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Evaluating Engagement in Health Care and Substance Use Disorder Services Among People Who Use Drugs
Get PDFAn urban community-based organization conducted a study to examine demographics of individuals who use drugs and their approaches to risk reduction. A substantial proportion reported encountering significant barriers to accessing substance use disorder (SUD) services.
In collaboration with a state survey, the community organization recruited a convenience sample of individuals who actively used drugs, examining substance use patterns, healthcare access, and barriers to SUD services. Community health workers facilitated outreach efforts, focusing on harm reduction engagement, and healthcare access.
Data were collected from 55 individuals. 51% identified as male, 48% as female, and 2% as LGBTQIA+. 67% identified as White/Caucasian, 13% as Black/African American, 11% as Hispanic, and 7% as multiracial. Reported substance use patterns included heroin (98%), crack/cocaine (51%), alcohol (26%), opioids other than heroin (24%), and marijuana (15%). About 75% utilized harm reduction services or programs provided by the Department of Health and Human Services.
In conclusion, 87% of self-reported active drug users had healthcare coverage. Despite this, 14.5% visited the emergency department once in the past year, and 32.7% of those visited 2–5 times, often relying on emergency care for SUD needs. A notable disparity thus existed between healthcare coverage and the utilization of appropriate SUD services. Healthcare providers can help to address this issue by offering integrated care and reducing barriers to treatment. Authors published results of this research in Substance Abuse Treatment, Prevention and Policy https://doi.org/10.1186/s13011-024-00601-
Supporting On The Rise Pre-Service Teacher Mentors In Detroit Public Schools Community District.
No full textThis study was conducted to provide a better understanding of how teacher mentors are trained and supported by their coaches through the Detroit Public Schools Community District (DPSCD) On the Rise Academy’s mentor training program. The focus of the study was to uncover what teacher mentors viewed as effective training in their roles while assessing the challenges and benefits of DPSCD’s On the Rise Academy associated with the quality of mentor-mentee relationships.To combat the teacher shortage DPSCD created their own alternative pathway teacher training program to fill classroom vacancies. Potential novice teachers were recruited from within DPSCD schools. They were assigned a mentor and summer school classes to teach. Teacher mentors were also recruited from within DPSCD schools. Teacher mentors received hours of intensive training to prepare themselves to coach novice teachers. This study examined the components of preservice mentor training institute for a span of five weeks during the summer of 2023. Data was obtained through a mixed methods approach, including a Likert survey administered to mentor teachers prior to their training and after their training. The surveys measured the change in mentor teacher’s perceptions of their training. Qualitative data obtained through interviews, observations, and document analysis supplied greater context to the data obtained through quantitative surveys. Five major themes emerged from the data analysis: a) amount of time to build a relationship with a mentee, b) the quality of the training mentors receive, c) feedback from teacher mentor coaches, d) the qualities of a good mentor coach, and e) barriers holding the program back
Life course analysis: How social needs and family dynamics impact clinical decision-making
Get PDFThe authors explore Life Course Analysis and how social needs (including pet care), changing demographics, and loneliness affect inpatient hospitalization and clinical decision making
Jeremy Bentham will see you now
Get PDFA discussion of remote patient monitoring through the lens of Jeremy Bentham\u27s Panoptico
Surviving “Twin Pandemics”: Diverse Resiliencies of Chinese Immigrant Mothers in the US
No full textBased on virtual ethnography, interviews, and personal experience narratives collected in 2020–2023, this study examines the stories and resiliencies of Chinese immigrant mothers in the US during the “twin pandemics” of COVID-19 and racisms. By examining critical perspectives on the concepts of resiliencies in diverse fields, including folklore studies, ecology, psychology, ethnomusicology, and public health, and integrating individual, cultural, and political resilience frameworks, this study considers how personal narratives can offer insights into our understanding of how diverse forms of resiliencies have been cultivated and played roles in constituting Chinese immigrant mothers’ racial, ethnic, and gendered subjectivities and agencies
When the Shakespeare Tale almost Becomes a Fairy Tale: Norm and Transgression in the Shakespeare Canon for Children
No full textI use the term “Shakespeare tale” to refer to a tradition of short narrative retellings of Shakespeare (primarily reductions or abridgements), which started with The Lambs’ Tales from Shakespeare (1807) and their Victorian and edwardian followers. In my article I argue that these retold versions can be considered generic hybrids that challenge the boundaries that should divide Shakespeare tales from fairy tales. In other words, Shakespeare tales incorporate various elements from the folktale tradition including stylistic features (such as opening and ending formulas), structure (Shakespearean plots are reordered in a sequential timeline), a fictional narrator, cautionary elements, and a clear-cut polarization between “good” and “bad” characters
From Grimm to Gone: Confronting the Absence of “Allerleirauh” in US Public Libraries
No full textWhile Grimm’s Cinderella is iconic and universally beloved, its counterpart, Allerleirauh, leaves a quieter footprint in the cultural archive. Although both tales belong to the same narrative family (ATU Type 510), Allerleirauh’s transgressive heroine confronts her father’s incestuous desire—and prevails. Using quantitative and qualitative methods, this study examines the presence of Allerleirauh in US public libraries. Results indicate a significant underrepresentation of the tale, suggesting that its taboo theme led to its omission. As libraries face pressures to limit children’s access to materials deemed unsuitable, this article advocates for Allerleirauh and other stories that confront realities young readers may face
Fantaghirò as an “Artivist” Adaptation: Gender Subversionsfrom Italo Calvino’s Fairy Tale to Lamberto Bava’s Cult TVSeries and Contemporary Fan Art
No full textRewritten by Italo Calvino in Fiabe italiane (1956), the fairy tale “Fanta-Ghirò, persona bella” was transcribed in the nineteenth century by folklorist Gherardo Nerucci as it was told to him by Luisa Ginanni, a Tuscan female peasant. In the 1990s, it turned into a popular transmedial phenomenon thanks to Lamberto Bava’s cult TV series Fantaghirò (1991–96). In recent years, this media franchise has also been at the core of the fan art project Fanzaghirò (2018). From its oral roots to contemporary fan art, this fairy tale lingers on the themes of feminine disobedience and illicit desire, offering a blending of entertainment and transgression. By critically engaging with several forms of participatory culture inspired by the TV series, this article brings to the fore the subversive features that render Fantaghirò an “artivist” fairy-tale adaptation
Linking LASSI Scores to Step 1 Outcomes: A Focus on At-Risk Students
Get PDFPURPOSE
This study examined differences in Learning and Study Strategies Inventory (LASSI) scores between at-risk and non-at-risk medical students and their relationship with USMLE Step 1 outcomes, offering insights into cognitive and emotional factors affecting Step 1 performance.
AUTHORS
Abigail Schuch, Raghav Rajesh, Dr. Marissa Zhu PhD
METHODS
A total of 298 medical students completed the 60-item LASSI questionnaire. Based on academic performance indicators, students were categorized as at-risk (N = 39) or non-at-risk (N = 259). Welch’s t-tests compared LASSI subscales between groups and individual items, while logistic regression, adjusted for MCAT scores, GPA, and End-of-Segment scores, assessed the predictive value of LASSI subscales for passing Step 1.
RESULTS
Non-at-risk students scored significantly better in Test Strategies (p = 0.041) and Anxiety (p = 0.002), with both subscales predicting Step 1 outcomes (p = 0.043 and p = 0.007) for all students. Time Management and Self-testing subscales correlated with Step 1 outcomes in at-risk students (p = 0.003 and p = 0.015) but were not predictive. Item-level analysis revealed that at-risk students more strongly agreed with the statement, “In my opinion, what is taught in my courses is not worth learning” (p = 0.00006) suggesting differences in course value perception.
CONCLUSION
These findings highlight the importance of interventions targeting test-taking strategies, anxiety management, and course value perception to improve Step 1 performance. Non-at-risk students demonstrated test-taking strategies and lower anxiety, which were predictive of Step 1 outcomes, while at-risk students perceived courses as less useful, indicating distinct learning behaviors and attitudes