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- Scholarship from the Division of Diversity, Equity and Inclusion as well as IUPUI authored or connected scholarship about diversity.
Recent Submissions
Characteristics associated with access to kidney transplantation services in the Ohio River Valley
(2024-04-26) Kelty, Catherine; Buford, Jade; Drewry, Kelsey; Adebiyi, Oluwafisayo; Sharfuddin, Asif; Fridell, Jonathan; Sher, Jawad; Huml, Anne; Moe, Sharon; Patzer, Rachel
Neuron-specific ablation of eIF5A or deoxyhypusine synthase leads to impairments in growth, viability, neurodevelopment, and cognitive functions in mice
(Elsevier, 2021) Kar, Rajesh Kumar; Hanner, Ashleigh S.; Starost, Matthew F.; Springer, Danielle; Mastracci, Teresa L.; Mirmira, Raghavendra G.; Park, Myung Hee; Biology, School of Science
Eukaryotic initiation factor 5A (eIF5A)†, ‡ is an essential protein that requires a unique amino acid, hypusine, for its activity. Hypusine is formed exclusively in eIF5A post-translationally via two enzymes, deoxyhypusine synthase (DHPS) and deoxyhypusine hydroxylase. Each of the genes encoding these proteins, Eif5a, Dhps, and Dohh, is required for mouse embryonic development. Variants in EIF5A or DHPS were recently identified as the genetic basis underlying certain rare neurodevelopmental disorders in humans. To investigate the roles of eIF5A and DHPS in brain development, we generated four conditional KO mouse strains using the Emx1-Cre or Camk2a-Cre strains and examined the effects of temporal- and region-specific deletion of Eif5a or Dhps. The conditional deletion of Dhps or Eif5a by Emx1 promotor–driven Cre expression (E9.5, in the cortex and hippocampus) led to gross defects in forebrain development, reduced growth, and premature death. On the other hand, the conditional deletion of Dhps or Eif5a by Camk2a promoter–driven Cre expression (postnatal, mainly in the CA1 region of the hippocampus) did not lead to global developmental defects; rather, these KO animals exhibited severe impairment in spatial learning, contextual learning, and memory when subjected to the Morris water maze and a contextual learning test. In both models, the Dhps-KO mice displayed more severe impairment than their Eif5a-KO counterparts. The observed defects in the brain, global development, or cognitive functions most likely result from translation errors due to a deficiency in active, hypusinated eIF5A. Our study underscores the important roles of eIF5A and DHPS in neurodevelopment.
Bridging the Humanities and Health Care With Theatre: Theory and Outcomes of a Theatre-Based Model for Enhancing Psychiatric Care via Stigma Reduction
(APA, 2022-12-22) Wasmuth, Sally; Pritchard, Kevin T.; Belkiewitz , Johnna; Occupational Therapy, School of Health and Human Sciences
Objective: This article describes the rational, methods, implementation, and effectiveness of Identity Development Evolution and Sharing (IDEAS), an evidence-supported, narrative theater-based training that reduces stigma among health care providers to increase health care equity in psychiatric rehabilitation.
Method: The IDEAS model has been used to reduce provider bias toward patients. From May 2017 to January 2020, we interviewed people from three patient groups who have been harmed by stigma, including Black women, transgender, and gender-diverse people, and people with substance use disorders. These interviews informed the creation of three theatrical scripts that were performed by professional actors for audiences of health care providers from January 2020 to May 2022. The performances aimed to raise conscious awareness of implicit provider biases and to provide a reflective opportunity to ameliorate these biases. The purpose of IDEAS is to improve experiences in health care settings such as psychiatric rehabilitation of patients from groups who have been harmed by stigma. We used paired-samples t tests to compare pre/postprovider stigma, measured via the Acceptance and Action Questionnaire-Stigma (AAQ-S).
Results: Sociodemographic factors for providers who viewed IDEAS were similar across all three performances. IDEAS significantly decreased AAQ-S scores (t = 11.32, df = 50, M = 13.65, 95% confidence limit: [11.32, 15.97], p < .0001).
Conclusions and implications for practice: IDEAS reduces provider stigma to support positive clinical encounters with diverse patient populations. These findings are relevant for psychiatric rehabilitation settings, which seek to establish positive rapport between providers and patients.
Strategies and Challenges to Diversifying Standardized Patients at a Rural Regional Campus
(2024-04-26) Menez, Olwen; Zagales, Ruth; Colleton, Taylor; Rodriguez Artze, Claudia; Cordero, Laura
Background:
The use of standardized patients (SPs) has been a longstanding norm in medical education, with 94% of U.S. medical schools employing this instructional approach. Research shows that experiences with diverse SPs can increase students’ transcultural self-efficacy perceptions, and that all students benefit from formal cultural competency instruction. However, diversity initiatives surrounding SPs seem to be lacking in terms of recruitment and training. The purpose of this study is to expand on current recruiting practices that aim to racially/ethnically diversify the SP population.
Methods:
Recruitment of SPs was conducted over a five month period at local wellness fairs, cultural festivals, engagements with diversity officers, and collaborations with minority health coalitions via distribution of 500 pre-approved flyers. Interested individuals contacted the simulations facilitator for an invite to a scheduled information session. Afterwards, participants completed background checks, and following eligibility, completed vendor packets to begin working.
Results:
The original pool of SPs included 25 individuals. Of these, 22 (88%) were White non-Hispanic individuals. Resulting from recruitment efforts, 22 individuals responded to the flyer. Seventeen respondents were invited to an information session and ten attended. Of the ten present, five were people of color. Out of these, three filled out the background check information. From these, only one person completed the vendor packet and could thus work as an SP.
Future Directions:
Diversifying the SP population plays a crucial role in medical education by giving students the ability to engage with diverse patients while practicing cultural sensitivity. Medical education should continue longitudinal recruitment of diverse SPs using multifaceted approaches.
Tips to Leverage Your ORCID
(2024-04-26) Dolan, Levi; Craven, Hannah J.; Ramirez, Mirian; Whipple, Elizabeth C.
Introduction/Background:
An effective scholarly presence means not only publishing research, but also connecting research outputs to an online professional identity. ORCID (Open Research and Contributor ID) is a not-for-profit organization that allows researchers to create a unique persistent identifier to organize their bibliography, datasets, grants, and other works. An ORCID is affiliation-agnostic and keeps researchers with similar names distinct, increasing attribution accuracy.
Workshop Objectives:
By connecting their ORCID profile to existing systems, researchers can benefit from automated updates that support validation and efficient presentation of their scholarly outputs. After introducing how to create an ORCID profile, this workshop will move beyond ORCID basics and walk through how to maximize the benefits of a centralized online presence for a researcher’s works.
Methods:
This workshop will focus on the steps for setting up connections with three major systems for populating ORCID profiles: CrossRef (an aggregator of metadata for scholarly literature publication outlets), DataCite (similar to CrossRef, but focused on data repositories), and Scopus (one of the most powerful scholarly publishing databases for managing author affiliation information). Attendees will participate in the hands-on processes needed to set up their ORCID profiles if needed, and to open these connections so that in the future they will not need to manually enter data for their profiles to be updated, minimizing maintenance time needed to maintain their scholarly presence.
Learning Goals:
Attendees can expect to leave this workshop with a robust persistent record of their research outputs. This will increase the findability and reusability of their research, which will provide avenues for greater scholarly impact. An ORCID profile is not a prerequisite for attending.