Section outline

  • Lecture: Maternal morbidity and mortality case studies, bringing together the whole class

    TBA

    Faculty:  Christine Dehlendorf

    • Session Audio/Video Recording (Access restricted to registered students):

    • Required Reading:

      We are assigning 4 readings for this week. However, there are a large number of other papers we could have assigned, so there are five that we have assigned as optional and encourage you to at least read the abstracts to give you a broader view on the topic of disparities in perinatal outcomes!


    • Kramer Hogue File
      Not available unless: Your ID number contains 02
    • Wallace structuralracism File
      Not available unless: Your ID number contains 02
    • Owens Maternal Morbidity File
      Not available unless: Your ID number contains 02
    • 2019 Altman SSM File
      Not available unless: Your ID number contains 02

    • Optional Reading:

    • Chambers2019 Article UsingIndexOfConcentrationAtThe File
      Not available unless: Your ID number contains 02
    • Chae SSM File
      Not available unless: Your ID number contains 02
    • Burris File
      Not available unless: Your ID number contains 02
    • Howell HCD File
      Not available unless: Your ID number contains 02
    • Pestronk File
      Not available unless: Your ID number contains 02

    • Assignment:

      Please consider these questions below when reading each article. If you are unable to attend the class session, please post answers to these questions to the forum by midnight on May 15th.


      Kramer:

      1. Does Figure 2 adequately capture the pathways between race and very preterm birth? Are there additional pathways/mechanisms you would consider? Why or why not?

      2. Do you agree with how this paper describes the potential role of genetic and epigenetic factors in very preterm birth? Why or why not?

      3. What potential interventions are suggested by the conceptual model proposed by this paper?

      Wallace:

      1. What are the strengths and weaknesses of the described approach to measuring institutional racism?

      2. How does this paper deal with the need to include multiple levels in the analysis?

      3. What are the implications of the findings of this analysis for interventions to decrease disparities in infant mortality?

      Owens:

      1. Why is it important to understand history when addressing health inequities?

      2. What is the difference between “non-racist” health interventions and “anti-racist” health interventions? How are the interventions described anti-racist?

      Altman:

      1. What s the role of qualitative research in understanding health inequities?

      2. How is intersectionality evident in the results of this study?

      3. What interventions would you recommend based on the results of this study?


    • Watch 2020 Media Resource
      Not available unless: You belong to a group in Registered Students Only