Pediatric Grand Rounds (RECORDING) Advancing Health Equity in Research: Framework and Practical Strategies

This presentation is a recording of a Stanford Pediatric Grand Rounds Session.  World-renowned experts will present the latest research, practice guidelines, and treatment protocols to advance best practices in the care of pediatric patients. These online recordings will provide pediatricians and family physicians with up-to-date clinical information on a wide range of clinical issues encountered in daily pediatric practice. This session highlights why health equity in research is important. Speakers discuss community-engaged research as an approach for advancing health equity, including theoretical frameworks, evidence-based strategies, and case examples of community-engaged research in action.

  Release Date: June 30, 2023
  Expiration Date: June 29, 2024
  Estimated Time to Complete: 1.0 hour
  Registration Fee: FREE
 *Originally recorded 03/24/2023.

1. Describe why health equity in research is important.
2. Highlight how using a community-engaged research approach helps advance health equity.
3. Communicate at least one practical strategy for advancing health equity in research.

In support of improving patient care, Stanford Medicine is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team. 

Credit Designation 
American Medical Association (AMA) 
Stanford Medicine designates this Enduring Material for a maximum of 0.75 AMA PRA Category 1 Credits^TM.  Physicians should claim only the credit commensurate with the extent of their participation in the activity.

Accessibility Statement
 Stanford University School of Medicine is committed to ensuring that its programs, services, goods and facilities are accessible to individuals with disabilities as specified under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Amendments Act of 2008.  If you have needs that require accommodations, please contact the CME Conference Coordinator.

Cultural and Linguistic Competency
The planners and speakers of this CME activity have been encouraged to address cultural issues relevant to their topic area for the purpose of complying with California Assembly Bill 1195. Moreover, the Stanford University School of Medicine Multicultural Health Portal contains many useful cultural and linguistic competency tools including culture guides, language access information and pertinent state and federal laws.  You are encouraged to visit the Multicultural Health Portal: https://laneguides.stanford.edu/multicultural-health

References/Bibliography

Addala, A., Auzanneau, M., Miller, K., Maier, W., Foster, N., Kapellen, T., Walker, A., Rosenbauer, J., Maahs, D. M., & Holl, R. W. (2021). A Decade of Disparities in Diabetes Technology Use and HbA1c in Pediatric Type 1 Diabetes: A Transatlantic Comparison. Diabetes care, 44(1), 133–140. https://doi.org/10.2337/dc20-0257

Akturk, H. K., Agarwal, S., Hoffecker, L., & Shah, V. N. (2021). Inequity in Racial-Ethnic Representation in Randomized Controlled Trials of Diabetes Technologies in Type 1 Diabetes: Critical Need for New Standards. Diabetes care, 44(6), e121–e123. https://doi.org/10.2337/dc20-3063

American Diabetes Association. (2023). Standards of Care in Diabetes- 2023. American Diabetes Association, ADA, 46(1). https://diabetesjournals.org/care/issue/46/Supplement_1 
 
Israel, B. A., Schulz, A. J., Parker, E. A., & Becker, A. B. (1998). Review of community-based research: assessing partnership approaches to improve public health. Annual review of public health, 19, 173–202. https://doi.org/10.1146/annurev.publhealth.19.1.173

Pineda, N., Chang, J., Gerola, A., Gonzalez, J., Halpern-Felsher, B. (2023). 8. Digital Media Marketing of Alcohol, Marijuana, and Tobacco to Black, Indigenous, and Youth of Color. In: Journal of Adolescent Health, Platform Research I: Health Equity, 72(3), S1-S2. https://doi.org/10.1016/j.jadohealth.2022.11.023

Rodríguez Espinosa, P., Sussman, A., Pearson, C. R., Oetzel, J. G., & Wallerstein, N. (2020). Personal Outcomes in Community-based Participatory Research Partnerships: A Cross-site Mixed Methods Study. American journal of community psychology, 66(3-4), 439–449. https://doi.org/10.1002/ajcp.12446

Sánchez, V., Sanchez-Youngman, S., Dickson, E., Burgess, E., Haozous, E., Trickett, E., Baker, E., & Wallerstein, N. (2021). CBPR Implementation Framework for Community-Academic Partnerships. American journal of community psychology, 67(3-4), 284–296. https://doi.org/10.1002/ajcp.12506

Sequeira, P. A., Montoya, L., Ruelas, V., Xing, D., Chen, V., Beck, R., & Peters, A. L. (2013). Continuous glucose monitoring pilot in low-income type 1 diabetes patients. Diabetes technology & therapeutics, 15(10), 855–858. https://doi.org/10.1089/dia.2013.0072

Trent, M., Dooley, D. G., Dougé, J., SECTION ON ADOLESCENT HEALTH, COUNCIL ON COMMUNITY PEDIATRICS, & COMMITTEE ON ADOLESCENCE (2019). The Impact of Racism on Child and Adolescent Health. Pediatrics, 144(2), e20191765. https://doi.org/10.1542/peds.2019-1765

Wallerstein, N., & Duran, B. (2010). Community-based participatory research contributions to intervention research: the intersection of science and practice to improve health equity. American journal of public health, 100 Suppl 1(Suppl 1), S40–S46. https://doi.org/10.2105/AJPH.2009.184036

Wallerstein, N., Oetzel, J., Duran, B., & Tafoya, G. B. (2008). What predicts outcomes?. In: Community-based participatory research for health. 2nd. San Francisco, CA: Jossey Bass, pp. 371-392. https://doi.org/10.13140/RG.2.2.25894.11844 

For CME general questions, please contact 
     Email: [email protected]

Mitigation of Relevant Financial Relationships

Stanford Medicine adheres to the Standards for Integrity and Independence in Accredited Continuing Education. 

There are no relevant financial relationships with ACCME-defined ineligible companies for anyone who was in control of the content of this activity, except those listed in the table below. All of the relevant financial relationships listed for these individuals have been mitigated.

Member Information

Role in activity

Nature of Relationship(s) / Name of Ineligible Company(s)

Alan R. Schroeder, MD
Clinical Professor
Stanford University

Co-Director

Olivera Marsenic Couloures, MD
LPCH

Course Director and Reviewer

Nothing to disclose

Ananta Addala, DO
Stanford Medicine

Faculty

Nothing to disclose

Bonnie Halpern-Felsher, PhD
Professor
Stanford University

Faculty

Nothing to disclose

Anisha Indravadan Patel, MD
Stanford University

Faculty

Nothing to disclose

Patricia Rodriguez Espinosa, PhD
Instructor; Associate Director of Research
Stanford Medicine

Faculty

Nothing to disclose

Debra Babcock, MD
Stanford Childrens (PCHA)

Planner

Nothing to disclose

Lisa Jo Chamberlain, MD
Professor of Pediatrics – General Pediatrics
Stanford Children's Health

Planner

Baraka Dechelle Floyd, MD
Clinical Assistant Professor and Associate Chair for Diversity, Equity, and Inclusion
Stanford University School of Medicine

Planner

Nothing to disclose

Charles Gawad, MD, PhD
Associate Professor
Stanford

Planner

Allison Guerin, EdD
Stanford

Planner

Nothing to disclose

Mary Beth Leonard, MD, MSCE
Arline and Pete Harman Professor and Chair, Department of Pediatrics
Stanford University

Planner

Nothing to disclose

Ryan Lion, MD, MS
Stanford University

Planner

Nothing to disclose

Lauren E O'Brien, MD
Clinical Assistant Professor
LPCH

Planner

Nothing to disclose

Stephen J Roth, MPH, MD
Attending, Cardiovascular ICU
Lucile Packard Children's Hospital Stanford

Planner

Nothing to disclose

Stephanie Squires, MD
Pediatric Hospital Medicine Fellow
Stanford Health Care/ Stanford Children's Hospital

Planner

Nothing to disclose

Ke-You Zhang, MD
Stanford University

Planner

Nothing to disclose