these tax credits in higher-opportunity communities and prohibiting the use of this credit for creating more segregated communities.      

Mr. Rothstein notes that the challenge is not in thinking of ideas or potential remedies…

We know what the policies are to create equality, a more equal society and a non-segregated society. What’s missing is not policy ideas. What’s missing is a new civil rights movement that’s going to create the political environment where those policies have to be implemented.”-Mr. Richard Rothstein

On being a citizen and the collective effort needed to change the status quo

Mr. Rothstein leaves us with these wise words to consider as we head back into our professional roles in medicine.

“In addition to being a physician, you’re a citizen. And I think the most important thing you can do is align yourself with other citizens in whatever profession they are, because this is going to take a community effort” -Mr. Richard Rothstein

References

  1. Rothstein, R. (2017). The Color of Law: A Forgotten History of How Our Government Segregated America.
  2. Benjamins MR, De Maio F. Unequal Cities: Structural Racism and the Death Gap in America’s 30 Largest Cities. Baltimore: Johns Hopkins University Press; 2021.
  3. De Maio F, Ansell D. “As Natural as the Air Around Us”: On the Origin and Development of the Concept of Structural Violence in Health Research. Int J Health Serv. 2018;48(4):749-759. doi:10.1177/0020731418792825
  4. Benjamins MR, Silva A, Saiyed NS, De Maio FG. Comparison of All-Cause Mortality Rates and Inequities Between Black and White Populations Across the 30 Most Populous US Cities. JAMA Netw Open. 2021;4(1):e2032086. doi:10.1001/jamanetworkopen.2020.32086
  5. Metzl JM, Maybank A, De Maio F. Responding to the COVID-19 Pandemic: The Need for a Structurally Competent Health Care System. JAMA. 2020;324(3):231-232. doi:10.1001/jama.2020.9289
  6. Liao TF, De Maio F. Association of Social and Economic Inequality With Coronavirus Disease 2019 Incidence and Mortality Across US Counties. JAMA Netw Open. 2021;4(1):e2034578. doi:10.1001/jamanetworkopen.2020.34578
  7. Krieger M, Boyd R, De Maio F, Maybank A. “Medicine’s Privileged Gatekeepers: Producing Harmful Ignorance About Racism And Health, ” Health Affairs Blog, April 20, 2021. doi: 10.1377/hblog20210415.305480
  8. Wilkinson RG. Unhealthy Societies: The Afflictions of Inequality. London: Routledge; 2005.
  9. Metzl JM, Hansen H. Structural competency: theorizing a new medical engagement with stigma and inequality. Soc Sci Med. 2014;103:126-133. doi:10.1016/j.socscimed.2013.06.032
  10. The “Redress Project,”, i.e. the New Movement to Redress Racial Segregation, will launch early next year. For anyone who wants to receive more information about the launch of the New Movement to Redress Racial Segregation, please click here NMRRS. 
  11. For a brief 8 minute summary of talks about how segregation happened, see this: https://www.facebook.com/NowThisPolitics/videos/270363507375249/
  12. See the 17-minute animated film, “Segregated by Design” https://www.segregatedbydesign.com/
  13.  For a high school curriculum unit to teach this history: https://www.zinnedproject.org/materials/how-red-lines-built-white-wealth-color-of-law-lesson
  14. Rothstein, R. (2020, February 3). Opinion | The Neighborhoods We Will Not Share. The New York Times. https://www.nytimes.com/2020/01/20/opinion/fair-housing-act-trump.html
  15. Rothstein, R. (2020b, April 21). The Coronavirus Will Explode Achievement Gaps in Education. Shelterforce. https://shelterforce.org/2020/04/13/the-coronavirus-will-explode-achievement-gaps-in-education/
  16. Rothstein, R. (2020c, August 14). Opinion | The Black Lives Next Door. The New York Times. https://www.nytimes.com/2020/08/14/opinion/sunday/blm-residential-segregation.html

 

Disclosures

The hosts and guests report no relevant financial disclosures.

Citation

De Maio F, Rothstein R, Khazanchi R, Tsai J, Krishnamurthy S, Ogunwole M, Fields NF, Nolen L, Onuoha C, Watkins A, Williams J, Paul D, Essien UR. “Episode 11: Racism, Redlining, and the Path Towards Reconciliation.” The Clinical Problem Solvers Podcast. https://clinicalproblemsolving.com/episodes. October 12, 2021.

Show  Transcript

ARM Ep 11 TRANSCRIPT V1 

 

More description

https://clinicalproblemsolving.com/wp-content/uploads/2021/10/ARM-Ep-11-RTP.mp3

CPSolvers: Anti-Racism in Medicine Series

Episode 11: Racism, Redlining, and the Path Towards Reconciliation

Show Notes by Sud Krishnamurthy, Michelle Ogunwole, Chioma Onuoha

October 12th, 2021

Summary: This episode is part of a 3-part series on Race, Place, and Health. In this episode, we invite Mr. Richard Rothstein, distinguished Fellow of the Economic Policy Institute and acclaimed author of the book, The Color of Law: A Forgotten History of How Our Government Segregated America, and Professor Fernando De Maio, PhD director of research and data use at the AMA’s Center for Health Equity, professor of sociology at DePaul University, and co-editor of the recently published book, Unequal Cities: Structural Racism and the Death Gap in America’s Largest Cities, to share their expertise on structural racism, neighborhood segregation, and health inequities.

 

Episode Learning Objectives:

After listening to this episode learners will be able to…

  1. Explain the differences between de jure and de facto segregation
  2. Explore the historical and present-day implications of neighborhood redlining and housing segregation on health disparities
  3. Explain the importance of precise definitions when discussing structural racism  
  4. Explore short and long term remedies to segregation

 

Credits

  • Written and produced by: Utibe R. Essien, MD, MPH, Jennifer Tsai MD, MEd, Rohan Khazanchi, MPH, Michelle Ogunwole, MD, Sudarshan Krishnamurthy, Naomi F. Fields, LaShyra Nolen, Chioma Onuoha, Dereck Paul, MD, MS, Ayana Watkins, Jazzmin Williams
  • Hosts: Utibe R. Essien, MD, MPH, Jennifer Tsai MD, MEd, Rohan Khazanchi, MPH
  • Infographic: Creative Edge Design
  • Audio edits: David Hu
  • Show notes: Sudarshan Krishnamurthy, Michelle Ogunwole, Chioma Onuoha
  • Guests: Richard Rothstein, Fernando De Maio, PhD

 

Time Stamps

00:00               Introduction

02:29               De Jure and De Facto Segregation: The Color of Law

06:45               Health Inequities and Segregation: Unequal Cities

12:07               Defining Structural Racism

18:05               Federal Policy and Suburbanization

24:50               The Racial Wealth Gap and its Consequences

30:27               The Role of Health Equity Promoting Policy

32:00               Potential Remedies for Past Harms

39:45               Segregation of Medical Care

41:20               What Can Listeners Do Going Forward?

 

Episode Takeaways:

   1. Terminology and Definitions of de jure and de facto segregation: The myth that segregation in modern societies has to do with private activities (e.g individual bias or bigotry that leads to a failure to sell a home to a person of color)  and personal choices ( e.g. Black people prefer to live among other Black people) is referred to as de facto segregation. Adopting this worldview removes any obligation to remedy the consequences of segregation. In contrast, de jure segregation refers to the involvement of federal, state, and local governments in creating, structuring, designing, reinforcing, and perpetuating segregation. This reality of de jure segregation helps us understand that we have an obligation to remedy this constitutional violation.

  2. Segregation relates to crucial public health outcomes that ultimately have an effect on life expectancy: The average life expectancy across the United States is 78.6 years; however, there exists a 10 year gap in life expectancy among the 30 largest cities in the US, from 72.9 years in Baltimore to 82.9 years in San Francisco and San Jose. Across the country, we see a 4 year gap in life expectancy between Black and White Americans; and this gap between and Black and White individuals ranges from 12 years in Washington DC, more than 8 years in Chicago, to no gap in El Paso. These gaps are not a product of lifestyle choices, biology or individual behaviors. They are a product of deep-rooted man-made policies that extend to many sectors (healthcare, education, criminal justice etc). These policies have systematically disadvantaged some groups, and have advantaged others. These policies are woven deeply into the fabric of the United States, and are intimately related to residential segregation, life expectancy, and mortality.

 3. Unconstitutional housing policy in the mid-20th century led to the present day wealth gap and has implications for disparities: Discriminatory policies prohibited African Americans from being homeowners, while allowing White Americans to purchase homes and accumulate generational wealth. These policies established the wealth gap between Black and White Americans that persists today. Nationally, African Americans’ income is 60% of that of White Americans. Although one would think this leads to a 60% wealth gap as well, household wealth of African Americans is 5% (95% wealth gap)  of that of White Americans. This extreme disparity between the 60% income ratio and the 5% wealth ratio is attributable to consequences of federal housing policy practiced in the mid-20th century. You can draw a line from these discriminatory housing policies, to the wealth gap, to disparities in education, health, and police brutality.

Pearls

 On the importance of considering place based inequities

Variability of health inequities between communities in a single city or across different cities is critical to consider when discussing health inequity.

We tend to think of health inequities as big, monolithic, deeply entrenched patterns, and they are, but their variability is really important. It gives us a sense of how different things can be.”-Professor Fernando De Maio

On language and the use of the term ‘structural racism’

Structural racism  is a word that is used often, however many people do not know what it really means. Professor DeMaio notes that confusion around terminology is not a reason to shy away from discussions around it. He declares that one of our greatest challenges, and also one of our obligations, is to address structural racism head on.

It’s our collective responsibility to explain it, to define it, to communicate it in effective ways to physicians, to healthcare systems, to the public at large and in detail, with data and with narratives, all the ways through which racism impacts our health.” -Professor Fernando De Maio  

On Remedies to segregation

Mr. Rothstein shares two examples of potential remedies to segregation. The first would specifically address the constitutional violation that prohibited African Americans from becoming homeowners. The remedy would be for  the government to buy up homes at market value in neighborhoods where African Americans were not allowed to buy homes, and sell them back to qualified African American buyers at deeply discounted rates. 

The second remedy would correct a policy– the low-income housing tax credit– that reinforces segregation. Currently, low-income housing tax credit is a federal program distributed to housing developers who build housing for low-income families. However, this program reinforces segregation as developers are more inclined to build low-income housing in low-income neighborhoods. This can be reversed by placing a priority on use of these tax credits in higher-opportunity communities and prohibiting the use of this credit for creating more segregated communities.      

Mr. Rothstein notes that the challenge is not in thinking of ideas or potential remedies…

We know what the policies are to create equality, a more equal society and a non-segregated society. What’s missing is not policy ideas. What’s missing is a new civil rights movement that’s going to create the political environment where those policies have to be implemented.”-Mr. Richard Rothstein

On being a citizen and the collective effort needed to change the status quo

Mr. Rothstein leaves us with these wise words to consider as we head back into our professional roles in medicine.

“In addition to being a physician, you’re a citizen. And I think the most important thing you can do is align yourself with other citizens in whatever profession they are, because this is going to take a community effort” -Mr. Richard Rothstein

References

  1. Rothstein, R. (2017). The Color of Law: A Forgotten History of How Our Government Segregated America.
  2. Benjamins MR, De Maio F. Unequal Cities: Structural Racism and the Death Gap in America’s 30 Largest Cities. Baltimore: Johns Hopkins University Press; 2021.
  3. De Maio F, Ansell D. “As Natural as the Air Around Us”: On the Origin and Development of the Concept of Structural Violence in Health Research. Int J Health Serv. 2018;48(4):749-759. doi:10.1177/0020731418792825
  4. Benjamins MR, Silva A, Saiyed NS, De Maio FG. Comparison of All-Cause Mortality Rates and Inequities Between Black and White Populations Across the 30 Most Populous US Cities. JAMA Netw Open. 2021;4(1):e2032086. doi:10.1001/jamanetworkopen.2020.32086
  5. Metzl JM, Maybank A, De Maio F. Responding to the COVID-19 Pandemic: The Need for a Structurally Competent Health Care System. JAMA. 2020;324(3):231-232. doi:10.1001/jama.2020.9289
  6. Liao TF, De Maio F. Association of Social and Economic Inequality With Coronavirus Disease 2019 Incidence and Mortality Across US Counties. JAMA Netw Open. 2021;4(1):e2034578. doi:10.1001/jamanetworkopen.2020.34578
  7. Krieger M, Boyd R, De Maio F, Maybank A. “Medicine’s Privileged Gatekeepers: Producing Harmful Ignorance About Racism And Health, ” Health Affairs Blog, April 20, 2021. doi: 10.1377/hblog20210415.305480
  8. Wilkinson RG. Unhealthy Societies: The Afflictions of Inequality. London: Routledge; 2005.
  9. Metzl JM, Hansen H. Structural competency: theorizing a new medical engagement with stigma and inequality. Soc Sci Med. 2014;103:126-133. doi:10.1016/j.socscimed.2013.06.032
  10. The “Redress Project,”, i.e. the New Movement to Redress Racial Segregation, will launch early next year. For anyone who wants to receive more information about the launch of the New Movement to Redress Racial Segregation, please click here NMRRS. 
  11. For a brief 8 minute summary of talks about how segregation happened, see this: https://www.facebook.com/NowThisPolitics/videos/270363507375249/
  12. See the 17-minute animated film, “Segregated by Design” https://www.segregatedbydesign.com/
  13.  For a high school curriculum unit to teach this history: https://www.zinnedproject.org/materials/how-red-lines-built-white-wealth-color-of-law-lesson
  14. Rothstein, R. (2020, February 3). Opinion | The Neighborhoods We Will Not Share. The New York Times. https://www.nytimes.com/2020/01/20/opinion/fair-housing-act-trump.html
  15. Rothstein, R. (2020b, April 21). The Coronavirus Will Explode Achievement Gaps in Education. Shelterforce. https://shelterforce.org/2020/04/13/the-coronavirus-will-explode-achievement-gaps-in-education/
  16. Rothstein, R. (2020c, August 14). Opinion | The Black Lives Next Door. The New York Times. https://www.nytimes.com/2020/08/14/opinion/sunday/blm-residential-segregation.html

 

Disclosures

The hosts and guests report no relevant financial disclosures.

Citation

De Maio F, Rothstein R, Khazanchi R, Tsai J, Krishnamurthy S, Ogunwole M, Fields NF, Nolen L, Onuoha C, Watkins A, Williams J, Paul D, Essien UR. “Episode 11: Racism, Redlining, and the Path Towards Reconciliation.” The Clinical Problem Solvers Podcast. https://clinicalproblemsolving.com/episodes. October 12, 2021.

Show  Transcript

ARM Ep 11 TRANSCRIPT V1 

 

Extract Knowledge
Listen elsewhere
Published 2021-10-06

Episode 199: Neurology VMR – Diplopia

52 min
View
https://clinicalproblemsolving.com/wp-content/uploads/2021/10/NeuroVMR10.07-RTP.mp3

We continue our campaign to #EndNeurophobia, with the help of Dr. Aaron Berkowitz. This time, Gabriela presents a case of impairment of speech to Gabriel and Valeria

Neurology DDx Schema

Want to test your learning? Take our Episode Quiz

 

Gabriela Pucci

Gabriela has graduated from Medical School at Unicamp and recently finished her neurology residency at Unesp, both in Brazil. She is interested in Medical Education and Clinical Reasoning and has obviously fallen in love with CPSolvers and VMRs since day 1. In her free time, she likes to practice pilates, play with her dogs, binge-watch Netflix comedy series, read biography books, go out with her friends (pre-COVID), drink wine, and cook (still learning).

 

Gabriel Talledo

Gabriel is a MS2 student from Cayetano Heredia University. When it comes to medicine, he enjoys dermatology, infectiology, and LGBTQ+ health. He fell in love with his career when he understood medicine not just as a concept of knowledge but a combination of knowledge and social justice pursuit. He loves cooking Peruvian cuisine (one of the best in the world), eating, jogging and watching TV series. Recently he is doing a transgender education program at his university and a volunteering of sexual education in Lima schools.

 

Valeria Roldan

Valeria is a medical student at Universidad Peruana Cayetano Heredia. She was born and lives in Lima, Perú. She hopes to pursue Neurology residency. Her interests include neuro-infectious diseases, transgender health and medical education. Her work with CPSolvers involves being a part of the Virtual Morning Report team and serving on the Spanish schemas team. Outside of Medicine she loves running, hiking, cooking pasta and spending time with her dogs.

Download CPSolvers App here 

Patreon website

More description
https://clinicalproblemsolving.com/wp-content/uploads/2021/10/NeuroVMR10.07-RTP.mp3

We continue our campaign to #EndNeurophobia, with the help of Dr. Aaron Berkowitz. This time, Gabriela presents a case of impairment of speech to Gabriel and Valeria

Neurology DDx Schema

Want to test your learning? Take our Episode Quiz

 

Gabriela Pucci

Gabriela has graduated from Medical School at Unicamp and recently finished her neurology residency at Unesp, both in Brazil. She is interested in Medical Education and Clinical Reasoning and has obviously fallen in love with CPSolvers and VMRs since day 1. In her free time, she likes to practice pilates, play with her dogs, binge-watch Netflix comedy series, read biography books, go out with her friends (pre-COVID), drink wine, and cook (still learning).

 

Gabriel Talledo

Gabriel is a MS2 student from Cayetano Heredia University. When it comes to medicine, he enjoys dermatology, infectiology, and LGBTQ+ health. He fell in love with his career when he understood medicine not just as a concept of knowledge but a combination of knowledge and social justice pursuit. He loves cooking Peruvian cuisine (one of the best in the world), eating, jogging and watching TV series. Recently he is doing a transgender education program at his university and a volunteering of sexual education in Lima schools.

 

Valeria Roldan

Valeria is a medical student at Universidad Peruana Cayetano Heredia. She was born and lives in Lima, Perú. She hopes to pursue Neurology residency. Her interests include neuro-infectious diseases, transgender health and medical education. Her work with CPSolvers involves being a part of the Virtual Morning Report team and serving on the Spanish schemas team. Outside of Medicine she loves running, hiking, cooking pasta and spending time with her dogs.

Download CPSolvers App here 

Patreon website

Extract Knowledge
Listen elsewhere

On this episode, Rabih presents two cases at once for Reza. 

We truly hope you enjoy these cases.

If you are not driving or doing an activity that needs your full attention, pause after each aliquot and share your thoughts out loud. Then compare your thoughts to RR’s thoughts. Think like no one is watching and get better one rep at a time!

Thank you as always.

RR

More description

On this episode, Rabih presents two cases at once for Reza. 

We truly hope you enjoy these cases.

If you are not driving or doing an activity that needs your full attention, pause after each aliquot and share your thoughts out loud. Then compare your thoughts to RR’s thoughts. Think like no one is watching and get better one rep at a time!

Thank you as always.

RR

Extract Knowledge
Listen elsewhere
Web
https://clinicalproblemsolving.com/wp-content/uploads/2021/09/HDX-9_23-RTP.mp3

Alec presents a case of abdominal pain and hematochezia to Laura, Stef, and Jack.

 

Laura Geiszler

Laura Geiszler is a third-year Internal Medicine resident at Lankenau Medical Center in Wynnewood, Pennsylvania. 

Laura completed her medical school at Philadelphia College of Osteopathic Medicine.
She has a passion for humanizing medicine and promoting health and wellness to prevent disease. 

Outside of work she is a proud cat mom, fitness lover, fiction book enthusiast, and fashion addict.

 

Stefanie Gallagher

 

Stefanie is a PGY-3 internal medicine resident at Lankenau Medical Center, located in Wynnewood, PA. 

She earned her medical degree from the Philadelphia College of Osteopathic Medicine, with a dual-degree in Bioethics from the University of Pennsylvania. 

She is an aspiring gastroenterologist and has a passion for disorders of the gut-brain axis. 

Outside of medicine, she enjoys her English bulldog (Boomer), cycling, and reading non-fiction.

 

Alec Rezigh

Alec Rezigh is an academic hospitalist at Baylor College of Medicine in Houston, TX. 

He completed medical school at McGovern Medical School in Houston and his residency at The University of
Colorado. 

His clinical interests include medical education and clinical reasoning. 

He loves all things basketball, CPSolvers, and playing with his human and doggy daughters.

 

 

 Download CPSolvers App here

Patreon website

 

More description
https://clinicalproblemsolving.com/wp-content/uploads/2021/09/HDX-9_23-RTP.mp3

Alec presents a case of abdominal pain and hematochezia to Laura, Stef, and Jack.

 

Laura Geiszler

Laura Geiszler is a third-year Internal Medicine resident at Lankenau Medical Center in Wynnewood, Pennsylvania. 

Laura completed her medical school at Philadelphia College of Osteopathic Medicine.
She has a passion for humanizing medicine and promoting health and wellness to prevent disease. 

Outside of work she is a proud cat mom, fitness lover, fiction book enthusiast, and fashion addict.

 

Stefanie Gallagher

 

Stefanie is a PGY-3 internal medicine resident at Lankenau Medical Center, located in Wynnewood, PA. 

She earned her medical degree from the Philadelphia College of Osteopathic Medicine, with a dual-degree in Bioethics from the University of Pennsylvania. 

She is an aspiring gastroenterologist and has a passion for disorders of the gut-brain axis. 

Outside of medicine, she enjoys her English bulldog (Boomer), cycling, and reading non-fiction.

 

Alec Rezigh

Alec Rezigh is an academic hospitalist at Baylor College of Medicine in Houston, TX. 

He completed medical school at McGovern Medical School in Houston and his residency at The University of
Colorado. 

His clinical interests include medical education and clinical reasoning. 

He loves all things basketball, CPSolvers, and playing with his human and doggy daughters.

 

 

 Download CPSolvers App here

Patreon website

 

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It was such a privilege having our dear friend and expert, Dr. Aaron Berkowitz aka The Neurologist aka author of One by One by One, join us.

We hope you enjoy it as much as we did recording it.

We will have exclusive schema(s) and illness script(s) for tiers 2 and 3 Patrons!

RR

 

This episode is available on Patreon only.

Why? 

More about the RLR series here. 

 

More description

It was such a privilege having our dear friend and expert, Dr. Aaron Berkowitz aka The Neurologist aka author of One by One by One, join us.

We hope you enjoy it as much as we did recording it.

We will have exclusive schema(s) and illness script(s) for tiers 2 and 3 Patrons!

RR

 

This episode is available on Patreon only.

Why? 

More about the RLR series here. 

 

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https://clinicalproblemsolving.com/wp-content/uploads/2021/09/9.16.21-WDx-RTP.mp3

Dr. Titer, Dr. Williams, Maani and Lindsey discuss macro/microaggressions in the clinical setting. 

Dr. KeAndrea Titer

Dr. KeAndrea Titer is an Assistant Professor in the Division of General Internal Medicine at University of Alabama at Birmingham. She was born and raised in Tampa, Florida. She received her Bachelor of Science in Biology from Oakwood University in Huntsville, Alabama. She went on to earn her medical degree from Loma Linda University School of Medicine in Loma Linda, California. She completed her residency and chief residency at the University of Alabama at Birmingham Tinsley Harrison Internal Medicine Residency Program. Her academic interests include physical exam-focused medical education where she co-directs the Enhanced Clinical Skills Residency Track and serves as Investigator for the AMA Reimagining Residency Grant awarded to John Hopkins, Stanford, and UAB focused on studying clinical skills as it relates to resident wellness. She is also passionate about diversity, equity, and inclusion and serves as the Assistant Director of Diversity and Inclusion for the Tinsley Harrison Internal Medicine Residency Program where she works to design initiatives and curriculum focused on recruitment, education, and building community. 

Dr. Karla Williams

Dr. Karla Williams is an assistant professor in the Division of General Internal Medicine and Hospital Medicine at UAB in Birmingham, AL. She serves as an assistant program director and the director of diversity and inclusion for the Tinsley Harrison Internal Medicine Residency Program. She has a passion for advancing diversity, equity and inclusion in graduate medical education and care delivery and was recognized as a recipient of the 2020 Dean’s Excellence Award in Diversity. She has recently worked with colleagues to develop a formal curriculum, Supporting Trainees by Addressing Inappropriate Behaviors by Patients, to address microaggressions and other inappropriate behaviors in the medical environment. This initiative has created a platform to have safe and honest discussions about the presence and effect of bias, including racial and gender derogations, in the medical environment and has been presented and implemented at numerous academic institutions at the UME and GME levels. The ultimate goal is to bring awareness to our implicit and explicit biases in an effort to cultivated more inclusive learning and clinical environments for trainees, faculty and patients.

Download CPSolvers App here 

Patreon website

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https://clinicalproblemsolving.com/wp-content/uploads/2021/09/9.16.21-WDx-RTP.mp3

Dr. Titer, Dr. Williams, Maani and Lindsey discuss macro/microaggressions in the clinical setting. 

Dr. KeAndrea Titer

Dr. KeAndrea Titer is an Assistant Professor in the Division of General Internal Medicine at University of Alabama at Birmingham. She was born and raised in Tampa, Florida. She received her Bachelor of Science in Biology from Oakwood University in Huntsville, Alabama. She went on to earn her medical degree from Loma Linda University School of Medicine in Loma Linda, California. She completed her residency and chief residency at the University of Alabama at Birmingham Tinsley Harrison Internal Medicine Residency Program. Her academic interests include physical exam-focused medical education where she co-directs the Enhanced Clinical Skills Residency Track and serves as Investigator for the AMA Reimagining Residency Grant awarded to John Hopkins, Stanford, and UAB focused on studying clinical skills as it relates to resident wellness. She is also passionate about diversity, equity, and inclusion and serves as the Assistant Director of Diversity and Inclusion for the Tinsley Harrison Internal Medicine Residency Program where she works to design initiatives and curriculum focused on recruitment, education, and building community. 

Dr. Karla Williams

Dr. Karla Williams is an assistant professor in the Division of General Internal Medicine and Hospital Medicine at UAB in Birmingham, AL. She serves as an assistant program director and the director of diversity and inclusion for the Tinsley Harrison Internal Medicine Residency Program. She has a passion for advancing diversity, equity and inclusion in graduate medical education and care delivery and was recognized as a recipient of the 2020 Dean’s Excellence Award in Diversity. She has recently worked with colleagues to develop a formal curriculum, Supporting Trainees by Addressing Inappropriate Behaviors by Patients, to address microaggressions and other inappropriate behaviors in the medical environment. This initiative has created a platform to have safe and honest discussions about the presence and effect of bias, including racial and gender derogations, in the medical environment and has been presented and implemented at numerous academic institutions at the UME and GME levels. The ultimate goal is to bring awareness to our implicit and explicit biases in an effort to cultivated more inclusive learning and clinical environments for trainees, faculty and patients.

Download CPSolvers App here 

Patreon website

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Lisa Sanders, MD, founder and writer of the popular Diagnosis column for  New York Times Magazine, and Laura Glick, MD, STUMP RR through a very exciting case. 

We hope you enjoy it as much as we enjoyed being stumped. There will be exclusive schema(s) and/or illness script(s) with this episode for tier 2 and tier 3 Patrons. We thank you for your continued support.

 

This episode is available on Patreon only.

Why? 

More about the RLR series here. 

 

More description

 

Lisa Sanders, MD, founder and writer of the popular Diagnosis column for  New York Times Magazine, and Laura Glick, MD, STUMP RR through a very exciting case. 

We hope you enjoy it as much as we enjoyed being stumped. There will be exclusive schema(s) and/or illness script(s) with this episode for tier 2 and tier 3 Patrons. We thank you for your continued support.

 

This episode is available on Patreon only.

Why? 

More about the RLR series here. 

 

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We made it to 600 Patrons!!! We are just so grateful to each of you. Our current efforts would not be possible without you.

Enjoy this episode.  Consider upgrading to tier 2 or 3 for exclusive schemas and illness scripts (tier 2 and 3) and live sessions (tier 3).

“Bullies of infection and cancer …” @rabihmgeha #MyBrotherisaPoet

RR


This episode is available on Patreon only.

Why? 

More about the RLR series here. 

More description

We made it to 600 Patrons!!! We are just so grateful to each of you. Our current efforts would not be possible without you.

Enjoy this episode.  Consider upgrading to tier 2 or 3 for exclusive schemas and illness scripts (tier 2 and 3) and live sessions (tier 3).

“Bullies of infection and cancer …” @rabihmgeha #MyBrotherisaPoet

RR


This episode is available on Patreon only.

Why? 

More about the RLR series here. 

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We were thrilled to be hosted by our dear friend Kevin Grudzinski at Rush University Grand Rounds where he presented a fascinating case to us.

If you are interested us having RLR at your institution, simply message us on Patreon.

 

This episode is available on Patreon only.

Why? 

More about the RLR series here. 

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We were thrilled to be hosted by our dear friend Kevin Grudzinski at Rush University Grand Rounds where he presented a fascinating case to us.

If you are interested us having RLR at your institution, simply message us on Patreon.

 

This episode is available on Patreon only.

Why? 

More about the RLR series here. 

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https://clinicalproblemsolving.com/wp-content/uploads/2021/09/SLS-9.2_RTP.mp3

 

 Anna presents a case of metabolic acidosis, pulmonary nodules, and fevers to Smitha and Simone

 

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https://clinicalproblemsolving.com/wp-content/uploads/2021/09/SLS-9.2_RTP.mp3

 

 Anna presents a case of metabolic acidosis, pulmonary nodules, and fevers to Smitha and Simone

 

Schema 1

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 Schema 3

 

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Patreon website

 

 

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This one was very special for many reasons.

For exclusive schema(s) associated with this episode, consider subscribing to tiers 2 and 3!

Tier 3 will get you a zoom link to participate during the actual recording! 

Today was so special because of our live audience.

We are so lucky!

RR


This episode is available on Patreon only.

Why? 

More about the RLR series here. 

More description

This one was very special for many reasons.

For exclusive schema(s) associated with this episode, consider subscribing to tiers 2 and 3!

Tier 3 will get you a zoom link to participate during the actual recording! 

Today was so special because of our live audience.

We are so lucky!

RR


This episode is available on Patreon only.

Why? 

More about the RLR series here. 

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Published 2021-08-25

Announcement About a Very Special Event!

2 min
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https://clinicalproblemsolving.com/wp-content/uploads/2021/08/Special-Announcement-RTP-_1_-1.mp3

RLR are recording an episode with author of the New York Time Diagnosis column, Dr. Lisa Sanders

Subscribe to our Join Live tier to join us on Zoom in real time on Monday August 30 at 9:30 AM PST/12:30 PM PST.

A few weeks later, we will release this episode to all our Patreon tiers. 

Link to our Patreon

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RLR are recording an episode with author of the New York Time Diagnosis column, Dr. Lisa Sanders

Subscribe to our Join Live tier to join us on Zoom in real time on Monday August 30 at 9:30 AM PST/12:30 PM PST.

A few weeks later, we will release this episode to all our Patreon tiers. 

Link to our Patreon

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https://clinicalproblemsolving.com/wp-content/uploads/2021/08/RLR-on-CPSolvers-RTP.mp3

RLR are back on the podcast with a fascinating case. Over the summer, they’ve been releasing a lot of cool content on Patreon. Check it out here for much more RLR content. 

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More about the RLR series here.

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https://clinicalproblemsolving.com/wp-content/uploads/2021/08/RLR-on-CPSolvers-RTP.mp3

RLR are back on the podcast with a fascinating case. Over the summer, they’ve been releasing a lot of cool content on Patreon. Check it out here for much more RLR content. 

Schema One

Schema Two

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We discuss 5 topics picked up a live audience – AMS, Encephalitis, Weakness, Seizures and Joint pain

This episode is available on Patreon only.

Why? 

More about the RLR series here. 

To join us live and be part of the conversation, subscribe to the $20/month tier.

For 2 exclusive schemas related to this episode, subscribe to $10/month tier.

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We discuss 5 topics picked up a live audience – AMS, Encephalitis, Weakness, Seizures and Joint pain

This episode is available on Patreon only.

Why? 

More about the RLR series here. 

To join us live and be part of the conversation, subscribe to the $20/month tier.

For 2 exclusive schemas related to this episode, subscribe to $10/month tier.

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We continue our campaign to #EndNeurophobia, with the help of Dr. Aaron Berkowitz.

This time, Gabriela presents a case of impairment of speech to Maria and Kirtan.

https://clinicalproblemsolving.com/wp-content/uploads/2021/08/8.12.21-Neuro-VMR-RTP.mp3

Neurology DDx Schema

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Gabriela Pucci

Gabriela has graduated from Medical School at Unicamp and recently finished her neurology residency at Unesp, both in Brazil. She is interested in Medical Education and Clinical Reasoning and has obviously fallen in love with CPSolvers and VMRs since day 1. In her free time, she likes to practice pilates, play with her dogs, binge-watch Netflix comedy series, read biography books, go out with her friends (pre-COVID), drink wine, and cook (still learning).

Maria Jimena Aleman

Maria Jimena Aleman was born and raised in Guatemala where she currently is a medical student in Universidad Francisco Marroquin. After suffering from long standing neurophobia, she has embraced her love for neurology and will pursue a career in this field.  She also looks forward to dedicating her life to breaking barriers for Latin women in medical fields and improving medical care in her country. Maria is one of the creators of a medical education podcast in Spanish called Intratecal. Her life probably has a soundtrack of a mix between Shakira and Louis Armstrong. Outside of medicine she enjoys modern art, 21st century literature and having hour long conversations over a nice hot cup of coffee or tequila.

Kirtan Patolia

Kirtan is a final year medical student from B.J. Medical College, Ahmedabad, Gujarat, India. He is looking forward to joining Internal Medicine Residency in the USA by applying through this year’s Match Cycle.

He loves to solve clinical cases and was delighted when he got the opportunity to join the CPSolvers team. He is so grateful to Dr. Geha and Dr. Manesh for this opportunity. Clinical reasoning is his biggest passion and he strives to enhance his diagnostic skills every day. Discussing and sharing clinical cases with his friends gives him distinct pleasure. Outside of medicine, I like to read Agatha Christie and Nancy Drew novels. He also loves kite-flying, as he finds the various techniques and maneuvers to fly kites fascinating. 

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We continue our campaign to #EndNeurophobia, with the help of Dr. Aaron Berkowitz.

This time, Gabriela presents a case of impairment of speech to Maria and Kirtan.

https://clinicalproblemsolving.com/wp-content/uploads/2021/08/8.12.21-Neuro-VMR-RTP.mp3

Neurology DDx Schema

Want to test your learning?

Take our Episode Quiz

Gabriela Pucci

Gabriela has graduated from Medical School at Unicamp and recently finished her neurology residency at Unesp, both in Brazil. She is interested in Medical Education and Clinical Reasoning and has obviously fallen in love with CPSolvers and VMRs since day 1. In her free time, she likes to practice pilates, play with her dogs, binge-watch Netflix comedy series, read biography books, go out with her friends (pre-COVID), drink wine, and cook (still learning).

Maria Jimena Aleman

Maria Jimena Aleman was born and raised in Guatemala where she currently is a medical student in Universidad Francisco Marroquin. After suffering from long standing neurophobia, she has embraced her love for neurology and will pursue a career in this field.  She also looks forward to dedicating her life to breaking barriers for Latin women in medical fields and improving medical care in her country. Maria is one of the creators of a medical education podcast in Spanish called Intratecal. Her life probably has a soundtrack of a mix between Shakira and Louis Armstrong. Outside of medicine she enjoys modern art, 21st century literature and having hour long conversations over a nice hot cup of coffee or tequila.

Kirtan Patolia

Kirtan is a final year medical student from B.J. Medical College, Ahmedabad, Gujarat, India. He is looking forward to joining Internal Medicine Residency in the USA by applying through this year’s Match Cycle.

He loves to solve clinical cases and was delighted when he got the opportunity to join the CPSolvers team. He is so grateful to Dr. Geha and Dr. Manesh for this opportunity. Clinical reasoning is his biggest passion and he strives to enhance his diagnostic skills every day. Discussing and sharing clinical cases with his friends gives him distinct pleasure. Outside of medicine, I like to read Agatha Christie and Nancy Drew novels. He also loves kite-flying, as he finds the various techniques and maneuvers to fly kites fascinating. 

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https://clinicalproblemsolving.com/wp-content/uploads/2021/08/Clinical-Unknown-8.5.21-RTP.mp3

Dr. Palmer presents a clinical unknown case to Dr. Stanley

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Dr. Marion Stanley

Dr. Marion Stanley is a hospitalist and an internal medicine residency associate program director at Northwestern Memorial Hospital. She completed medical school at University of Chicago, Pritzker School of Medicine and graduated from University of California, San Francisco for residency. She spends her clinical time on the general medicine teaching services as well as the general medicine and oncology hospitalist units. She enjoys spending time with her husband and two daughters, ages 4 and 1.

 

Dr. Geralyn Palmer

Dr. Geralyn Palmer is a first year internal medicine resident at the University of Wisconsin. She completed her undergraduate and medical education in her home state of South Dakota. After residency, Geralyn hopes to pursue a career in medical education, and is currently considering a broad specialty differential. In her free time she enjoys long walks outside (preferably with dogs), experimenting in the kitchen, and The Great British Bake Off.  

Download CPSolvers App here

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Dr. Palmer presents a clinical unknown case to Dr. Stanley

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Dr. Marion Stanley

Dr. Marion Stanley is a hospitalist and an internal medicine residency associate program director at Northwestern Memorial Hospital. She completed medical school at University of Chicago, Pritzker School of Medicine and graduated from University of California, San Francisco for residency. She spends her clinical time on the general medicine teaching services as well as the general medicine and oncology hospitalist units. She enjoys spending time with her husband and two daughters, ages 4 and 1.

 

Dr. Geralyn Palmer

Dr. Geralyn Palmer is a first year internal medicine resident at the University of Wisconsin. She completed her undergraduate and medical education in her home state of South Dakota. After residency, Geralyn hopes to pursue a career in medical education, and is currently considering a broad specialty differential. In her free time she enjoys long walks outside (preferably with dogs), experimenting in the kitchen, and The Great British Bake Off.  

Download CPSolvers App here

Patreon website

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Dr. Julia Armendariz presents a clinical unknown to Dr. Laura Huppert.

Dr Laura Huppert 

Laura Huppert, MD, is a third year Hematology/Oncology Fellow at the University of California, San Francisco (UCSF).  Her clinical interest is in solid tumor malignancy, including the treatment of breast cancer and melanoma.  She is also interested in medical education, and recently published a handbook for internal medicine entitled “Huppert’s Notes”, published by McGraw Hill.  Dr. Huppert earned her M.D. from Harvard Medical School. She completed her Internal Medicine Residency and Chief Residency at UCSF.

Dr. Julia Armendariz

Julia Armendariz, MD is a general medicine hospitalist. Her interests lie in medical education, trainee wellness, and effective communication. She is a faculty member of the Stanford Internal Medicine Residency Wellness Committee and the Stanford GME Women in Medicine group. Dr. Armendariz earned her M.D. from Oregon Health and Science University in Portland, OR and completed her Internal Medicine Residency at Stanford.

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https://clinicalproblemsolving.com/wp-content/uploads/2021/07/WDx-Episode-12_RTP.mp3

Dr. Julia Armendariz presents a clinical unknown to Dr. Laura Huppert.

Dr Laura Huppert 

Laura Huppert, MD, is a third year Hematology/Oncology Fellow at the University of California, San Francisco (UCSF).  Her clinical interest is in solid tumor malignancy, including the treatment of breast cancer and melanoma.  She is also interested in medical education, and recently published a handbook for internal medicine entitled “Huppert’s Notes”, published by McGraw Hill.  Dr. Huppert earned her M.D. from Harvard Medical School. She completed her Internal Medicine Residency and Chief Residency at UCSF.

Dr. Julia Armendariz

Julia Armendariz, MD is a general medicine hospitalist. Her interests lie in medical education, trainee wellness, and effective communication. She is a faculty member of the Stanford Internal Medicine Residency Wellness Committee and the Stanford GME Women in Medicine group. Dr. Armendariz earned her M.D. from Oregon Health and Science University in Portland, OR and completed her Internal Medicine Residency at Stanford.

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Jack, Dan, and Emma teach us an approach to intrarenal AKI and anemia. 

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Learning Objectives
By the end of this episode, listeners will be able to: 
  • Describe the clinical features that can help clinicians determine which organ system is causing lower extremity edema 
  • Produce a prioritized differential diagnosis for an acute kidney injury 
  • List the clinical features that suggest the presence of hemolysis 
  • Summarize the clinical significance of spherocytes on a peripheral blood smear 
  • List the urinalysis and urine microscopy findings that suggest the presence of a glomerulonephritis 

Episode Transcript

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Jack, Dan, and Emma teach us an approach to intrarenal AKI and anemia. 

Schema 1

 Schema 2

Learning Objectives
By the end of this episode, listeners will be able to: 
  • Describe the clinical features that can help clinicians determine which organ system is causing lower extremity edema 
  • Produce a prioritized differential diagnosis for an acute kidney injury 
  • List the clinical features that suggest the presence of hemolysis 
  • Summarize the clinical significance of spherocytes on a peripheral blood smear 
  • List the urinalysis and urine microscopy findings that suggest the presence of a glomerulonephritis 

Episode Transcript

Download CPSolvers App here

Patreon website

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https://clinicalproblemsolving.com/wp-content/uploads/2021/07/HDX-7.20-RTP.mp3

Shanthi presents a clinical unknown to Sam, Michael, and Jack.  

Want to test your learning? Take our episode quiz here

Michael Vu

Michael Vu is a second year Internal Medicine resident at Methodist Dallas. He completed his undergraduate education at the University of Texas at Dallas and his medical training at the University of North Texas Health Science Center – Texas College of Osteopathic Medicine. His current career interests include clinical reasoning, medical education, and cardiology. In his free time, he enjoys working out, cooking, and spending time with his wife.

Samantha Etienne

Sam is a PGY3 and chief resident at Methodist Dallas Medical Center in Dallas, TX. She attended the University of Texas Medical Branch at Galveston and is an aspiring hematologist/oncologist. Outside of medicine, she enjoys spending quality time with friends and family and has a real passion for food. She is considered by many a connoisseur of tacos.

Shanthi Kappagoda

Shanthi Kappagoda was born in United Kingdom and grew up in the UK and Canada. She graduated from UC Davis School of Medicine and completed her internal medicine residency at Brigham and Women’s Hospital in Boston. She completed her Infectious Disease fellowship at the Stanford School of Medicine and after fellowship remained at Stanford as a clinical faculty member. She works primarily on the ICU-ID consult service. In her free time, she enjoys spending time with her two children, growing vegetables and hiking around California State parks.

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Shanthi presents a clinical unknown to Sam, Michael, and Jack.  

Want to test your learning? Take our episode quiz here

Michael Vu

Michael Vu is a second year Internal Medicine resident at Methodist Dallas. He completed his undergraduate education at the University of Texas at Dallas and his medical training at the University of North Texas Health Science Center – Texas College of Osteopathic Medicine. His current career interests include clinical reasoning, medical education, and cardiology. In his free time, he enjoys working out, cooking, and spending time with his wife.

Samantha Etienne

Sam is a PGY3 and chief resident at Methodist Dallas Medical Center in Dallas, TX. She attended the University of Texas Medical Branch at Galveston and is an aspiring hematologist/oncologist. Outside of medicine, she enjoys spending quality time with friends and family and has a real passion for food. She is considered by many a connoisseur of tacos.

Shanthi Kappagoda

Shanthi Kappagoda was born in United Kingdom and grew up in the UK and Canada. She graduated from UC Davis School of Medicine and completed her internal medicine residency at Brigham and Women’s Hospital in Boston. She completed her Infectious Disease fellowship at the Stanford School of Medicine and after fellowship remained at Stanford as a clinical faculty member. She works primarily on the ICU-ID consult service. In her free time, she enjoys spending time with her two children, growing vegetables and hiking around California State parks.

Download CPSolvers App here

Patreon website

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https://clinicalproblemsolving.com/wp-content/uploads/2021/07/ARM-EP-10_RTP-1.mp3

In this episode, we invite the powerful sister duo Oni Blackstock, MD, MHS and Uché Blackstock, MD to share their experiences on leaving public health and academia to become social entrepreneurs, creating their own organizations in health equity.

Episode Learning Objectives

After listening to this episode learners will be able to…

  1. Recognize some common factors that influence Black women’s decisions to leave traditional health careers

  2. Define counterspaces and understand their value 

  3. Apply tools to combat burnout that could be applied to traditional or alternative health careers 

 

Credits

  • Written and produced by: Michelle Ogunwole, MD, Naomi F. Fields, LaShyra Nolen, Chioma Onuoha, Rohan Khazanchi, MPH, Dereck Paul, MD MS, Utibe R. Essien, MD, MPH, Jazzmin Williams, and Jennifer Tsai MD, M.Ed

  • Hosts: Michelle Ogunwole, MD, Naomi Fields, and LaShyra Nolen

  • Infographic: Creative Edge Design

  • Audio edits: David Hu

  • Guests: Oni Blackstock, MD, MHS and Uché Blackstock, MD

 

Time Stamps

00:00 Introduction

03:49 Defining “CounterSpaces”

5:22 Why Drs. Uché and Oni Blackstock created their counterspaces

17:54 Value gained outside of academia, public health

24:08 Finding balance in racial equity opportunities

34:17 On challenging the self-sacrificing mentality in medicine

42:26 On “doing the work” within academia

49:01 The meaning of sisterhood

52:20 Closing Remarks 

Episode Takeaways:

  1. Definition of CounterSpaces: CounterSpaces are academic and social safe spaces that allow underrepresented faculty to promote their own learning, wherein their experiences are validated and viewed as critical knowledge; they have space to vent frustrations by sharing stories of isolation, microaggressions or overt discrimination; and they can challenge the deficit notion of people of color and establish and maintain a positive collegial racial climate for themselves.

  2. Root causes of the exodus Black women physicians from academia and public health: In many academic and public health institutions, Black women feel undervalued, untitled, underfunded, and undersupported. Their contributions to diversity, equity, and inclusion efforts are expected, but not compensated or rewarded. They are disproportionately passed over for promotions and opportunities despite quality work. These factors directly contribute to the growing trend of Black women physicians leaving these fields to pursue nontraditional health careers.

  3. You are gifted!: “Sometimes you’re in these environments [academic, public health] for so long where you’re undervalued and underappreciated, you’re not supported the way that you should be, that you actually start thinking that– or start forgetting that you’re actually someone with gifts to share.” — Dr. Uché Blackstock

  4. Self-sacrifice is not the highest virtue: Medicine is its own subculture where people are expected to make sacrifices of their time, personal and family life, and finances in order to demonstrate that they are good physicians. It is okay to say that you don’t want that for yourself, and work to actively counter this cultural norm in order to live a fulfilling personal and professional life.  

  5. There are opportunities to advance racial equity inside and outside of academia: For those who feel driven to pursue racial and health equity work within academia and/or public health: (1) understand what you value from working at an academic institution and recognize that there may be options to do that work outside of academia (e.g. research), and (2) build a support structure that enables you to stay true to your values as you work to create change from within.

 

For those having a hard time deciding if they should stay in academia or other traditional research or public health roles, Dr. Oni Blackstock offers important advice about listening to and trusting oneself:

“… just listening to your intuition, that’s like our main form of knowing. We have all these other forms of knowledge in books and what we’re taught in school, but really many times, the answer lies within us. So, again, just making sure that we’re in tune and listening to what we feel like our needs are. And if they’re telling us to leave, that we are true to those voices and we leave. And if they’re saying there’s work for us to do here, we want to stay and we have the support to be able to do that, then do that.” — Dr.  Oni Blackstock

Pearls 

“The work of liberation is the work of freeing the soul to be exactly who we were meant to be.” — GirlTrek

 

The role of an abundance mindset in achieving work/life balance 

Many of us operate from a scarcity mindset; we feel that opportunities are limited and therefore take all opportunities that come our way without regard for our genuine interest in the opportunity or our true time availability. Especially for people early in their careers, there is an unspoken pressure to accept all opportunities that could possibly advance one’s career. It is impossible to achieve work/life balance when operating from this mindset, and as a consequence, it leads to burnout. 

 

However, with an abundance mindset, one recognizes that opportunities are not finite and that saying no to one opportunity frees up our ability to say yes to a better opportunity that comes along later down the line. Dr. Uché Blackstock shared an example of how she experienced a tension between a scarcity mindset and an abundance mindset when deciding whether to continue part-time clinical work or to devote full-time effort to the organization she founded. When she embodied an abundance mindset and let go of her clinical career, she was free to say yes to even more fulfilling opportunities that came her way.

 

Relatedly, Dr. Oni Blackstock discussed the importance of pausing before committing to opportunities. White supremacy culture creates an artificial sense of urgency so we often respond reflexively. By taking a moment to pause and reflect, one can take on opportunities that align with one’s values and that one has adequate time for without sacrificing personal responsibilities. Taking a moment to pause ensures that we react from our authentic self and not from institutional culture.  

 

Cultivate tools to sustain a career in traditional and alternative health careers 

Cultural norms rooted in white supremacy and capitalism create an environment that extracts goods, time, and energy from people without providing a source from which to renew those resources. Dr. Oni Blackstock advises listeners to be “cognizant of the day to day ways in which these systems work against us,” and to actively fight against this culture with things that replenish ourselves. Tools that Dr. Oni Blackstock uses include: daily meditation, creating a gratitude list of 3 things each morning, and yoga and exercise several times a week. Additionally, she spoke about the importance of mentorship and a strong support network so you have people to turn to for advice and encouragement.

 

Finding effective strategies to replenish oneself is important for anyone advancing racial equity work in their careers as social entrepreneurs, academicians, public health officials. 

Dr. Oni Blackstock shared a treasured quote around this idea: “ Learn to drink as you pour, so the spiritual heart cannot run dry and you always have love to give”-Ma Jaya 

 

Self-reflection is a vital component of professional development

It is easy to become consumed by various career opportunities that are presented to us. In order to maintain one’s ability to effectively transform the existing culture of medicine into an anti-racist one, it is important to find time to reflect on one’s journey and direction. Below are some questions that CPSolvers ARM host Dr. Michelle Ogunwole synthesized after this conversation with Drs. Oni and Uché Blackstock. 

 

  • What are the things (situations, contexts, people) that are making you question your gifts? 

  • What are the wake up calls that we need in our life? How can they help you in your next step? 

  • Who are you taking advice from? 

  • What is keeping you from being your authentic self? 

 

References

  1. National Academies of Sciences, Engineering, and Medicine 2020. Promising Practices for Addressing the Underrepresentation of Women in Science, Engineering, and Medicine: Opening Doors. Washington, DC: The National Academies Press. https://doi.org/10.17226/25585

  2. National Academies of Sciences, Engineering, and Medicine 2021. Impact of COVID-19 on the Careers of Women in Academic Sciences, Engineering, and Medicine. Washington, DC: The National Academies Press.   https://doi.org/10.17226/26061

  3. Blackstock, U. Why Black doctors like me are leaving faculty positions in academic medical centers. (2020, January 08). Retrieved from https://www.statnews.com/2020/01/16/black-doctors-leaving-faculty-positions-academic-medical-centers/ 

  4. Forrester A. Why I Stay – The Other Side of Underrepresentation in Academia. N Engl J Med. 2020;383(4):e24. https://www.nejm.org/doi/full/10.1056/NEJMpv2022100 

  5. Doll KM, Thomas CR Jr. Structural Solutions for the Rarest of the Rare – Underrepresented-Minority Faculty in Medical Subspecialties. N Engl J Med. 2020;383(3):283-285. https://www.nejm.org/doi/full/10.1056/NEJMms2003544 

  6. Blackstock, O, Blackstock, U. Opinion: Black Americans should face lower age cutoffs to qualify for vaccine. https://www.washingtonpost.com/opinions/black-americans-should-face-lower-age-cutoffs-to-qualify-for-a-vaccine/2021/02/19/3029d5de-72ec-11eb-b8a9-b9467510f0fe_story.html 

  7. https://www.girltrek.org/ 

  8. https://www.healthjustice.co/ 

  9. https://advancinghealthequity.com/about/ 

 

Disclosures 

The hosts and guests report no relevant financial disclosures.

 

Citation

Blackstock O, Blackstock U, Ogunwole M, Fields NF, Nolen L, Onuoha C, Williams J, Tsai J, Essien UR, Paul D, Khazanchi R. “Episode 10: CounterSpaces in Medicine: Finding Safe Spaces and Redefining Value.” The Clinical Problem Solvers Podcast. https://clinicalproblemsolving.com/episodes. July 15, 2021.

 

Transcript

 

More description
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In this episode, we invite the powerful sister duo Oni Blackstock, MD, MHS and Uché Blackstock, MD to share their experiences on leaving public health and academia to become social entrepreneurs, creating their own organizations in health equity.

Episode Learning Objectives

After listening to this episode learners will be able to…

  1. Recognize some common factors that influence Black women’s decisions to leave traditional health careers

  2. Define counterspaces and understand their value 

  3. Apply tools to combat burnout that could be applied to traditional or alternative health careers 

 

Credits

  • Written and produced by: Michelle Ogunwole, MD, Naomi F. Fields, LaShyra Nolen, Chioma Onuoha, Rohan Khazanchi, MPH, Dereck Paul, MD MS, Utibe R. Essien, MD, MPH, Jazzmin Williams, and Jennifer Tsai MD, M.Ed

  • Hosts: Michelle Ogunwole, MD, Naomi Fields, and LaShyra Nolen

  • Infographic: Creative Edge Design

  • Audio edits: David Hu

  • Guests: Oni Blackstock, MD, MHS and Uché Blackstock, MD

 

Time Stamps

00:00 Introduction

03:49 Defining “CounterSpaces”

5:22 Why Drs. Uché and Oni Blackstock created their counterspaces

17:54 Value gained outside of academia, public health

24:08 Finding balance in racial equity opportunities

34:17 On challenging the self-sacrificing mentality in medicine

42:26 On “doing the work” within academia

49:01 The meaning of sisterhood

52:20 Closing Remarks 

Episode Takeaways:

  1. Definition of CounterSpaces: CounterSpaces are academic and social safe spaces that allow underrepresented faculty to promote their own learning, wherein their experiences are validated and viewed as critical knowledge; they have space to vent frustrations by sharing stories of isolation, microaggressions or overt discrimination; and they can challenge the deficit notion of people of color and establish and maintain a positive collegial racial climate for themselves.

  2. Root causes of the exodus Black women physicians from academia and public health: In many academic and public health institutions, Black women feel undervalued, untitled, underfunded, and undersupported. Their contributions to diversity, equity, and inclusion efforts are expected, but not compensated or rewarded. They are disproportionately passed over for promotions and opportunities despite quality work. These factors directly contribute to the growing trend of Black women physicians leaving these fields to pursue nontraditional health careers.

  3. You are gifted!: “Sometimes you’re in these environments [academic, public health] for so long where you’re undervalued and underappreciated, you’re not supported the way that you should be, that you actually start thinking that– or start forgetting that you’re actually someone with gifts to share.” — Dr. Uché Blackstock

  4. Self-sacrifice is not the highest virtue: Medicine is its own subculture where people are expected to make sacrifices of their time, personal and family life, and finances in order to demonstrate that they are good physicians. It is okay to say that you don’t want that for yourself, and work to actively counter this cultural norm in order to live a fulfilling personal and professional life.  

  5. There are opportunities to advance racial equity inside and outside of academia: For those who feel driven to pursue racial and health equity work within academia and/or public health: (1) understand what you value from working at an academic institution and recognize that there may be options to do that work outside of academia (e.g. research), and (2) build a support structure that enables you to stay true to your values as you work to create change from within.

 

For those having a hard time deciding if they should stay in academia or other traditional research or public health roles, Dr. Oni Blackstock offers important advice about listening to and trusting oneself:

“… just listening to your intuition, that’s like our main form of knowing. We have all these other forms of knowledge in books and what we’re taught in school, but really many times, the answer lies within us. So, again, just making sure that we’re in tune and listening to what we feel like our needs are. And if they’re telling us to leave, that we are true to those voices and we leave. And if they’re saying there’s work for us to do here, we want to stay and we have the support to be able to do that, then do that.” — Dr.  Oni Blackstock

Pearls 

“The work of liberation is the work of freeing the soul to be exactly who we were meant to be.” — GirlTrek

 

The role of an abundance mindset in achieving work/life balance 

Many of us operate from a scarcity mindset; we feel that opportunities are limited and therefore take all opportunities that come our way without regard for our genuine interest in the opportunity or our true time availability. Especially for people early in their careers, there is an unspoken pressure to accept all opportunities that could possibly advance one’s career. It is impossible to achieve work/life balance when operating from this mindset, and as a consequence, it leads to burnout. 

 

However, with an abundance mindset, one recognizes that opportunities are not finite and that saying no to one opportunity frees up our ability to say yes to a better opportunity that comes along later down the line. Dr. Uché Blackstock shared an example of how she experienced a tension between a scarcity mindset and an abundance mindset when deciding whether to continue part-time clinical work or to devote full-time effort to the organization she founded. When she embodied an abundance mindset and let go of her clinical career, she was free to say yes to even more fulfilling opportunities that came her way.

 

Relatedly, Dr. Oni Blackstock discussed the importance of pausing before committing to opportunities. White supremacy culture creates an artificial sense of urgency so we often respond reflexively. By taking a moment to pause and reflect, one can take on opportunities that align with one’s values and that one has adequate time for without sacrificing personal responsibilities. Taking a moment to pause ensures that we react from our authentic self and not from institutional culture.  

 

Cultivate tools to sustain a career in traditional and alternative health careers 

Cultural norms rooted in white supremacy and capitalism create an environment that extracts goods, time, and energy from people without providing a source from which to renew those resources. Dr. Oni Blackstock advises listeners to be “cognizant of the day to day ways in which these systems work against us,” and to actively fight against this culture with things that replenish ourselves. Tools that Dr. Oni Blackstock uses include: daily meditation, creating a gratitude list of 3 things each morning, and yoga and exercise several times a week. Additionally, she spoke about the importance of mentorship and a strong support network so you have people to turn to for advice and encouragement.

 

Finding effective strategies to replenish oneself is important for anyone advancing racial equity work in their careers as social entrepreneurs, academicians, public health officials. 

Dr. Oni Blackstock shared a treasured quote around this idea: “ Learn to drink as you pour, so the spiritual heart cannot run dry and you always have love to give”-Ma Jaya 

 

Self-reflection is a vital component of professional development

It is easy to become consumed by various career opportunities that are presented to us. In order to maintain one’s ability to effectively transform the existing culture of medicine into an anti-racist one, it is important to find time to reflect on one’s journey and direction. Below are some questions that CPSolvers ARM host Dr. Michelle Ogunwole synthesized after this conversation with Drs. Oni and Uché Blackstock. 

 

  • What are the things (situations, contexts, people) that are making you question your gifts? 

  • What are the wake up calls that we need in our life? How can they help you in your next step? 

  • Who are you taking advice from? 

  • What is keeping you from being your authentic self? 

 

References

  1. National Academies of Sciences, Engineering, and Medicine 2020. Promising Practices for Addressing the Underrepresentation of Women in Science, Engineering, and Medicine: Opening Doors. Washington, DC: The National Academies Press. https://doi.org/10.17226/25585

  2. National Academies of Sciences, Engineering, and Medicine 2021. Impact of COVID-19 on the Careers of Women in Academic Sciences, Engineering, and Medicine. Washington, DC: The National Academies Press.   https://doi.org/10.17226/26061

  3. Blackstock, U. Why Black doctors like me are leaving faculty positions in academic medical centers. (2020, January 08). Retrieved from https://www.statnews.com/2020/01/16/black-doctors-leaving-faculty-positions-academic-medical-centers/ 

  4. Forrester A. Why I Stay – The Other Side of Underrepresentation in Academia. N Engl J Med. 2020;383(4):e24. https://www.nejm.org/doi/full/10.1056/NEJMpv2022100 

  5. Doll KM, Thomas CR Jr. Structural Solutions for the Rarest of the Rare – Underrepresented-Minority Faculty in Medical Subspecialties. N Engl J Med. 2020;383(3):283-285. https://www.nejm.org/doi/full/10.1056/NEJMms2003544 

  6. Blackstock, O, Blackstock, U. Opinion: Black Americans should face lower age cutoffs to qualify for vaccine. https://www.washingtonpost.com/opinions/black-americans-should-face-lower-age-cutoffs-to-qualify-for-a-vaccine/2021/02/19/3029d5de-72ec-11eb-b8a9-b9467510f0fe_story.html 

  7. https://www.girltrek.org/ 

  8. https://www.healthjustice.co/ 

  9. https://advancinghealthequity.com/about/ 

 

Disclosures 

The hosts and guests report no relevant financial disclosures.

 

Citation

Blackstock O, Blackstock U, Ogunwole M, Fields NF, Nolen L, Onuoha C, Williams J, Tsai J, Essien UR, Paul D, Khazanchi R. “Episode 10: CounterSpaces in Medicine: Finding Safe Spaces and Redefining Value.” The Clinical Problem Solvers Podcast. https://clinicalproblemsolving.com/episodes. July 15, 2021.

 

Transcript

 

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Chronic Diarrhea Schema

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Dr. Frederick Weber

Dr. Frederick Weber is a Clinical Professor of Medicine at the University of Alabama Birmingham in the Division of Gastroenterology and Hepatology.  He is the former Medical Director of the Division.

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Dr. Frederick Weber discusses an approach to chronic diarrhea with the TCQ squad

Chronic Diarrhea Schema

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Dr. Frederick Weber

Dr. Frederick Weber is a Clinical Professor of Medicine at the University of Alabama Birmingham in the Division of Gastroenterology and Hepatology.  He is the former Medical Director of the Division.

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We continue our campaign to #EndNeurophobia, with the help of Dr. Aaron Berkowitz

Neurology DDx Schema

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Gabriela Pucci

Gabriela has graduated from Medical School at Unicamp and recently finished her neurology residency at Unesp, both in Brazil. She is interested in Medical Education and Clinical Reasoning and has obviously fallen in love with CPSolvers and VMRs since day 1. In her free time, she likes to practice pilates, play with her dogs, binge-watch Netflix comedy series, read biography books, go out with her friends (pre-COVID), drink wine, and cook (still learning).

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We continue our campaign to #EndNeurophobia, with the help of Dr. Aaron Berkowitz

Neurology DDx Schema

Want to test your learning? Take our episode quiz here

Gabriela Pucci

Gabriela has graduated from Medical School at Unicamp and recently finished her neurology residency at Unesp, both in Brazil. She is interested in Medical Education and Clinical Reasoning and has obviously fallen in love with CPSolvers and VMRs since day 1. In her free time, she likes to practice pilates, play with her dogs, binge-watch Netflix comedy series, read biography books, go out with her friends (pre-COVID), drink wine, and cook (still learning).

Download CPSolvers App here 

Patreon website

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Kirsten Austad MD, MPH is an Assistant Professor of Family Medicine at Boston University School of Medicine and a hospitalist at Boston Medical Center. She earned her undergraduate degree in English Literature and Medical Microbiology and Immunology from the University of Wisconsin-Madison and her medical degree from Harvard Medical School in the New Pathway Program. She completed her residency in Family Medicine at Boston Medical Center, the largest safety-net hospital in New England. Following residency, she completed a research fellowship at Brigham and Women’s Hospital in Global Women’s Health and earned a Masters in Public Health from the Harvard T.H. Chan School of Public Health. During this time she worked clinically as a nocturnist at Brigham and Women’s Hospital / Dana Farber Cancer Institute. After fellowship she returned to Boston Medical Center where she is a hospitalist and the Medical Director of the HealthNet Inpatient Family Medicine service, one of the largest family medicine hospitalist services in the country.

   

Her research focuses on global implementation science aimed at improving the delivery of women’s health care in low-resource settings, including respectful maternity care and family planning. In addition to global health research, she also has extensive experience in program development, having spent 6 years as the Director of Women’s Health for Maya Health Alliance, a non-profit providing care to indigenous Maya patients in the highlights of Guatemala, where she trained and supervised a team of over 20 nurses and doctors to provide community-based patient-centered women’s health care.

  Schema

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Kirsten Austad MD, MPH is an Assistant Professor of Family Medicine at Boston University School of Medicine and a hospitalist at Boston Medical Center. She earned her undergraduate degree in English Literature and Medical Microbiology and Immunology from the University of Wisconsin-Madison and her medical degree from Harvard Medical School in the New Pathway Program. She completed her residency in Family Medicine at Boston Medical Center, the largest safety-net hospital in New England. Following residency, she completed a research fellowship at Brigham and Women’s Hospital in Global Women’s Health and earned a Masters in Public Health from the Harvard T.H. Chan School of Public Health. During this time she worked clinically as a nocturnist at Brigham and Women’s Hospital / Dana Farber Cancer Institute. After fellowship she returned to Boston Medical Center where she is a hospitalist and the Medical Director of the HealthNet Inpatient Family Medicine service, one of the largest family medicine hospitalist services in the country.

   

Her research focuses on global implementation science aimed at improving the delivery of women’s health care in low-resource settings, including respectful maternity care and family planning. In addition to global health research, she also has extensive experience in program development, having spent 6 years as the Director of Women’s Health for Maya Health Alliance, a non-profit providing care to indigenous Maya patients in the highlights of Guatemala, where she trained and supervised a team of over 20 nurses and doctors to provide community-based patient-centered women’s health care.

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Bronson presents a clinical unknown to Mohit, Kai, and Lindsey.

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Mohit Harsh

Mohit is a current Chief Resident in the Department of Internal Medicine at WashU. He is from Huntington, West Virginia and attended Marshall University School of Medicine in his hometown. He loves clinical reasoning and has a special interest in Hospital Medicine. Outside of work, he enjoys cooking new recipes, hiking, walks in the park, and has recently developed a green thumb with over 30 house plants and a garden.

Kai Jones

Kai Jones is from Tulsa, Oklahoma and studied Biology and Anthropology at Washington University in St. Louis. She attended Washington University for medical school and is now a second-year resident in Internal Medicine at Barnes-Jewish Hospital. She is interested in Endocrinology, and  community based participatory research. Her hobbies include golf, and cooking.

Bronson Knuzler

Bronson Kunzler was born and raised in Salt Lake City, Utah, he studied finance at Utah State University and is currently an MS3 at Penn State University College of Medicine. He is interested in Internal Medicine with hopes to become a Cardiologist. In his free time he enjoys cheering for the Utah Jazz, barbeque, and visiting museums.

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Bronson presents a clinical unknown to Mohit, Kai, and Lindsey.

Want to test your learning? Take our Episode Quiz 

Mohit Harsh

Mohit is a current Chief Resident in the Department of Internal Medicine at WashU. He is from Huntington, West Virginia and attended Marshall University School of Medicine in his hometown. He loves clinical reasoning and has a special interest in Hospital Medicine. Outside of work, he enjoys cooking new recipes, hiking, walks in the park, and has recently developed a green thumb with over 30 house plants and a garden.

Kai Jones

Kai Jones is from Tulsa, Oklahoma and studied Biology and Anthropology at Washington University in St. Louis. She attended Washington University for medical school and is now a second-year resident in Internal Medicine at Barnes-Jewish Hospital. She is interested in Endocrinology, and  community based participatory research. Her hobbies include golf, and cooking.

Bronson Knuzler

Bronson Kunzler was born and raised in Salt Lake City, Utah, he studied finance at Utah State University and is currently an MS3 at Penn State University College of Medicine. He is interested in Internal Medicine with hopes to become a Cardiologist. In his free time he enjoys cheering for the Utah Jazz, barbeque, and visiting museums.

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Nicholas Hornstein

Nicholas Hornstein is a PGY-3 at UCLA Ronald Reagan Medical Center. He was born and raised in Los Angeles, earned his undergraduate degree from Brandeis University, and graduated from Columbia University with an MD and a PhD in Computational Biology. He has a passion for climbing, cooking, furry animals, and the advancement of medical genomics/technology.  He will be furthering his education next year with a Fellowship in Hematology Oncology at MD Anderson Cancer Center and couldn’t be more excited.

Suellen Li

Suellen Li is a PGY-2 internal medicine resident at Massachusetts General Hospital. She grew up in Roanoke, VA and attended Duke University, where she studied Environmental Sciences & Policy and Global Health. She then moved to Chicago to complete medical school at the University of Chicago Pritzker School of Medicine. After finishing residency, she hopes to pursue a career in hospital medicine. In her free time, she enjoys reading, eating chips and being a cat mom.

Jennifer Plotkin

Jennifer Plotkin is a PGY2 in internal medicine at UCLA. She was born and raised in Los Angeles. She attended MIT for undergrad where she majored in Chemistry. She completed her medical school training at Johns Hopkins. She loves internal medicine for its problem solving and meaningful therapeutic relationships with patients. Her interests include primary care, endocrinology, and medical education, particularly in the veteran population. Outside of medicine, she enjoys running, rooting for the Lakers and Dodgers, and exploring restaurants.

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Sue Ellen presents a clinical unknown to Nick, Jennifer, and Dan

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Episode Quiz

Nicholas Hornstein

Nicholas Hornstein is a PGY-3 at UCLA Ronald Reagan Medical Center. He was born and raised in Los Angeles, earned his undergraduate degree from Brandeis University, and graduated from Columbia University with an MD and a PhD in Computational Biology. He has a passion for climbing, cooking, furry animals, and the advancement of medical genomics/technology.  He will be furthering his education next year with a Fellowship in Hematology Oncology at MD Anderson Cancer Center and couldn’t be more excited.

Suellen Li

Suellen Li is a PGY-2 internal medicine resident at Massachusetts General Hospital. She grew up in Roanoke, VA and attended Duke University, where she studied Environmental Sciences & Policy and Global Health. She then moved to Chicago to complete medical school at the University of Chicago Pritzker School of Medicine. After finishing residency, she hopes to pursue a career in hospital medicine. In her free time, she enjoys reading, eating chips and being a cat mom.

Jennifer Plotkin

Jennifer Plotkin is a PGY2 in internal medicine at UCLA. She was born and raised in Los Angeles. She attended MIT for undergrad where she majored in Chemistry. She completed her medical school training at Johns Hopkins. She loves internal medicine for its problem solving and meaningful therapeutic relationships with patients. Her interests include primary care, endocrinology, and medical education, particularly in the veteran population. Outside of medicine, she enjoys running, rooting for the Lakers and Dodgers, and exploring restaurants.

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Summary

In this special episode of the Antiracism in Medicine Series, originally recorded for the 2021 Society of General Internal Medicine Annual Meeting, the CPSolvers Antiracism team discusses what must be done to make medical education more antiracist. The conversation spans stages of academic medical career progression, ranging from recruitment to training to retention. The ARM team draws upon their own research and personal experiences to provide listeners with recommendations and actionable next steps.   

Learning Objectives

After listening to this episode, listeners will be able to…

  1. Explore the common barriers to entering the medical profession that minoritized trainees face and discuss strategies that trainees and institutions can adopt to overcome them.
  2. Recognize how racist ideologies are often perpetuated in medical education and ways that academic medical centers can revise their curricula to prepare a physician workforce that is invested in recognizing and addressing the root cause of health disparities.
  3. Understand the “minority tax” that minoritized trainees and faculty experience in diversity, equity, and inclusion reform efforts; identify models to properly compensate individuals for their time and expertise.  

Credits

  • Written and produced by: Dereck Paul, MD, MS; Chioma Onuoha, Utibe R. Essien, MD, MPH; Rohan Khazanchi, MPH; LaShyra Nolen; Naomi F. Fields; Michelle Ogunwole, MD; Jazzmin Williams; and Jennifer Tsai MD, M.Ed
  • Host: Chioma Onuoha
  • Infographic: Creative Edge Design
  • Guests: Rohan Khazanchi, MPH; Naomi F. Fields; Michelle Ogunwole, MD; Utibe R. Essien, MD, MPH; Jazzmin Williams

Timestamps:

00:00 Introduction

02:15 Barriers to Entry in Medicine 

05:15 How to Identify an Uplifting Institutional Home 

11:40 Racism Ingrained in Medical Education

15:10 Imagining an Ideal Medical School Curriculum

17:40 A Roadmap to Engaging Hyperlocal Communities in Medical Education

20:30 Moving Beyond Ahistorical Conversations about Health Disparities 

27:05 Engaging All Learners as Stakeholders for Health Equity and Antiracism

33:40 Re-examining Who the Experts Are

42:40 Recognizing Privilege and Positionality 

45:25 Patient Safety Analogy and “Racism Saps the Strength of the Whole”

49:44 Where Do You Find Your Hope?

Takeaways:

  1. Reimagining the learning environment: Creating a more antiracist learning environment will require institution-level commitments and broader reforms in the medical education regulatory environment (i.e. board examinations and mandated competencies). 
  2. Valuing health equity work: antiracism and health equity work must be properly compensated at all levels of training. Such compensation could be monetary or come in the form of academic currency, like co-authorship of publications.
  3. How to be a good ally and co-conspirator: Power and access are needed to sustain and amplify antiracist justice within medicine. Many times, granting this power and access will require that individuals with privileged identities historically possessing a disproportionate amount of power transfer that power to individuals from marginalized backgrounds. Rather than centering the importance of individual advancement, we can remember that whenever racism is operational, as Dr. Camara Jones says, it “saps the strength of the whole society.” Using justice to guide our distribution of power will improve everyone’s livelihood. 
  4. Advancing beyond ahistorical teaching on racial health disparities: Health equity education must include racism as a driver of health inequities. As prior podcast episodes have highlighted, misleading theories of racialized biological differences cannot be presented as the cause of racial health disparities. 

Pearls:

Acculturation to Medical Education 

While the process of medical education is exciting, progressing through clinical training involves acculturation for all. This acculturation can differentially affect learners based on their own backgrounds and experiences. It is important for learners to reach out to mentors and peers who can offer insight into learning the ropes, and a safe place to land; it is also important for educators to recognize this and offer this to their learners. Additionally, it is important that institutions create environments where students have educators and faculty of similar backgrounds as theirs to learn from.

For trainees: What to consider when evaluating medical schools and residency programs

It can be challenging for students and residents  to decide if an institution is truly committed to antiracism, social justice and equity. While time and action are true measures of this commitment, some things to consider include:

  • Is there diversity, which is more than skin deep, in the leadership?
  • Does the institution involve community members in training?
  • What is the relationship between community members and the academic medical center?
  • How does the institution respond to issues of injustice that affect trainees?
  • Is advocacy celebrated or at least respected and encouraged?
  • Does the institution recognize past historical transgressions? What have they done to address a painful history if one exists?
  • Does the curriculum equip learners with a vocabulary to discuss racism?
  • Does the curriculum include historical context about the communities served by the academic medical center?

Engaging All Students as Stakeholders

Antiracism education can seem relegated to students with niche interests. Nevertheless, there are ways to engage all students as stakeholders. 

  • Board exam writers can shape their learning objectives toward antiracism based on our evolving knowledge base and more accurate paradigms of racism-as-the-risk factor, given that board exams shape what educators include in their curricula. 
  • On an institutional level, we can incentivize scientifically accurate, ethically responsible, justice-based means of representing and incorporating race, racism, and health equity within faculty members’ work. These are the people that learners often look up to and after whom they model their careers. 
  • Finally, we might eschew the idea that learners are disinterested in these topics, and commit to deep education regarding race/racism in medicine. Learners are often intellectually curious with a heart to learn what is needed to provide the best care for their patients. 

Curricular Reforms to Operationalize Antiracism

Curricula seeking to address health inequities cannot be ahistorical. Health disparities are not created in a vacuum; thus, discussion of disparate outcomes should include conversations about the systemic and structural underpinnings of inequity.

Similarly, medical curricula must become comfortable reframing who the “experts” are on health disparities topics. In brief, community stakeholders are crucial experts on the lived experiences and health of their neighbors. Community engagement, as well as prioritization of hyperlocal issues impacting communities proximate to academic institutions, can and should be integrated in health equity curricula.

References:

  1. Amutah C, Greenidge K, Mante A et al. Misrepresenting Race — The Role of Medical Schools in Propagating Physician Bias. New England Journal of Medicine. 2021;384(9):872-878. doi:10.1056/nejmms2025768
  2. Nolen L. How Medical Education Is Missing the Bull’s-eye. New England Journal of Medicine. 2020;382(26):2489-2491. doi:10.1056/nejmp1915891
  3. Sharma M, Pinto A, Kumagai A. Teaching the Social Determinants of Health. Academic Medicine. 2018;93(1):25-30. doi:10.1097/acm.0000000000001689
  4. Phelan S, Burke S, Cunningham B et al. The Effects of Racism in Medical Education on Students’ Decisions to Practice in Underserved or Minority Communities. Academic Medicine. 2019;94(8):1178-1189. doi:10.1097/acm.0000000000002719
  5. Khazanchi R, Keeler H, Marcelin J. Out of the Ivory Tower: Successes From a Community-Engaged Structural Competency Curriculum. Academic Medicine. 2021;96(4):482-482. doi:10.1097/acm.0000000000003927
  6. Tsai J, Ucik L, Baldwin N, Hasslinger C, George P. Race Matters? Examining and Rethinking Race Portrayal in Preclinical Medical Education. Academic Medicine. 2016;91(7):916-920. doi:10.1097/acm.0000000000001232
  7. Jones C. Toward the Science and Practice of Antiracism: Launching a National Campaign Against Racism. Ethn Dis. 2018;28(Supp 1):231. doi:10.18865/ed.28.s1.231
  8. Tsai J, Lindo E, Bridges K. Seeing the Window, Finding the Spider: Applying Critical Race Theory to Medical Education (MedCRT) to Make Up Where Biomedical Models and Social Determinants of Health Curricula Fall Short. Front Public Health. 2021. doi: 10.3389/fpubh.2021.653643

 

Transcript

Download the transcript here

 

Disclosures

Mr. Khazanchi is a member of the American Medical Association’s Council on Medical Education, but the views presented herein represent his own and not necessarily those of the AMA or the Council. The hosts and guests report no other relevant financial disclosures.

Citation

Onuoha C, Khazanchi R, Fields N, Ogunwole M, Williams J, Essien UR, Tsai J,  Nolen L, Paul D. “Episode 9: Moving Towards Antiracism in Medical Education.” The Clinical Problem Solvers Podcast. https://clinicalproblemsolving.com/episodes. June 10, 2021.

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Summary

In this special episode of the Antiracism in Medicine Series, originally recorded for the 2021 Society of General Internal Medicine Annual Meeting, the CPSolvers Antiracism team discusses what must be done to make medical education more antiracist. The conversation spans stages of academic medical career progression, ranging from recruitment to training to retention. The ARM team draws upon their own research and personal experiences to provide listeners with recommendations and actionable next steps.   

Learning Objectives

After listening to this episode, listeners will be able to…

  1. Explore the common barriers to entering the medical profession that minoritized trainees face and discuss strategies that trainees and institutions can adopt to overcome them.
  2. Recognize how racist ideologies are often perpetuated in medical education and ways that academic medical centers can revise their curricula to prepare a physician workforce that is invested in recognizing and addressing the root cause of health disparities.
  3. Understand the “minority tax” that minoritized trainees and faculty experience in diversity, equity, and inclusion reform efforts; identify models to properly compensate individuals for their time and expertise.  

Credits

  • Written and produced by: Dereck Paul, MD, MS; Chioma Onuoha, Utibe R. Essien, MD, MPH; Rohan Khazanchi, MPH; LaShyra Nolen; Naomi F. Fields; Michelle Ogunwole, MD; Jazzmin Williams; and Jennifer Tsai MD, M.Ed
  • Host: Chioma Onuoha
  • Infographic: Creative Edge Design
  • Guests: Rohan Khazanchi, MPH; Naomi F. Fields; Michelle Ogunwole, MD; Utibe R. Essien, MD, MPH; Jazzmin Williams

Timestamps:

00:00 Introduction

02:15 Barriers to Entry in Medicine 

05:15 How to Identify an Uplifting Institutional Home 

11:40 Racism Ingrained in Medical Education

15:10 Imagining an Ideal Medical School Curriculum

17:40 A Roadmap to Engaging Hyperlocal Communities in Medical Education

20:30 Moving Beyond Ahistorical Conversations about Health Disparities 

27:05 Engaging All Learners as Stakeholders for Health Equity and Antiracism

33:40 Re-examining Who the Experts Are

42:40 Recognizing Privilege and Positionality 

45:25 Patient Safety Analogy and “Racism Saps the Strength of the Whole”

49:44 Where Do You Find Your Hope?

Takeaways:

  1. Reimagining the learning environment: Creating a more antiracist learning environment will require institution-level commitments and broader reforms in the medical education regulatory environment (i.e. board examinations and mandated competencies). 
  2. Valuing health equity work: antiracism and health equity work must be properly compensated at all levels of training. Such compensation could be monetary or come in the form of academic currency, like co-authorship of publications.
  3. How to be a good ally and co-conspirator: Power and access are needed to sustain and amplify antiracist justice within medicine. Many times, granting this power and access will require that individuals with privileged identities historically possessing a disproportionate amount of power transfer that power to individuals from marginalized backgrounds. Rather than centering the importance of individual advancement, we can remember that whenever racism is operational, as Dr. Camara Jones says, it “saps the strength of the whole society.” Using justice to guide our distribution of power will improve everyone’s livelihood. 
  4. Advancing beyond ahistorical teaching on racial health disparities: Health equity education must include racism as a driver of health inequities. As prior podcast episodes have highlighted, misleading theories of racialized biological differences cannot be presented as the cause of racial health disparities. 

Pearls:

Acculturation to Medical Education 

While the process of medical education is exciting, progressing through clinical training involves acculturation for all. This acculturation can differentially affect learners based on their own backgrounds and experiences. It is important for learners to reach out to mentors and peers who can offer insight into learning the ropes, and a safe place to land; it is also important for educators to recognize this and offer this to their learners. Additionally, it is important that institutions create environments where students have educators and faculty of similar backgrounds as theirs to learn from.

For trainees: What to consider when evaluating medical schools and residency programs

It can be challenging for students and residents  to decide if an institution is truly committed to antiracism, social justice and equity. While time and action are true measures of this commitment, some things to consider include:

  • Is there diversity, which is more than skin deep, in the leadership?
  • Does the institution involve community members in training?
  • What is the relationship between community members and the academic medical center?
  • How does the institution respond to issues of injustice that affect trainees?
  • Is advocacy celebrated or at least respected and encouraged?
  • Does the institution recognize past historical transgressions? What have they done to address a painful history if one exists?
  • Does the curriculum equip learners with a vocabulary to discuss racism?
  • Does the curriculum include historical context about the communities served by the academic medical center?

Engaging All Students as Stakeholders

Antiracism education can seem relegated to students with niche interests. Nevertheless, there are ways to engage all students as stakeholders. 

  • Board exam writers can shape their learning objectives toward antiracism based on our evolving knowledge base and more accurate paradigms of racism-as-the-risk factor, given that board exams shape what educators include in their curricula. 
  • On an institutional level, we can incentivize scientifically accurate, ethically responsible, justice-based means of representing and incorporating race, racism, and health equity within faculty members’ work. These are the people that learners often look up to and after whom they model their careers. 
  • Finally, we might eschew the idea that learners are disinterested in these topics, and commit to deep education regarding race/racism in medicine. Learners are often intellectually curious with a heart to learn what is needed to provide the best care for their patients. 

Curricular Reforms to Operationalize Antiracism

Curricula seeking to address health inequities cannot be ahistorical. Health disparities are not created in a vacuum; thus, discussion of disparate outcomes should include conversations about the systemic and structural underpinnings of inequity.

Similarly, medical curricula must become comfortable reframing who the “experts” are on health disparities topics. In brief, community stakeholders are crucial experts on the lived experiences and health of their neighbors. Community engagement, as well as prioritization of hyperlocal issues impacting communities proximate to academic institutions, can and should be integrated in health equity curricula.

References:

  1. Amutah C, Greenidge K, Mante A et al. Misrepresenting Race — The Role of Medical Schools in Propagating Physician Bias. New England Journal of Medicine. 2021;384(9):872-878. doi:10.1056/nejmms2025768
  2. Nolen L. How Medical Education Is Missing the Bull’s-eye. New England Journal of Medicine. 2020;382(26):2489-2491. doi:10.1056/nejmp1915891
  3. Sharma M, Pinto A, Kumagai A. Teaching the Social Determinants of Health. Academic Medicine. 2018;93(1):25-30. doi:10.1097/acm.0000000000001689
  4. Phelan S, Burke S, Cunningham B et al. The Effects of Racism in Medical Education on Students’ Decisions to Practice in Underserved or Minority Communities. Academic Medicine. 2019;94(8):1178-1189. doi:10.1097/acm.0000000000002719
  5. Khazanchi R, Keeler H, Marcelin J. Out of the Ivory Tower: Successes From a Community-Engaged Structural Competency Curriculum. Academic Medicine. 2021;96(4):482-482. doi:10.1097/acm.0000000000003927
  6. Tsai J, Ucik L, Baldwin N, Hasslinger C, George P. Race Matters? Examining and Rethinking Race Portrayal in Preclinical Medical Education. Academic Medicine. 2016;91(7):916-920. doi:10.1097/acm.0000000000001232
  7. Jones C. Toward the Science and Practice of Antiracism: Launching a National Campaign Against Racism. Ethn Dis. 2018;28(Supp 1):231. doi:10.18865/ed.28.s1.231
  8. Tsai J, Lindo E, Bridges K. Seeing the Window, Finding the Spider: Applying Critical Race Theory to Medical Education (MedCRT) to Make Up Where Biomedical Models and Social Determinants of Health Curricula Fall Short. Front Public Health. 2021. doi: 10.3389/fpubh.2021.653643

 

Transcript

Download the transcript here

 

Disclosures

Mr. Khazanchi is a member of the American Medical Association’s Council on Medical Education, but the views presented herein represent his own and not necessarily those of the AMA or the Council. The hosts and guests report no other relevant financial disclosures.

Citation

Onuoha C, Khazanchi R, Fields N, Ogunwole M, Williams J, Essien UR, Tsai J,  Nolen L, Paul D. “Episode 9: Moving Towards Antiracism in Medical Education.” The Clinical Problem Solvers Podcast. https://clinicalproblemsolving.com/episodes. June 10, 2021.

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Dr. Hernán Carrillo

Hernán Carrillo is Head of the Internal Medicine Department at Las Higueras Hospital in Talcahuano, Chile. He’s also an Assistant Professor at Concepción’s University. He is passionate about his work in public health care and is specially crazy about diagnostic process. Loves to play guitar and singing, and he’s learning a little bit of piano. Also enjoys photography. He is totally in love with his family!

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Dr. Hernán Carrillo

Hernán Carrillo is Head of the Internal Medicine Department at Las Higueras Hospital in Talcahuano, Chile. He’s also an Assistant Professor at Concepción’s University. He is passionate about his work in public health care and is specially crazy about diagnostic process. Loves to play guitar and singing, and he’s learning a little bit of piano. Also enjoys photography. He is totally in love with his family!

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Description: We continue our campaign to #EndNeurophobia led by Aaron Berkowitz! This time, Doug presents a case of headache and blurry vision to Hannah and Dhruv.

Neurology DDx Schema

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Dhruv Srinivasachar

Dhruv Srinivasachar is a soon-to-be 1st year Medicine-Pediatrics resident at Western Michigan University and a graduate of Virginia Commonwealth University School of Medicine (the Medical College of Virginia for all the veteran attendings out there). Introduced to medicine through research, Dhruv has shifted his passions to empathetic clinical care and medical education, as a contributor to the CPSolvers (especially through VMR as a case presenter, discussant, and compiler of cases) and team member for the Not Just Little Adults podcast (CPedsSolvers, if you will). When he’s not looking for apartments or stressing about intern year, he can be found biking, gardening, and cooking.

Hannah Roberts

Hannah is currently finishing medical school in Arizona with plans for emergency medicine. She graduated from the US Naval Academy and completed active duty before starting med school. Her interests in medicine include nuclear weapons safety, medical education, and clinical applications of evolutionary biology. Outside of medicine she is a dog person and loves being outside mountain biking, running, and camping.

Doug Pet

Doug Pet is a resident in neurology at UCSF. He grew up surrounded by cow farms and crab-apple trees in New Milford, CT. He completed a dual-degree program at Tufts and the New England Conservatory studying medical anthropology, community health, and jazz saxophone. He later worked for a non-profit in Berkeley, CA on bioethical and social justice issues related to genetic and reproductive technologies. Doug attended Vanderbilt University School of Medicine, after which he returned to the Bay Area for neurology residency at UCSF. He loves Brazilian music, playing Spike ball, and making custom wooden pens on his lathe.

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Description: We continue our campaign to #EndNeurophobia led by Aaron Berkowitz! This time, Doug presents a case of headache and blurry vision to Hannah and Dhruv.

Neurology DDx Schema

Want to test your learning? Take our Episode Quiz 

Dhruv Srinivasachar

Dhruv Srinivasachar is a soon-to-be 1st year Medicine-Pediatrics resident at Western Michigan University and a graduate of Virginia Commonwealth University School of Medicine (the Medical College of Virginia for all the veteran attendings out there). Introduced to medicine through research, Dhruv has shifted his passions to empathetic clinical care and medical education, as a contributor to the CPSolvers (especially through VMR as a case presenter, discussant, and compiler of cases) and team member for the Not Just Little Adults podcast (CPedsSolvers, if you will). When he’s not looking for apartments or stressing about intern year, he can be found biking, gardening, and cooking.

Hannah Roberts

Hannah is currently finishing medical school in Arizona with plans for emergency medicine. She graduated from the US Naval Academy and completed active duty before starting med school. Her interests in medicine include nuclear weapons safety, medical education, and clinical applications of evolutionary biology. Outside of medicine she is a dog person and loves being outside mountain biking, running, and camping.

Doug Pet

Doug Pet is a resident in neurology at UCSF. He grew up surrounded by cow farms and crab-apple trees in New Milford, CT. He completed a dual-degree program at Tufts and the New England Conservatory studying medical anthropology, community health, and jazz saxophone. He later worked for a non-profit in Berkeley, CA on bioethical and social justice issues related to genetic and reproductive technologies. Doug attended Vanderbilt University School of Medicine, after which he returned to the Bay Area for neurology residency at UCSF. He loves Brazilian music, playing Spike ball, and making custom wooden pens on his lathe.

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Published 2021-05-20

Episode 177: Wdx #10 – Negotiations

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Dr. Katrina Armstrong and Dr. Vineet Arora join the #bosslady Wdx team to discuss navigating negotiations as women in medicine

Dr. Katrina Armstrong

Dr. Katrina Armstrong is the Jackson Professor of Clinical Medicine at Harvard Medical School, Chair of the Department of Medicine and Physician-in-Chief of Massachusetts General Hospital. She is an internationally recognized investigator in medical decision making, quality of care, and cancer prevention and outcomes, an award winning teacher, and a practicing primary care physician. She has served on multiple advisory panels for academic and federal organizations and has been elected to the American Society of Clinical Investigation and the Institute of Medicine. Prior to coming to Mass General, she was the Chief of the Division of General Internal Medicine of the Robert Wood Johnson Clinical Scholars Program at the University of Pennsylvania.

Dr. Vineet Arora

Vineet Arora, MD, MAPP is an academic hospitalist and Associate Chief Medical Officer for Clinical Learning Environment and Assistant Dean for Scholarship & Discovery at the University of Chicago. Through her role, she bridges educational and hospital leadership to engage frontline staff into the institutional quality, safety, and value mission. An accomplished researcher, she is PI of numerous NIH grants to evaluate novel interventions that combine systems change with learning theory to improve care which has resulted in publications that have been cited over 11,000 times.  She is an elected member of the National Academy of Medicine and the American Society of Clinical Investigation. As an advocate for women in medicine, she was featured in the New York Times for an editorial that called to end the gender pay gap in medicine. She is a founding member of the 501c3 Women of Impact dedicated to advancing women leaders in healthcare. She is on the leadership group of the National Academy of Science Engineering and Medicine’s Action Collaborative to End Sexual Harassment in Higher Education.

 

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Dr. Katrina Armstrong and Dr. Vineet Arora join the #bosslady Wdx team to discuss navigating negotiations as women in medicine

Dr. Katrina Armstrong

Dr. Katrina Armstrong is the Jackson Professor of Clinical Medicine at Harvard Medical School, Chair of the Department of Medicine and Physician-in-Chief of Massachusetts General Hospital. She is an internationally recognized investigator in medical decision making, quality of care, and cancer prevention and outcomes, an award winning teacher, and a practicing primary care physician. She has served on multiple advisory panels for academic and federal organizations and has been elected to the American Society of Clinical Investigation and the Institute of Medicine. Prior to coming to Mass General, she was the Chief of the Division of General Internal Medicine of the Robert Wood Johnson Clinical Scholars Program at the University of Pennsylvania.

Dr. Vineet Arora

Vineet Arora, MD, MAPP is an academic hospitalist and Associate Chief Medical Officer for Clinical Learning Environment and Assistant Dean for Scholarship & Discovery at the University of Chicago. Through her role, she bridges educational and hospital leadership to engage frontline staff into the institutional quality, safety, and value mission. An accomplished researcher, she is PI of numerous NIH grants to evaluate novel interventions that combine systems change with learning theory to improve care which has resulted in publications that have been cited over 11,000 times.  She is an elected member of the National Academy of Medicine and the American Society of Clinical Investigation. As an advocate for women in medicine, she was featured in the New York Times for an editorial that called to end the gender pay gap in medicine. She is a founding member of the 501c3 Women of Impact dedicated to advancing women leaders in healthcare. She is on the leadership group of the National Academy of Science Engineering and Medicine’s Action Collaborative to End Sexual Harassment in Higher Education.

 

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“There’s nothing new under the sun, but there are new suns” – Octavia E. Butler

Summary: We invite social justice champion and acclaimed scholar of race, gender, and the law, Dorothy E. Roberts, JD, to discuss the history of race-based medicine and the movement for health equity and justice.

Episode Learning Objectives

After listening to this episode learners will be able to…

  1. Understand race as a social construct and political invention
  2. Explore the history of race as a proxy for genetics and ancestry
  3. Explore the history of race-based pharmaceuticals
  4. Explore the history of race-based clinical algorithms

 

Credits

  • Written and produced by: Naomi Fields, Rohan Khazanchi, LaShyra Nolen, Michelle Ogunwole, MD, Chioma Onuoha, Jenny Tsai, MD, Jazzmin Williams, Dereck Paul, MS, and Utibe R. Essien, MD, MPH 
  • Infographic: Creative Edge Design
  • Hosts: Dereck Paul, MS, Utibe R. Essien, MD, MPH, Michelle Ogunwole, MD
  • Guest: Dorothy E. Roberts, JD (@DorothyERoberts)

 

Timestamps:

00:00 Introduction

03:40 Defining Race

13:40 Responses to Common Race Based Medicine Arguments

20:40 Race as a Proxy for Racism

31:00 BiDiL and Race Based Medicine Definition

42:00 Dr. Duana Fullwiley and the “African Gene”

49:30 Debunking Folklore Health Narratives

53:30 Slavery Hypertension Hypothesis

57:00 Importance of Intentional and Plausible Research Methods

1:00:00 Race in Medical Algorithms 

1:12:00 Moving Away from Relying on Simplistic Biological Concepts of Race

1:15:48 Advice for Listeners

1:21:00 Closing Remarks 

Takeaways:

  1. Definition of Race: Race is not a biological category, instead it is a permeable, flexible, and unstable social construction and political invention that facilitates political and economic inequality. However it is important to remember that this political invention DOES affect biology because of the way that it creates social inequity.
  2. Historical Context: Historically, laws such as interracial marriage bans have protected established structures of white supremacy and reinforced the social construct of race.
  3. Race is a Poor Proxy for Genetics: Diseases with genetic or population associations are often evolutionary adaptations to specific geo-environments. Race, a social construction, groups people from large swaths of of global territory based on superficial phenotype is often a poor proxy for these genetic associations with disease. 
  4. Race is a proxy for Racism: race was invented as a way to classify people into subordinate groups and support the political sanctioning of inequity.  The very function of race is thus to support and uphold racism. When we evaluate race in medicine we have to recall  this origin story and not rely on race as a placeholder for anything else except racism.
  5. The Root of Inequities: Health inequities are overwhelmingly caused by differences in social status, living conditions, and experiences of discrimination. When we cling to race as the cause of  health inequities, we obscure and divert attention away from these social factors that need to be addressed.
  6. Intersectionality: Race and racism intersect with socioeconomic status, education, geography, sexual orientation, religion, immigration status, gender and other identities with differential impact. 
  7. Our responsibility in medicine: “What we have to do is include medicine in the political movement to bring down the structures of racism and white supremacy and the way in which medicine incorporates those and promotes those. And [this] HAS to be in conjunction with broader social movements…that are dedicated to radically transforming our world into one in which human beings are equally valued…”-Dorothy E. Roberts JD
  8. For the patient I see tomorrow:  Beyond recognizing that race is not a proxy for biology, we can all ask ourselves “What way is structural racism affecting my patient and what can I do about it?” The answer to this question may not be easily answered and may not always be found in the clinical setting.

Pearls:

“Genetics is not the end all be all of understanding disease” – Dorothy E. Roberts JD

An Emphasis on Genetics is Not the Solution to Race-Based Medicine

Being antiracist in medicine does not mean being more precise in our understanding of genetics. Rather we need a deeper and broader understanding of the influence of the structural and political determinants of health inequities. Part of the problem with focusing on race in medicine is that it limits our perspectives and encourages research practices that lack the rigor required to identify root causes of racial health inequities. We should be focusing on root causes rather than proxies. It does not mean that we should stop exploring genetic causes of disease, but rather that we should not pretend that understanding genetics is the solution to addressing disparities. Dr. Roberts put it expertly: “to be anti-racist, it doesn’t mean, well, then let’s just be more precise in our genetics. It means being anti all the things that race and racism do.”

Medicine Must Move Beyond Othering Black People

All too often in medicine, Black people are singled out from all other human beings as having different bodies from the norm, aka whiteness. Examples of this include: BiDiL, the blood pressure drug marketed solely to black people; arguments for race-based medicine that cite sickle cell, a disease that is most common in Black people because of geographic varietion rather than innate difference; and the slavery hypertension hypothesis which posits that hypertension disparities observed in Black people are a result of the stress of slavery and the middle passage rather than the longitudinal impacts of structural racism. Rather than searching for obscure explanations for inequalities, we must instead recognize the ways that racism impedes health at both individual and structural levels. 

Race-based algorithms can produce inequity and there is a moral dilemma we must attend to

There is a persistent question about whether race-based clinical algorithms disadvantage patients and how we should think through use of them in clinical medicine. Professor Roberts offers some guidance: whenever you are stuck, go back to the origin story- what is race? Then you can ask yourself, how is race being used and does that use further inequity? 

Professor Roberts also offers a few scenarios.

  1. Race-based algorithms: Race is being used as a biological construct AND it can produce harm. For example, GFR- race correction for Black patients. The use of race is  based on a false/biological concept of race AND many studies show that this can harm patients ( i.e. clinical resources are withheld based on results of algorithm). This is the rationale for NOT using these kinds of race-based algorithms.
  2. Race “neutral” algorithms, which are used for allocation of resources for most fit patients. Race is not included in the algorithm, however because of the experiences of structural racism, certain groups will have worse scores. These worse scores may lead to the withholding of resources and ultimately further inequity. For example, the proposal of race neutral ventilator algorithms that were set up to allocate ventilators to the most fit patients during the COVID-19 pandemic. This race neutral algorithm could disadvantage Black patients, who because of structural racism may have lower fitness scores. This could worsen existing disparities in COVID-19 outcomes among Black patients. 

Moral dilemma: Including race as a biological construct in clinical algorithms can lead to inequity. However whenever structural racism isn’t included in clinical algorithms, we also risk denying a group who has experienced structural racism access to much needed resources. We have not thought about this enough in medicine and we don’t have a gold standard of how to include race as a proxy for structural racism in our clinical algorithms. As we move forward we must continue to think critically about the ethical and just way to include race or rather structural racism in clinical algorithms and ensure that our algorithms do not further inequity.

References:

  1. Lindo E, Nolen L, Paul D, Ogunwole M, Fields N, Onuoha C, Williams J, Essien UR, Khazanchi R. “Episode 140: Dismantling Race-Based Medicine, Part 1: Historical & Ethical Perspectives.” The Clinical Problem Solvers Podcast. https://clinicalproblemsolving.com/episodes. November 17, 2020.
  2. Eneanya A, Tsai J, Williams J, Essien UR, Paul D, Fields NF, Nolen L, Ogunwole M, Onuoha C, Khazanchi R. “Episode 4: Dismantling Race-Based Medicine, Part 2: Clinical Perspectives.” The Clinical Problem Solvers Podcast. https://clinicalproblemsolving.com/episodes. December 17, 2020.
  3. Roberts D. Fatal Invention: How Science, Politics, and Big Business Re-create Race in the Twenty-first Century. The New Press: 2012.
  4. Roberts D. “The problem with race-based medicine.” TEDMED 2015. Link to talk.
  5. Roberts DE. What’s Wrong with Race-Based Medicine?: Genes, Drugs, and Health Disparities. Minnesota Journal of Law, Science & Technology. 2011;12(1):1-21.
  6. Yudell M, Roberts D, DeSalle R, Tishkoff S. NIH must confront the use of race in science. Science. 2020;369(6509):1313-1314. doi:10.1126/science.abd4842
  7. Roberts DE. Is race-based medicine good for us?: African American approaches to race, biomedicine, and equality. J Law Med Ethics. 2008;36(3):537-545. doi:10.1111/j.1748-720X.2008.302.x
  8. Taylor AL, Ziesche S, Yancy C, Carson P, D’Agostino R Jr, Ferdinand K, Taylor M, Adams K, Sabolinski M, Worcel M, Cohn JN; African-American Heart Failure Trial Investigators. Combination of isosorbide dinitrate and hydralazine in blacks with heart failure. N Engl J Med. 2004 Nov 11;351(20):2049-57. doi: 10.1056/NEJMoa042934. 
  9. The Slavery Hypertension Hypothesis: Dissemination and Appeal of a Modern Race Theory. (2003). Epidemiology, 14(1), 111-118. Retrieved May 9, 2021, from http://www.jstor.org/stable/3703292
  10. Roberts, Dorothy E. Killing the Black Body: Race, Reproduction, and the Meaning of Liberty. New York: Pantheon Books, 1997.
  11. Sjoding MW, Dickson RP, Iwashyna TJ, Gay SE, Valley TS. Racial Bias in Pulse Oximetry Measurement. N Engl J Med. 2020 Dec 17;383(25):2477-2478. doi: 10.1056/NEJMc2029240.
  12. Hansen H, Netherland J. Is the Prescription Opioid Epidemic a White Problem?. Am J Public Health. 2016;106(12):2127-2129. doi:10.2105/AJPH.2016.303483
  13. Bibbins-Domingo K, Fernandez A. BiDil for heart failure in black patients: implications of the U.S. Food and Drug Administration approval. Ann Intern Med. 2007 Jan 2;146(1):52-6. doi: 10.7326/0003-4819-146-1-200701020-00009. Erratum in: Ann Intern Med. 2007 Apr 17;146(8):616. PMID: 17200222.
  14. Roberts DE. Abolish race correction. Lancet. 2021 Jan 2;397(10268):17-18. doi: 10.1016/S0140-6736(20)32716-1. PMID: 33388099.

Transcript

Download transcript here

Disclosures

The hosts and guests report no relevant financial disclosures.

Citation

Roberts, DE, Onuoha C, Khazanchi R, Nolen L, Fields N, Tsai J, Essien UR, Paul D, Ogunwole M,. “Episode 8: Dismantling Race Based Medicine Part 3: Towards Justice and Race-Conscious Medicine.” The Clinical Problem Solvers Podcast. https://clinicalproblemsolving.com/episodes. May 10, 2021.

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“There’s nothing new under the sun, but there are new suns” – Octavia E. Butler

Summary: We invite social justice champion and acclaimed scholar of race, gender, and the law, Dorothy E. Roberts, JD, to discuss the history of race-based medicine and the movement for health equity and justice.

Episode Learning Objectives

After listening to this episode learners will be able to…

  1. Understand race as a social construct and political invention
  2. Explore the history of race as a proxy for genetics and ancestry
  3. Explore the history of race-based pharmaceuticals
  4. Explore the history of race-based clinical algorithms

 

Credits

  • Written and produced by: Naomi Fields, Rohan Khazanchi, LaShyra Nolen, Michelle Ogunwole, MD, Chioma Onuoha, Jenny Tsai, MD, Jazzmin Williams, Dereck Paul, MS, and Utibe R. Essien, MD, MPH 
  • Infographic: Creative Edge Design
  • Hosts: Dereck Paul, MS, Utibe R. Essien, MD, MPH, Michelle Ogunwole, MD
  • Guest: Dorothy E. Roberts, JD (@DorothyERoberts)

 

Timestamps:

00:00 Introduction

03:40 Defining Race

13:40 Responses to Common Race Based Medicine Arguments

20:40 Race as a Proxy for Racism

31:00 BiDiL and Race Based Medicine Definition

42:00 Dr. Duana Fullwiley and the “African Gene”

49:30 Debunking Folklore Health Narratives

53:30 Slavery Hypertension Hypothesis

57:00 Importance of Intentional and Plausible Research Methods

1:00:00 Race in Medical Algorithms 

1:12:00 Moving Away from Relying on Simplistic Biological Concepts of Race

1:15:48 Advice for Listeners

1:21:00 Closing Remarks 

Takeaways:

  1. Definition of Race: Race is not a biological category, instead it is a permeable, flexible, and unstable social construction and political invention that facilitates political and economic inequality. However it is important to remember that this political invention DOES affect biology because of the way that it creates social inequity.
  2. Historical Context: Historically, laws such as interracial marriage bans have protected established structures of white supremacy and reinforced the social construct of race.
  3. Race is a Poor Proxy for Genetics: Diseases with genetic or population associations are often evolutionary adaptations to specific geo-environments. Race, a social construction, groups people from large swaths of of global territory based on superficial phenotype is often a poor proxy for these genetic associations with disease. 
  4. Race is a proxy for Racism: race was invented as a way to classify people into subordinate groups and support the political sanctioning of inequity.  The very function of race is thus to support and uphold racism. When we evaluate race in medicine we have to recall  this origin story and not rely on race as a placeholder for anything else except racism.
  5. The Root of Inequities: Health inequities are overwhelmingly caused by differences in social status, living conditions, and experiences of discrimination. When we cling to race as the cause of  health inequities, we obscure and divert attention away from these social factors that need to be addressed.
  6. Intersectionality: Race and racism intersect with socioeconomic status, education, geography, sexual orientation, religion, immigration status, gender and other identities with differential impact. 
  7. Our responsibility in medicine: “What we have to do is include medicine in the political movement to bring down the structures of racism and white supremacy and the way in which medicine incorporates those and promotes those. And [this] HAS to be in conjunction with broader social movements…that are dedicated to radically transforming our world into one in which human beings are equally valued…”-Dorothy E. Roberts JD
  8. For the patient I see tomorrow:  Beyond recognizing that race is not a proxy for biology, we can all ask ourselves “What way is structural racism affecting my patient and what can I do about it?” The answer to this question may not be easily answered and may not always be found in the clinical setting.

Pearls:

“Genetics is not the end all be all of understanding disease” – Dorothy E. Roberts JD

An Emphasis on Genetics is Not the Solution to Race-Based Medicine

Being antiracist in medicine does not mean being more precise in our understanding of genetics. Rather we need a deeper and broader understanding of the influence of the structural and political determinants of health inequities. Part of the problem with focusing on race in medicine is that it limits our perspectives and encourages research practices that lack the rigor required to identify root causes of racial health inequities. We should be focusing on root causes rather than proxies. It does not mean that we should stop exploring genetic causes of disease, but rather that we should not pretend that understanding genetics is the solution to addressing disparities. Dr. Roberts put it expertly: “to be anti-racist, it doesn’t mean, well, then let’s just be more precise in our genetics. It means being anti all the things that race and racism do.”

Medicine Must Move Beyond Othering Black People

All too often in medicine, Black people are singled out from all other human beings as having different bodies from the norm, aka whiteness. Examples of this include: BiDiL, the blood pressure drug marketed solely to black people; arguments for race-based medicine that cite sickle cell, a disease that is most common in Black people because of geographic varietion rather than innate difference; and the slavery hypertension hypothesis which posits that hypertension disparities observed in Black people are a result of the stress of slavery and the middle passage rather than the longitudinal impacts of structural racism. Rather than searching for obscure explanations for inequalities, we must instead recognize the ways that racism impedes health at both individual and structural levels. 

Race-based algorithms can produce inequity and there is a moral dilemma we must attend to

There is a persistent question about whether race-based clinical algorithms disadvantage patients and how we should think through use of them in clinical medicine. Professor Roberts offers some guidance: whenever you are stuck, go back to the origin story- what is race? Then you can ask yourself, how is race being used and does that use further inequity? 

Professor Roberts also offers a few scenarios.

  1. Race-based algorithms: Race is being used as a biological construct AND it can produce harm. For example, GFR- race correction for Black patients. The use of race is  based on a false/biological concept of race AND many studies show that this can harm patients ( i.e. clinical resources are withheld based on results of algorithm). This is the rationale for NOT using these kinds of race-based algorithms.
  2. Race “neutral” algorithms, which are used for allocation of resources for most fit patients. Race is not included in the algorithm, however because of the experiences of structural racism, certain groups will have worse scores. These worse scores may lead to the withholding of resources and ultimately further inequity. For example, the proposal of race neutral ventilator algorithms that were set up to allocate ventilators to the most fit patients during the COVID-19 pandemic. This race neutral algorithm could disadvantage Black patients, who because of structural racism may have lower fitness scores. This could worsen existing disparities in COVID-19 outcomes among Black patients. 

Moral dilemma: Including race as a biological construct in clinical algorithms can lead to inequity. However whenever structural racism isn’t included in clinical algorithms, we also risk denying a group who has experienced structural racism access to much needed resources. We have not thought about this enough in medicine and we don’t have a gold standard of how to include race as a proxy for structural racism in our clinical algorithms. As we move forward we must continue to think critically about the ethical and just way to include race or rather structural racism in clinical algorithms and ensure that our algorithms do not further inequity.

References:

  1. Lindo E, Nolen L, Paul D, Ogunwole M, Fields N, Onuoha C, Williams J, Essien UR, Khazanchi R. “Episode 140: Dismantling Race-Based Medicine, Part 1: Historical & Ethical Perspectives.” The Clinical Problem Solvers Podcast. https://clinicalproblemsolving.com/episodes. November 17, 2020.
  2. Eneanya A, Tsai J, Williams J, Essien UR, Paul D, Fields NF, Nolen L, Ogunwole M, Onuoha C, Khazanchi R. “Episode 4: Dismantling Race-Based Medicine, Part 2: Clinical Perspectives.” The Clinical Problem Solvers Podcast. https://clinicalproblemsolving.com/episodes. December 17, 2020.
  3. Roberts D. Fatal Invention: How Science, Politics, and Big Business Re-create Race in the Twenty-first Century. The New Press: 2012.
  4. Roberts D. “The problem with race-based medicine.” TEDMED 2015. Link to talk.
  5. Roberts DE. What’s Wrong with Race-Based Medicine?: Genes, Drugs, and Health Disparities. Minnesota Journal of Law, Science & Technology. 2011;12(1):1-21.
  6. Yudell M, Roberts D, DeSalle R, Tishkoff S. NIH must confront the use of race in science. Science. 2020;369(6509):1313-1314. doi:10.1126/science.abd4842
  7. Roberts DE. Is race-based medicine good for us?: African American approaches to race, biomedicine, and equality. J Law Med Ethics. 2008;36(3):537-545. doi:10.1111/j.1748-720X.2008.302.x
  8. Taylor AL, Ziesche S, Yancy C, Carson P, D’Agostino R Jr, Ferdinand K, Taylor M, Adams K, Sabolinski M, Worcel M, Cohn JN; African-American Heart Failure Trial Investigators. Combination of isosorbide dinitrate and hydralazine in blacks with heart failure. N Engl J Med. 2004 Nov 11;351(20):2049-57. doi: 10.1056/NEJMoa042934. 
  9. The Slavery Hypertension Hypothesis: Dissemination and Appeal of a Modern Race Theory. (2003). Epidemiology, 14(1), 111-118. Retrieved May 9, 2021, from http://www.jstor.org/stable/3703292
  10. Roberts, Dorothy E. Killing the Black Body: Race, Reproduction, and the Meaning of Liberty. New York: Pantheon Books, 1997.
  11. Sjoding MW, Dickson RP, Iwashyna TJ, Gay SE, Valley TS. Racial Bias in Pulse Oximetry Measurement. N Engl J Med. 2020 Dec 17;383(25):2477-2478. doi: 10.1056/NEJMc2029240.
  12. Hansen H, Netherland J. Is the Prescription Opioid Epidemic a White Problem?. Am J Public Health. 2016;106(12):2127-2129. doi:10.2105/AJPH.2016.303483
  13. Bibbins-Domingo K, Fernandez A. BiDil for heart failure in black patients: implications of the U.S. Food and Drug Administration approval. Ann Intern Med. 2007 Jan 2;146(1):52-6. doi: 10.7326/0003-4819-146-1-200701020-00009. Erratum in: Ann Intern Med. 2007 Apr 17;146(8):616. PMID: 17200222.
  14. Roberts DE. Abolish race correction. Lancet. 2021 Jan 2;397(10268):17-18. doi: 10.1016/S0140-6736(20)32716-1. PMID: 33388099.

Transcript

Download transcript here

Disclosures

The hosts and guests report no relevant financial disclosures.

Citation

Roberts, DE, Onuoha C, Khazanchi R, Nolen L, Fields N, Tsai J, Essien UR, Paul D, Ogunwole M,. “Episode 8: Dismantling Race Based Medicine Part 3: Towards Justice and Race-Conscious Medicine.” The Clinical Problem Solvers Podcast. https://clinicalproblemsolving.com/episodes. May 10, 2021.

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Kaitlyn Thomas is a 3rd year medical student at Lake Erie College of Osteopathic Medicine at their Seton Hill campus in Greensburg, Pennsylvania. She is interested in medical education, advocacy and assisting underserved populations. She has contributed to the CPSolvers on Virtual Morning Report on several occasions and produced a few videos for their illness scripts. In her free time, she enjoys hiking, spending time with family, and finding new recipes to cook.

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Sherry Chao is a 4th year medical student at University of North Carolina at Chapel Hill. She is interested in medical education and is also an aspiring physician-scientist hoping to apply computational systems biology to understanding hematologic diseases. In her free time, she likes to travel and explore outdoors with her husband, try out new escape rooms, and play with her bearded dragon, Toothless.

Gabriela Pucci 

Gabriela has graduated from Medical School at Unicamp and recently finished her neurology residency at Unesp, both in Brazil. She is interested in Medical Education and Clinical Reasoning and has obviously fallen in love with CPSolvers and VMRs since day 1. In her free time, she likes to practice pilates, play with her dogs, binge-watch Netflix comedy series, read biography books, go out with her friends (pre-COVID), drink wine, and cook (still learning).

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We continue our campaign to #EndNeurophobia, as Gabriela, Sherry, and Kaitlyn discuss a case with Dr. Aaron Berkowitz

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Kaitlyn Thomas

Kaitlyn Thomas is a 3rd year medical student at Lake Erie College of Osteopathic Medicine at their Seton Hill campus in Greensburg, Pennsylvania. She is interested in medical education, advocacy and assisting underserved populations. She has contributed to the CPSolvers on Virtual Morning Report on several occasions and produced a few videos for their illness scripts. In her free time, she enjoys hiking, spending time with family, and finding new recipes to cook.

Sherry Chao

Sherry Chao is a 4th year medical student at University of North Carolina at Chapel Hill. She is interested in medical education and is also an aspiring physician-scientist hoping to apply computational systems biology to understanding hematologic diseases. In her free time, she likes to travel and explore outdoors with her husband, try out new escape rooms, and play with her bearded dragon, Toothless.

Gabriela Pucci 

Gabriela has graduated from Medical School at Unicamp and recently finished her neurology residency at Unesp, both in Brazil. She is interested in Medical Education and Clinical Reasoning and has obviously fallen in love with CPSolvers and VMRs since day 1. In her free time, she likes to practice pilates, play with her dogs, binge-watch Netflix comedy series, read biography books, go out with her friends (pre-COVID), drink wine, and cook (still learning).

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