Building a Culture of Health Equity Lecture Series: Adverse Childhood Communication Experiences: Addressing Deaf Health Disparities through Prevention, Early Detection, and Intervention (RECORDING)

Internet Enduring Material. Sponsored by Stanford University School of Medicine. Presented by the Stanford Center for Continuing Medical Education, Stanford Medicine HEAL Network (Health Equity Action Leadership), Stanford Medicine REACH Initiative (Racial Equity to Advance a Community of Health), and the Stanford Medicine GME Diversity Committee.

Deaf and hard of hearing adults who experienced severe adverse childhood communication experiences (ACCEs) as children are at increased risk for acquiring chronic diseases and comorbidity. Toxic stress as a result of adverse childhood communication experiences is not only related to the quality of one-on-one parental communication, but also related to deaf and hard of hearing children’s access to incidental information through family communication and environment. If the severity is high in which the child is deprived of language or experience barriers to accessing family group communication, this has a negative and long-term impact on the child’s physical and mental health well being. The audience can help co-produce solutions to prevent or reduce ACCEs. This may be done through systematic or policy changes that will mandate early interventionists, social workers, and healthcare professionals to screen for ACCEs as part of the deaf and hard of hearing child’s well checkups. A collaborative effort is needed to effectively reach this goal, which will ultimately reduce health disparities among deaf and hard of hearing people.

Original Release Date: August 23, 2022

Review Date: July 16, 2025

Expiration Date: August 22, 2028

Estimated Time To Complete: 1.0 hour

Registration Fee: Free

Click Begin (at the top) to launch this course. Learn more about the Building a Culture of Health Equity educational program HERE.

1. Define ACCE
2. Identify constructs within ACCE
3. Explain ACCE's relationship with medical chronic conditions

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 1.00 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 special accommodations, including dietary concerns, 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 and Additional Resources

Kohrt, BA, Ojagbemi, A, Luitel, NP, et al. (n.d.). An App-Based WHO Mental Health Guide for Depression Detection: A Cluster Randomized Clinical Trial.. JAMA network open. https://pubmed.ncbi.nlm.nih.gov/40408108

Holmes-Truscott, E, Litterbach, E, Arampatzi, C, et al. (n.d.). Exploring the social experiences, stigma and discrimination, faced by women with gestational diabetes: A collaborative qualitative study and item-pool development.. Diabetic medicine : a journal of the British Diabetic Association. https://pubmed.ncbi.nlm.nih.gov/40407397

Pullin, H., King, G., & Woodgate, R. L. (2024). Supporting family-centred early intervention for deaf and hard-of-hearing children: Perspectives of families and professionals. Journal of Early Childhood Research, 22(2), 207–223. https://doi.org/10.1080/14643154.2024.2376968

Smith, J. D., & Alvarez, G. (2024). Clinicians and the health care of deaf patients: Enhancing cultural and communication competencies. Disability and Health Journal, 17(1), 101274. https://doi.org/10.1016/j.dhjo.2023.101274

Click HERE for additional resources and references.

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

The content of this activity is not related to products or the business lines of an ACCME-defined ineligible company. Hence, there are no relevant financial relationships with an ACCME-defined ineligible company for anyone who was in control of the content of this activity.