PUB 540 Topic 8 DQ 2 differentiate between race as a descriptor and race as a risk factor

PUB 540 Topic 8 DQ 2 differentiate between race as a descriptor and race as a risk factor

PUB 540 Topic 8 DQ 2 differentiate between race as a descriptor and race as a risk factor

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Topic 8 DQ 2

Jun 9-13, 2022

Race is often used as a descriptor of disease burden in epidemiology and helps to determine where health disparities exist so that they may be addressed through public health programs and policy. However, it is important to differentiate between race as a descriptor and race as a risk factor. Increasing evidence points to structural and institutionalized racism and racial trauma as risk factors that contribute to socioeconomic, epigenetic, and transgenerational consequences that result in minority health disparities.

Consider the following statement: “Race is not a risk factor and should not be used in public health data collection.” Discuss the ethical and public health implications of this statement. When might collecting data on race perpetuate institutional racism leading to health disparities and when is it necessary to improve public health? What structural and institutional factors in society contribute to racial health disparities? What policies and system changes are required to dismantle institutionalized racism and reduce minority health disparities? Consider ethical issues related to respect for persons, beneficence, and justice as described in The Belmont Report.

REPLY TO DISCUSSION

JT

 

Jun 15, 2022, 6:26 PM

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In research that I have done regarding maternal mortality and specifically the incidence hypertensive disorders in pregnancy, mainly preeclampsia, being African American was described as a risk factor. Due to social economic disparities, culture, and other factors such a history of hypertension lead to African Americans having a higher risk factor.  Study after study suggests this, but certainly not as a descriptor.

But that is not to say that racism does not exist in healthcare. As discussed by Williams et al. (2019) that structural racism determines differential access to health and resources that drive disparities in care. Studies have shown that segregation does not equate in better health. communities separated by race still tend to fare worse when it comes to diseases such as heart disease. Policies have been made based on difference, where separate is not equal. Racial discrimination or perceived discrimination affects the outcome of health due to trust issues or perceived notions regarding the individual being treated.

 

Williams & Cooper (2019) suggest that we use what we know to decrease health care institutional racism by creating communities of opportunity. But to do this, societal systems that create inequities such as education, housing, work, and other areas that address early education, childhood poverty, enhanced economic opportunities, and better housing. There are many strategies but building political will to address these things has to be addressed for the public to have better health outcomes. It is the Christian thing to do. We must find a way to increase public empathy, not just for moments but sustainably overtime.

 

References PUB 540 Topic 8 DQ 2 differentiate between race as a descriptor and race as a risk factor

Williams, D., R., Lawrence, J., A., Davis, B., A. (2019). Racism and health:  Evidence and needed research.  Annual Review of Public Health ,40(1), 105-125. https://doi.org/10.1146/annurev-publhealth-040218-043750

 

Williams, D. R., & Cooper, L. A. (2019). Reducing Racial Inequities in Health: Using what we already know to take action. International journal of environmental research and public health, 16(4), 606. https://doi.org/10.3390/ijerph16040606

 

BC

 

Jun 14, 2022, 4:39 PM

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Race is a strong hold of our society in which we live. Race and genetic make-up often determine how we view situations, and it creates a point for a sense of bias to become present (Silverman-Lloyd and Bishop, 2021). Racism exists in our society in various forms such as beliefs (spiritual rituals), discrimination (belief that all are not created equal) and prejudice (exemplified by those who cannot be racist). Studies have shown that race plays a vital component in economic development, and access to care.  Removing race as a risk factor in public health data collection would be detrimental to the communities that certain health conditions are more prevalent. This will create a greater gap of between disparities (William and Rucker, 2000). Not considering race as a risk factor would be unethical and immoral to the communities, and the people in which we.  Removing race as a risk factor would infringe on the seven principles of public health ethics:  maleficence, beneficence, health maximization efficiency, respect for autonomy justice and proportionality.

Within the social structure of the society in which we live it has been proven through scientific studies that minorities, and economically disadvantage are not offered the same level or quality of healthcare. Structural and institutional racism determines how we live, what resources, and directly impacts the health of the nation.

 

The Belmont Report elaborates on the ethical principles. It speaks on the key terms “Do no harm” which correlates with the seven principles of public health.  Policies related to healthcare initiatives advocate for human rights and non-racial distributions of resources.

References: PUB 540 Topic 8 DQ 2 differentiate between race as a descriptor and race as a risk factor

 

Office for Human Research Protections (OHRP). “The Belmont Report.” HHS.gov. June 16, 2021. Accessed June 14, 2022.

https://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/index.html.

 

Silverman-Lloyd, L. G., Bishop, N. S., & Cerdeña, J. P. (2021). Race is not a risk factor: Reframing discourse on racial health inequities in CVD prevention. American journal of preventive cardiology, 6, 100185. https://doi.org/10.1016/j.ajpc.2021.100185

Williams, D. R., & Rucker, T. D. (2000). Understanding and addressing racial disparities in health care. Health care financing review, 21(4), 75–90.

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PUB 540 Topic 8 DQ 2 differentiate between race as a descriptor and race as a risk factor Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. (5 points possible per graded thread)	Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirements per discussion thread	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement per discussion thread	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

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