Practitioner Posters

Recorded On: 10/14/2021

Rachael Dombrowski (Moderator)

Assistant Professor

Wayne State University

Rachael Dombrowski, PhD, MPH, designs, implements and evaluates multilevel interventions to advance social justice and improve community health. Dr. Dombrowski is a faculty member of the Wayne State University Center for Health and Community Impact and the College of Education Community Health program where she conducts community-based participatory research, including program development and evaluation within the Midwest and nation-wide. Dr. Dombrowski serves as an evaluator for the Best Food Forward school-based nutrition supports intervention, and recently conducted an assessment of over 200 grocery stores for the Detroit Great Grocer Project. Prior to joining Wayne State, Dr. Dombrowski had over 10 years of experience directing and evaluating several multilevel interventions focused on policy, systems and environmental change within schools, communities, hospitals and corner stores in suburban Cook County and Chicago, Illinois. She is a graduate of the University of Illinois at Chicago (PhD) and the University of Michigan (MPH). She has worked in the public health field for over 15 years.

James Mallare, CHES (Moderator)

Research Coordinator

Wayne State University

James Mallare is a doctoral candidate at Wayne State University in the Division of Kinesiology, Health and Sport Studies with a concentration in Community Health and School Health and carries out his role in various health settings. He has assisted in research initiatives that cover experiences across the life span from childhood and adolescent nutrition to cognition and physical activity in the older adult population. His areas of interest are in nutrition and chronic disease in low socio-economic populations and the professional preparation of community and school health educators at institutions for higher education. A native Canadian, he is constantly looking for connections and opportunities to collaborate internationally on matters of education and betterment of health systems.

Nana Aisha Garba, MD, PhD, MPH

Assistant Professor

Division of Family Medicine and Community Health, Herbert Wertheim College of Medicine at Florida International University

Dr. Garba, Nana Aisha MD, Ph.D, MPH is an Assistant professor at the Division of Family Medicine and Community Health of the Herbert Wertheim College of Medicine at Florida International University. She is the course director of the longitudinal Community Medicine Practicum Course.

Christopher Pettingill

Graduate of the Master of Public Health program

Liberty University

Christopher Pettinggill is a graduate of the Master of Public Health program at Liberty University with a concentration in Nutrition. Christioher worked as an EMT for more than a decade and served in the US miltary and has a deep passion for service related to population health, nutrition, public health, and health access. He is looking forward to his next area of service internationally or nationally providing for others in the areas of public health service and excellence.

Linnaya Graf

Associate Professor and the Program Director of the Master of Public Health Program in Public & Community Health

Liberty University

Linnaya Graf serves as a full-time graduate Associate Professor and the Program Director of the Master of Public Health Program in Public & Community Health at Liberty University. She began her career in social sciences and community health and has specialized in this area with a focus on prevention, health education, research, and resilience. She has since worked in violence prevention, workforce training, therapeutic support, research sciences, stress and burnout prevention, research consulting and academia. Today, Professor Graf thrives working with students who integrate Biblical principles, using research and participatory action research principals applying evidence based practice to frontline practice with vulnerable populations in the fields of health education and promotion.

Holly Moses, PhD, MCHES

Instructional Assistant Professor

University of Florida, Department of Health Education and Behavior

Dr. Moses is an Instructional Assistant Professor at the University of Florida, Department of Health Education and Behavior, and holds the Master Certified Health Education Specialist credential. Her goal as an educator is to prepare the next generation of Health Education Specialists. Dr. Moses

Amy Estlund, PhD, MPH

Amy Estlund earned a B.S. in Biomedical Sciences from Marquette University and an MPH in Behavioral Science from Emory University. She worked in health education, youth development, and program management in the non-profit sector for eight years in Atlanta and rural Georgia. She then transitioned to Community-Based Participatory Research at Saint Louis University, followed by clinical research at Washington University in St Louis School of Medicine. She completed her PhD in Public Health from Saint Louis University. Her research interests focus on sexual and reproductive health, school health and culture, health policy, and dissemination and implementation.

Barbara Hosto-Marti, PhD, MPA

Barbara Hosto-Marti received a Ph.D. in Political Science form University of Missouri – St. Louis, an MPA from Southern Illinois University at Edwardsville, and a BA from Illinois College. Dr. Hosto-Marti’s research interests focus on examining the interactions between civil society and public policy on both the national and global stages. This interest stems from her 20 plus years working as a nonprofit professional.  Her current project explores how public perceptions of advocacy by nonprofits affect people’s willingness to contribute to or volunteer for nonprofit organizations. In the classroom, she is committed to preparing students to be informed and engaged participants in the political process.

Adriane Griffen DrPH, MPH, MCHES

Senior Director of Public Health and Leadership

Association of University Centers on Disabilities (AUCD)

Dr. Adriane K. Griffen serves as the Senior Director of Public Health and Leadership at the Association of University Centers on Disabilities (AUCD) where applies over 20 years of experience in developing programs in collaboration with partners, facilitating communities of practice, social marketing, health promotion, and health education. Her current activities focus on capacity building, systems change to include people with disabilities, and health promotion for people with disabilities across the age span. She is a Doctor of Public Health with a focus in Leadership from the University of Illinois at Chicago, a Certified Nonprofit Executive Director (CNED) and a Master Certified Health Education Specialist (MCHES).

Clémence Ongolo Zogo, BHSc. MSc. MD(c)

Medical Student

University of Toronto

Clémence is a second year medical student at the University of Toronto. She holds a MSc in Health Research Methodology from McMaster University and an Honours BHSc. from the University of Ottawa. Her research interests include local evidence mapping, evidence synthesis, contextualised knowledge translation, health systems research and community-based participatory research with ethnic and linguistic minorities in Ontario. Clémence is part of the Research and Evaluation Team at CanCovid where she assists in the production and dissemination of knowledge translation products. As a Queen Elizabeth Scholar in Strengthening Health and Social Systems, she co-founded the Cameroon Health Research and Evidence Database (CAMHRED) in 2020. Clémence has made contributions to Cochrane Africa projects related to evidence use in decision making and guidelines in francophone African countries. She has also supported a variety of community-based research projects involving African, Carribean and Black communities in Ontario (weSpeak, CRAIF, AC-Track) and has a special interest in francophone groups within this population. She is a member of the Black Medical Student Association at the University of Toronto and the current co-president for the UofT Med Communauté Francophone.

Practitioner Posters 1

Poster Title Abstract/Session Description
Fitting Advocacy Into Almost Any Course: How To Provide Advocacy Training to Future Health Educators The purpose of this session is to help educators identify different advocacy approaches or projects that can be incorporated into their classes. Participants will hear how the presenters have integrated advocacy into their own classes and work in groups to generate ideas for participants' current courses. By the end of this session, participants will have generated at least one idea on how to cover advocacy in one or more of their classes.
Making a Case for Physician Involvement in Public Policy Advocacy as a Means of Addressing Social Determinants of Health: A Brief Intervention for Graduating Medical Students at the Herbert Wertheim College of Medicine Public policies influence health by altering Social Determinants of Health (SDOH) and are key drivers of health inequities. Physicians have a significant role in addressing SDOH and advocating to raise awareness of health inequities among the public and policymakers. However, most physicians do not participate in public policy advocacy partly because they do not know how to get involved. There is therefore a need to include public policy in the often time-strapped medical curriculum. We describe a high-yield session designed to demonstrate the value of physician involvement in public policy advocacy to a cohort of graduating fourth year medical students; with the goal of increasing the number of young physicians interested in public policy advocacy.
The Case of the Missing Data Informatics: A Case Study of Tyler, Texas and Healthy People 2030 Objectives Healthy People 2030 indicates that improved communication can help people increase their access to seeking care that they need for improved preventative services, a core Healthy People 2030 objective. A second core objective for Healthy People 2030 which is a high priority issue is to enhance the use and capabilities of informatics in public health. A recent case study practicum project, implemented by an MPH graduate student and supervised by a faculty member and field preceptor was based in the rural county of Tyler in the county seat of Woodville, Texas. The purpose of this project was to determine potential pathways for improving access to information, and improving communication for vulnerable populations who were not receiving crucial health communication through direct or efficient manner at the local level because they do not have access to a local health department.
Preparing Generation Z Students for Advocacy This session seeks to highlight the unique characteristics and needs of Generation Z while providing strategies to assist higher education educators to rethink their teaching methods in the classrooms. Participants will break into small groups to develop a list of pedagogical strategies focused on health advocacy that are also meaningful to Generation Z students, and that successfully prepare the future public health workforce for the roles they are expected to assume.

Practitioner Posters 2

Poster Title Abstract/Session Description
Generation Z Leading the Vote Growing young Leaders on campus Generation Z Leading the Vote, a grant funded project by the Missouri Foundation for Health, engaged students, staff, and faculty at Lindenwood University in civil dialogue and election education activities in Fall 2020. The project collaborated with several campus organizations (Center for Diversity and Inclusion, the Diversity, Equity, and Inclusion Taskforce, Lindenwood Student Government, Young Democrats, Student Athlete Advisory Committee, and Greek Life) as well as Campus Compact and the Gephardt Center for Civic Engagement. Faculty PI’s supervised three student research assistants to analyze voter data, research barriers to voting, develop get out the vote activities, and facilitated COVID-friendly identified outreach activities on campus and in low voter turn-out precincts in the St. Charles area. The team also hosted several virtual workshops on civil dialogues, voter registration basics, election results debriefing, how to advocate in your community, and the collaborative grant process. This session will inspire others to collaborate across academic disciplines and university departments to promote a more civically engaged campus.
Advocacy for Disability in Health Education This session tells the tale of a successful advocacy effort through organizing national, state, and local disability organizations with evidence-based, sign-on letters that succeeded in getting the word “disability” in the Affordable Care Act, everywhere the words “racial and ethnic” appeared. The next phase of our national health education movement must apply these principles to the disparities experienced by people with disabilities during the Covid-19 Pandemic. In this session, the authors will present practice tips for organizing advocacy effort on a national basis, to include national, state, and local stakeholder to successfully advocate for a common advocacy goal towards disability inclusion. Attendees will acquire practical skills and knowledge of how to present health education messaging and materials that are accessible to, and usable by all, including people with disabilities. Attendees will leave this session with practical skill to organize stakeholders to support data collection, health education, and health promotion priorities that include all members of the community on equal basis, including people with disabilities.
Addressing Health Inequities Using the PROGRESS+ Framework: A Workshop Report The PROGRESS+ framework allows users to make considerations about health disparities in a comprehensive way by considering place of residence, race, occupation, gender, religion, education, socioeconomic status, social capital and other contextual factors. However, its use in graduate public health curricula has not been documented. This study describes a pilot workshop aimed at introducing the PROGRESS+ framework and related topics on health equity for graduate public health students and other public health practitioners and researchers.

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Evaluation
13 Questions
CECH/CPH CE Credit
0.75 Entry CECH/CPH CE Credit credits  |  No certificate available
0.75 Entry CECH/CPH CE Credit credits  |  No certificate available