HS-MACA Connection Spring 2016

Newsletter edited by Elaine Ickes, Jennifer Klimowicz, Mervin Vasser, and Dr. S. Kosoko-Lasaki

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HS-MACA Promotes Interprofessional

EducationTraditionally, interprofessional education amongst health workers is challenging and very difficult to achieve. We have a highly sophisticated but seemingly fragmented healthcare system in the United States today, which is unlikely to address future manpower needs for the country. New healthcare systems require paradigms of collaboration and partnership within and outside the

“normal” confines of healthcare.

Our department of HS-MACA promotes and embraces interprofessional education through collaborative efforts of the health science schools at Creighton University. Our diversity “pipeline” and professional programs inspire and foster interprofessional education through our Post-Baccalaureate and Pre-Matriculation programs. Our Community Outreach Primary Care (COPC) NIH endowment program is the basis for Common Ground, a weekly interprofessional education program, and other on-going public health research in areas of health disparities.

We welcome you to examine our interprofessional core values in this HS-MACA newsletter, even as we bid farewell to our 2016 graduating seniors in all the health science schools.

“At a time when the world is facing a shortage of health workers, policymakers are looking for innovative strategies that can help them develop policy and programs to bolster the global health workforce.” - World Health Organization reference number: WHO/HRH/HPN/10.3

Sade Kosoko-Lasaki, MDProfessor and Associate Vice Provost

Matthew AdamsPre-Dental

HS-MACA Post-Baccalaureate Class of 2015-2016

Nargisa ErgashevaPre-Medical

Elisabeth EnglandPre-Medical

Strater CrowfootPre-Dental

Beau FryPre-Medical

Mogboluwaga OginniPre-Medical

Carolyn HsuPre-Dental

Yitong MaPre-Medical

Monty SalanoaPre-Medical

Kyle UtoPre-Medical

Alexander RifflePre-Medical

Joshua UlandayPre-Medical

Jack WellsPre-Dental

Jeremy WilliamsPre-Dental

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HS-MACA Leadership Awards

Bradley Trinidad, School of Medicine 2016, underrepresented student who best promoted the mission of HS-MACA.

Tiffany Clark, School of Medicine 2016, underrepresented student who best promoted the mission of HS-MACA.

Adrian Sandoval, School of Dentistry 2016, underrepresented student who best promoted the mission of HS-MACA.

Jessica Alford, School of Dentistry 2016, underrepresented student who best promoted the mission of HS-MACA.

Student Leadership Award Ivori Crawford, for leadership in the Multicultural Health Science Students Association (MHSSA).

Matthew Ogbeide is the recipient of the Elder Scholarship.

Matthew Sugimoto, for leadership in the Student National Medical Association (SNMA).

Strater Crowfoot is the recipient of the Lasaki Family Scholarship.

Mohamed Elhaj, School of Pharmacy and Health Professions 2016, underrepresented pharmacy student who best promoted the mission of HS-MACA through service and community outreach.

HS-MACA 2016 Graduation Awardees Graduating Class of 2016Health Science Diversity Students

School Of DentistryMay 2016 Graduates

*Jessica Alford*Andrea Armstrong

Christopher GallegosNathaniel Gonzales

Sharitha Herring (Anderson)Michael Hironaka

Troy KemahliJason KumJohn Kum

Brenden Mar*Betty NguyenStacey Nygaard

Evelyn PhamLauren (Reed) Patrick

*Adrian SandovalBrennan TakagiManisha Virdi

Wilson Yip

School of MedicineMay 2016 Graduates

Deanna Chavez*Tiffany Clark

Katherine GallardoTraci-Lynn Hirai

Timothy HoGerard HoatamAlvaro La Rosa*Daniel LaraVincent Nip

Paula Olivieri*Matthew Sugimoto

*Bradley TrinidadKhoa Truong-N

School of NursingMay 2016 Graduates

MSN GraduatesLuis AlvarezEssi Havor

Uma RavipatiSerena Schweitzer

Yvette SurrellDNP GraduatesKathy DaotayJessie Hover

Michelle Penner-Gardner

BSN GraduatesKevin Abarquez

Kaylee-Jane ArakakiChristine CheJessica Diaz

Margaret DrakeJackeline Fernandez

Beatriz JoseKatherine Lum

Lorraine MartinezJanelle Matsumoto

Keli MatsuuraMari Vazquez Hernandez

Nicole VelazquezAllison Yee

School of Pharmacy and Health Professions May 2016

Graduates

Physical TherapySofia Bacon

Angel CastellonSarah Esparza

*Michael HerreraYvette Medina

Katherine MooreElizabeth Nevarez

Angel Ponce

Occupational TherapyJessica Alarcon

Magdalena ChapleauAnthony Flores*Marie JosephAnissa McGeeSiddhi Parikh

Sharniece PierceCristina Polangcus

Elvio GabaJoe Gonzales

Stacie KamitakiMary Pinelo

PharmacyHiba Ahmad

Manuel Bangsil*Rocio Calderon

Chelsea ChanEdward Cheng

Paul ChinDerrick Chun

*Ivori CrawfordMalena DeSantos*Mohamed Elhaj

Patrick Chadd EnriquezNatalie Fukuhara

Linh HoangSuhyoung HongHillary HuangSandra Huang

Kim HuynhAmanda Itai

Carline JosephAlexandra Killings

Chae KimHankyul Kim

Namphuong LebaHang LeeJacky LeeAndi Ngo

Andrea NguyenMichael NguyenSteven Nguyen

Tho NguyenHoang Pham

Melissa SandersMatthew Talavera

Duong TranJaclyne Tran

Ryne WatanabeShawna Watanabe

Cathy YongJohn GarciaRola Halabi

Ka Ying KongJean-Paul Lee

Oluwanfunto MakindeLaisel MartinezJungHee Powell

Andres Santa-Cruz*L’Shantey Wells

David WlsonJoanne-Ritzelle Woskov

Christopher ZhuAdam Zimmerman*HS-MACA Post-Baccalaureate and Pre-Matriculation Alumni

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School of MedicineHS-MACA Graduates 2016

School of DentistryPost-Baccalaureate Alumni Graduates 2016

Matthew SugimotoPost-Baccalaureate Class 2011-2012

Loyola Univ Med Ctr, Chicago, IL

Internal Medicine

Bradley TrinidadPost-Baccalaureate Class

2011-2012

COPC Scholarship Recipient 2014

Univ of Arizona COM, Tucson, AZ

Vascular Surgery

Tiffany Clark Post-Baccalaureate Class

2011-2012

Endowed COPC Scholarship Recipient 2014

Temple Univ Hospital, Philadelphia, PA

Psychiatry

Deanna ChavezEndowed COPC

Scholarship Recipient 2014

St Louis Univ SOM, St. Louis, MO

Family Medicine

David KispertEndowed COPC

Scholarship Recipient 2015

Maine Medical Center, Portland, ME

Internal Medicine

Daniel LaraPost-Baccalaureate Class

2011-2012

Texas Tech Univ Affil-Permian Basin,

Odessa, TX Surgery-Prelim

Jessica Alford Post-Baccalaureate Class 2011-2012

Lindsay Williams Endowed COPC

Scholarship Recipient 2015

Univ of Minnesota Med School,

Minneapolis, MN

Family Medicine

Tenzin YangchenPost-Baccalaureate Class

2010-2011

December 2015 Graduate

Central Iowa Health System,

Des Moines, IA

Internal Medicine

Andrea Armstrong Post-Baccalaureate Class 2011-2012

Betty Nguyen Post-Baccalaureate

Class 2011-2012

Adrian Sandoval Post-Baccalaureate Class 2011-2012

Ivori Crawford Pre-Matriculation

Class 2010

Pharmacy

School of Pharmacy and Health ProfessionsPre-Matriculation Graduates 2016

Rocio Calderon Pre-Matriculation

Class 2012

Pharmacy

Marie Joseph Pre-Matriculation

Class 2013

Occupational Therapy

Michael Herrera Pre-Matriculation

Class 2013

Physical Therapy

Mohamed ElhajPre-Matriculation

Class 2012

Pharmacy

L’Shantey Wells Pre-Matriculation

Class 2011

Pharmacy

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My Reflections on the Pre-Medical Post-Bac Program

I applied to Creighton’s Post-Baccalaureate program with less than a month left to get my credentials to the office, but it has been one of my best decisions I have made to better myself as a student, an individual, and as a health professional. The HS-MACA Post-Baccalaureate program has allowed me to see the areas in which I was weak in while simultaneously allowing my positive character traits to appear towards my class, the community, and the office.

Although the program is rigorous and puts an emphasis on time-management, it has made me a more-rounded person that I thought I ever could become. I will strive to take what I have learned here with me on my journey to become not just a good, but a great healthcare provider.

It has been a true joy to be around my classmates; everyone brings a little different viewpoint into the group. Growing up in a rural area of Nebraska, I was never really exposed to a great deal of diversity. After joining this group of individuals, I have learned more about diversity and other cultures and views than I ever had during my high school and college years. And, hopefully, I rubbed off on them a little bit with my small-town views and foundation.

Each of us has been looked at and been passed up at some point in our life. It was the HS-MACA Post-Bac program that took us in, “polished” us up, and showed us the potential that laid dormant inside of each and every one of us. I have often looked across the classroom and imagined where my fellow classmates and I with be in 10 to 15 years, and I am extremely confident that we will all be leaders in our fields.

Beau FryPost-BaccalaureatePre-Medical Class Leader 2015-2016

My Reflections on the Pre-Dental Post-Bac Program

“Excuses are monuments of nothingness, those who indulge in nothingness are capable of nothing but excuses," Author Unknown. As a self-created ritual, this quote along with my conversation with God has become a daily regime. I am thoroughly inspired by the author's words of advice and attempt to live each day striving for success. Prior to attending Creighton University’s Post-Baccalaureate Pre-Dental Program, I knew that I had a strong desire to pursue a career in dentistry, but was unsure how I to make my dream a reality. However, due to poor undergraduate grades coupled with inner-city distractions, my dream of becoming a physician and enhancing the quality of life was threatened.

I graduated from a well-known undergraduate university where I received a Bachelors of Science in Biology. Unable to receive an acceptance letter after graduating, I continued my journey to excellence and, two years later, I received my Masters Degree in Biomedical Science. I knew I was dedicated to pursuing a career in dentistry but, realistically, I also

recognized that I needed additional preparation to gain an acceptance and ensure my success in dental school. Through prayer and time, I came upon Creighton University’s HS-MACA program by a past graduate of HS-MACA. The office’s mission and goals were impressive and I was captivated by the level of success in matriculating and graduating underrepresented and disadvantage students in health sciences profession schools at Creighton University.

So far, I can honestly say this program has exceeded my expectations. The HS-MACA staff and professors have continually challenged my classmates and me to aim high and exceed our own expectations for achieving our goals. I believe strongly that the preparation I am receiving in this program will prove to be extremely valuable because I feel it will make me a mindful, well-rounded physician. The year-long curriculum was refreshingly well -rounded. In addition to taking academic courses, we attended health disparity seminars and also shadowed at the student dental clinic on a weekly basis. These experiences greatly motivated me to see the big picture and the kind of services I would be able to lend to the community and enhance the quality of life.

Jeremy WilliamsPost-BaccalaureatePre-Dental Class Leader 2015-2016

Post-Baccalaureate Pre-Medical Class 2015-2016Front: Kyle Uto, Yitong Ma, Elizabeth England, Nargisa Ergasheva,

Back: Alexander Riffle, Beau Fry, Joshua Ulanday, Mogboluwaga Oginni, Monty Salanoa (not pictured) Post-Baccalaureate Pre-Dental Class 2015-2016

Randy Wells, Matthew Adams, Carolyn Hsu, Strater Crowfoot, Jeremy Williams

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My recruitment efforts are guided by a need to improve cultural diversity in Creighton health sciences schools. It is becoming increasingly apparent, particularly with changing demographics, that the combined skills of health professionals from varying backgrounds are needed to close the equity gap in health and respond to America’s increasing diversity. Interacting with a healthcare professional is such a personal relationship that it’s important that your provider you have understands the cultural values and beliefs of the individual with whom they are treating.

There are a number of reasons for the disparity in the number of African American, Hispanic/Latino and American-Indian healthcare professionals. One of the key findings highlighted is minority students’ access to advanced courses in their pre-collegiate education. At the heart of recruiting students in the sciences, particularly underrepresented minority students, is academic preparedness. According to U.S. Department of Education, eighty-one percent (81%) of Asian-American high-school students and 71% of Caucasian high-school students attend high schools where the full range of math and science courses is offered. However, less than half of American-Indian and Native-Alaskan high-school students have access to a full range of math and science courses, while 57% of African-American students and 67% Latino students have access. Because of this disparity, students of color are abandoning their aspirations of pursuing degrees in health sciences and graduation rates for African -Americans, Latinos, and Native Americans lag far behind the graduation rates of Caucasians and Asians. As the minority population grows in the United States, low college graduation rates become a threat to national prosperity. If students never graduate from high school or college, they never get in the pipeline for professional school. If a student is not exposed to science courses, mentors, after-school programs, internships, career choices, or counseling, it is very unlikely that they will consider a career in healthcare. “It’s hard to dream of things if you don’t see possibilities.”

Since its inception in 2000, the Health Sciences Multicultural and Community Affairs Office has introduced hundreds of students to health sciences careers and education through pipeline programs that serve students beginning in the 4th grade and continue through their middle school, high school and college years, and beyond. The programs expose young people from diverse backgrounds to career opportunities they might not have considered otherwise and help them envision themselves in health sciences surroundings. Mentors encourage students to establish short- and long-term educational and professional goals and make educational choices that will foster an ongoing interest in science.

Pipeline programs lay the groundwork that can lead to students becoming viable applicants to competitive programs in medicine, dentistry, and other health science disciplines. The objective is to increase recruitment for all of HS-MACA’s Pipeline Programs: Post-Baccalaureate Pre-Dental and Pre-Medical Programs, Pre-Matriculation Program, Summer Research Institute, Mini-Health Sciences Day Camp, and any outreach program designed to increase minority participation in the health sciences. In order to continue recruiting a diverse student body so that HS-MACA is recognized as a student clearinghouse for health science schools and programs , I will continue to further develop relationships with neighboring schools, Historically Black Colleges and Universities (HBCU’s), Hispanic Colleges and Universities (HCU’s) and other professional schools.

Recruiting for the Future of Health Sciences

My goal as Recruitment and Retention Manager for the Health Sciences Multicultural and Community Affairs Department (HS-MACA), is to recruit and retain underrepresented, educationally and environmentally-disadvantaged students in Creighton University’s health sciences schools and programs. These schools and programs include Creighton University School Medicine (CUSOM), the School of Pharmacy and Health Professions (SPAHP), College of Nursing (CON) Creighton University School of Dentistry (CUSOD), and our Pipeline Programs. As I work to provide students with an opportunity for exposure to health sciences at Creighton University, the primary goal is to bridge the achievement gap that exists in health sciences.

There is a disproportionate rate in which minorities are entering into health sciences professions. Minorities are not joining the ranks as future health professionals to the degree that they are represented in the U.S. While African Americans, Hispanics/Latinos and American Indians combined together represent more than one-fourth of the U.S. population, they comprise less than 9% of nurses, 6% percent of physicians and 5% percent of dentists. (Bureau of Labor Statistics, 2013)

A closer look at the state of Nebraska shows the following census estimates for 2014: 89% White, 5% Black, 3.1% Asian, 0.1% American Indian, and 10% Hispanic. Whereas the Black, Hispanic, and American-Indian populations represent approximately 15% of the total population, the ratio of these underrepresented minority groups among healthcare providers in the area is dramatically lower. In the table below, Blacks, American Indians, and Hispanics are underrepresented in the healthcare professions in Nebraska. Collectively, these underrepresented minority groups represent only 3% of physicians, 2% of dentists, 1% of physician assistants, 2.2% of pharmacists, and less than 2.0% of nurse practitioners, occupational therapists, and physical therapists in Nebraska.

Mervin Vasser, MPAHS-MACAAssistant Director

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HS-MACA Endowed Common Ground: an Interprofessional Forum for Health Science StudentsWith funding from the National Institute of Health (NIH), Creighton University’s Community Oriented Primary Care (COPC) Public Health Research Endowment aims to multiply and increase multicultural student involvement in public health, strengthen tutoring services and increase the number of medical students interested in conducting health disparity research. One of the main goals of COPC is to increase the awareness and understanding of health disparities that we find in our communities today.

The Community-Oriented Primary Care Endowment (COPC) grant was awarded to Creighton University by the National Center on Minority Health and Health Disparities (NCMHD), a branch of the National Institute of Health. One of the objectives of the grant is the formalization of Common Ground and the activities that it supports. We use Common Ground to disseminate information on cultural proficiency, health disparities, career opportunities, and other topics of interest to the students. The office of Health Sciences Multicultural and Community Affairs (HS-MACA) has organized and sponsored Common Ground during lunchtime on Fridays for our Health Science students. Common Ground is a program where all the students in the Health Science schools are provided the opportunity to interact with each other and with the staff of HS-MACA.

The Common Ground forum provides opportunities for Health Science students to collaborate and learn more about quality improvement in healthcare. Introducing forms of communicating and collaborating will demand further training and education of the health professionals, both in undergraduate education and in different forms of lifelong professional training. Students view research and community matters from a public health perspective, ultimately creating a more effective healthcare work force that will reduce the health disparities in the nation.

In the 2015-2016 academic year, there 22 Common Ground session were offered. Topics included:

• Oral Health Disparities• Promoting Health and Strengthening Communities Through Financial Education• Efforts on Integrating Public Health and Mental Health• Ethics in Healthcare• The Nutritional Assessment of Refugee Children• Cultural and Ethnic Approaches to Health Disparities• Cultural Humility: A Must for Cultural Competency!• Mental Health Awareness• HPV Vaccination Rates Among Creighton University Medical Students• End-of-Life Care Inequalities• Infant Feeding and Growth Patterns in Formula Fed infants.

Interprofessional Development within the Post-Baccalaureate Program

The Post-Baccalaureate program at Creighton University serves many health-profession programs which is a benefit to students’ inter-professional development. Our students are training to become physicians, dentists, pharmacists, occupation therapists, physical therapists, and nurses. While many classes are shared, each program is tailored to prepare the students for their respective career field. The collaboration between our students show them how integrated their specialty is in the overall scheme of quality healthcare.

The Post-Baccalaureate students add diversity to the Creighton University campus representing most states and many countries. This diversity adds to the depth of the experience of our students working side by side with multiple specialties. For example, not only does a medical student better understand someone different from themselves, but also how pharmacy or any other specialty is intertwined in serving patients.

The Post-Baccalaureate students begin their program in the summer and are joined by pharmacy, physical therapy, and occupational therapy for an eight-week session. These students from the School of Pharmacy and Health Professions (SPAHP) programs matriculate into their program in the fall semester. Although they take classes with our students for a short time, life-long bonds are formed.

The social and psychological bond is formed through studying, cookouts, intramural sports, and celebrating birthdays. The city of Omaha is new to most of the students, so they often explore their new surroundings together or even become roommates. These activities continue throughout the year and often for many years. It is a pleasure to see representation from other programs at hooding and white-coat ceremonies. Before these students leave Creighton University, they will have had the opportunity to develop friendships with diverse students and multiple specialties, making them better prepared to provide excellent patient care.

Jeff Lang, MS, ABDAssistant Director, Academic Enrichment

Jennifer Klimowicz, BSManager of Programs and Research

Dean’s ListFall 2015 Post-Baccalaureate Students

Congratulations on your Achievement!

Matthew AdamsStrater Crowfoot

Carolyn HsuJeremy Williams

Elizabeth EnglandNargisa Ergasheva

Beau Fry

Yitong MaMogboluwaga Oginni

Alexander RiffleMonty SalanoaJoshua Ulanday

Kyle Uto

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Interprofessional Health Care Teams: The Role of the Healthcare Administrator

IntroductionAs a healthcare administrator who has served in a variety of healthcare organizations during the past 30 years, I am always intrigued by new developments in the healthcare delivery system. As I began to research the interprofessional team concept for healthcare professionals, I was excited to learn of the various health professionals that have finally come together as a unit to serve the patient. I was a bit surprised that the healthcare administrator was missing from the team. Therefore, I will briefly make the case for the healthcare administrator as a member of the interprofessional team.

BackgroundInterprofessional education and new working relationships have challenged the health

professions. The concept involves students and professionals from two or more professions in healthcare to learn together during all or part of their training and daily work life with the objective of cultivating a collaborative practice.The concept of interprofessional education has existed transiently at various schools since the 1960s. They are continuing to grow as the pressure increases to reduce medical errors, improve quality of care, create patient-centered care, and reduce cost within the healthcare delivery system. There is also the idea that care to patients will become more effective and attitudes will change among the various professional disciplines. The Affordable Care Act that became law in 2010 has also stimulated the interprofessional team concept as it focused on providing higher quality and low-cost care. Research also demonstrates improved patient outcomes associated with interprofessional team-based care. (Liston BW, Fisher MA, Way DP, Torre D, Papp KK).

The missing linkWhen a patient enters any given healthcare facility, be it hospital, community health center, or group medical practice, there is interaction with as many as 15 different departments or professionals before he or she leaves. In the case of a hospital, there are doctors, nurses and medical techs, x -ray techs, social services, behavioral health services, food service techs, pharmacy, and billing and collection office personnel, to name a few. Historically, the care-giving team may view the care-giving role as strictly clinical. The administrator, whose responsibility it is to create an environment conducive to a team approach to patient care, is often ignored. The clinicians may not have a clue about how administrators add value to their experience with patients.

A better understanding of organizational culture, strategy, and structure provided by an administrator can better enable clinicians to promote conditions critical to team care. Additionally, the administrator is responsible for over- all performance of the organization and the results that the clinicians produce. In the hospital and community health-center setting, the administrator reports to a board of directors as their only employee and representative. The responsibility of the administrator is to ensure that everyone else in the organization is competent to carry out roles and responsibility and the vision of the organization. The administrator is expected to ensure that the policies are in compliance with all rules and regulations governing the operations. The board is ultimately responsible for the quality of care and safety of patients, as well as the financial stability of the organization. The administrator is the representative of the board of directors. So, why should he or she be absent from the team that is hired to deliver services.?

Why include health care administrator as team memberThe administrator should be a member of interprofessional education of healthcare professionals and a member of the team within the healthcare organization. There are many reasons for his/her presence that are driven by several sources and rationale. First, the administrator has the responsibility for the overall organizational system.

Richard Brown, Ph.D., FACHEExecutive Director, REACH Program

As a team member, he/she can make decisions immediately that affects team progress without going up a bureaucratic chain, which saves time. Second, the administrator is trained in the concept of systems management and can see the broad healthcare delivery system picture in which the team operates.

Third, the pressures for cost containment and value creation in health delivery for maximizing productivity and for improving quality through integration and coordination are increasingly strong. Administrators are in a unique position to add value to the team by using competencies such as coordination, team building, leadership and organizational problem-solving. More often than not, the administrator knows the difference between the professional teams and their roles and capabilities governed by licensure and law, better than they do individually.

Clinicians can benefit from the administrators’ understanding of how the delivery system works as it relates to billing and collecting for patient services, which involve an ever-changing complex revenue-cycle system. No longer can clinicians provide patient care without regard for the cost to the organization and the delivery system.

Creighton University has had an interprofessional team-learning approach for the past 15 years as part of the Post-Baccalaureate program in the HS-MACA department. Common Ground is an interprofessional forum where students in health sciences met each Friday to learn together. It is an open and interactive forum in which students learn the principles of public health disparities from other health professionals, researchers, and community partners. Health administration students are invited to Common Ground.

ConclusionThe administrator has always been an invisible member of the clinical healthcare team. The administrator should be an equal partner as the healthcare organization’s culture, structure, and strategies to shape to optimize collaborative interprofessional care. The expertise and knowledge regarding finance, human resource management, community outreach, and fund development should be a part of the interprofessional team resource as they work to improve the quality of life for people.

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Interprofessional Support of Others Addressing Health Disparities Seminars

Health Sciences – Multicultural and Community Affairs department (HS-MACA), in conjunction with Creighton University Health Sciences Continuing Education (HSCE}, has developed and held health disparities seminars annually since 2007. Topics include Focus on: Cancer; HIV; Mental Health; Diabetes; Infant Mortality; Violence Prevention; Heart Disease; Asthma; Chronic Disease Prevention and Management through Community Partnerships; and this year’s Social Determinants of Violence: Public Health Solutions. Academia and community alike benefit from continuing education credits (typically 6-7 credits) from these seminars which align with the Creighton University and HSCE mission and goals.

These day-long seminars are designed to assist healthcare professionals and community advocates gain competency and improve performance resulting in higher quality care that will enhance the health status of the population. The purpose is to increase knowledge, skills, and ability of academia and community regarding the topic for each year. An inventory

is taken on needs assessment and professional practice gaps are identified. The seminar is made up of lectures, panel discussions, and small group discussions. A keynote speaker is invited for the day. Approximately 100 – 150 people attend each year. Some years, community organizations attend and provide a poster display of the services they offer relating to the topic that year. At the conclusion of the full day’s events, an evaluation is given by attendees and students are assigned to write a paper about what transpired. The event is financed through HS-MACA.

Who are these Health Disparities seminars for? o Creighton University Physicianso Dentistso Occupational Therapyo Physical Therapyo Pharmacy and Other Health Professionso Nurseso Residentso Undergraduate studentso Fellowso EMS- Emergency Medical Services o Creighton students of all medical schoolso Communityo Pre-Professional and Post-Baccalaureate Students

Continuing Education Credits (typically 6-7 credits) for Category 1 and ANCC credits are offered free of charge for:o American Medical Association (AMA PRA)o American Academy of Family Physicians (AAFP)o American Nurses Credentialing Center (ANCC)o Accreditation Council for Pharmacy Education (ACPE)o Emergency Medical Services Education (EMS).

Academia and the community provide expertise as speakers, panel discussion members, and moderators. The course director, Dr. Sade Kosoko-Lasaki, works with the planning committee made up of HS-MACA and community partners, Continuing Education staff, and community and academia members, depending on each year’s topic. Those who benefit are members of academia and the community. The participants become more informed and emerge equipped to direct others to community resources.

Dr. Anthony, Dr. Font-Guzman, and Dr. Nunn at the 2015 Health Disparities Seminar

Errik Ejike, MPHCPHHE Program Supervisor

Omaha, Nebraska… I reside in the zip code 68111. What is the first thing that comes to mind when you hear about that zip code? Is it the fact that the Housing and Urban Development (HUD) Department has labeled this area “blighted and substandard,” or that this houses the largest unemployment rate in the city of over 20% while the city-wide unemployment rate is less than 4%, or the fact that this area houses the poorest kids per capita in the nation, or the presence of a major food dessert in Douglas County where there are more liquor and package stores than full-service grocery stores, or the fact that this is one of the most active crime areas in the city? I often ponder these issues as I walk outside my front porch to clean my yard of the trash left from previous tenants and passing bystanders who use the lawns of my house because of the two abandoned, neighbor-less houses that I’m lodged between. There have been many discussions on how urban neighborhoods such as the one in which I reside in ended up in these poor and dilapidated conditions. The health of these communities are in dire straits, barely hanging on life support. Many of these discussions have fallen on deaf ears,

because many hear but there have been few tangible positive actions leading to promising outcomes made in these communities. So, if there is change to be made, whose hands should be working to solve these issues to resuscitate this community and communities around the nation alike?

The meaning of the word “community” can be divided up into two parts: commune + unity. To “commune” is defined as a group of people living together sharing possessions and responsibilities, while “unity” is defined as the state of being united or joined as a whole. Thus, in order to rebuild and lift up our desolate and often-forgotten communities, all people and entities involved must share the responsibility equitably and see each entity as a piece of the whole structure: one community. This means residents must take pride in their community and take action for their everyday activities. This means businesses, especially locally-owned and residential businesses, must be integral in the economic surge of bringing value through the spending within their businesses, but also hire qualified individuals represented in the community in which they are inherently a part. This means land and home owners must keep their properties up-to-standard and not let them dilapidate due to lack of occupancy. The city must ensure that potholes are filled and snow is plowed within urban communities at the same rate as the suburban communities. Our city elected officials should be lobbying on issues that will bring more value to our communities without displacing or uprooting communities from their home. Our healthcare facilities must continue their path to conform to the needs and cultural practices of their clientele in order to produce the best outcomes for their patients. The school needs continued fundraising and adaptive curriculum to continue to educate the youth in the ever- evolving world so that they will possess the skills needed to not only make a living, but to lead the next wave of innovation and creativity. Everything and everyone is a vital piece to a whole community.

I’ll continue to work, play and grow my community because I take ownership of it. I am a piece of mine. Take pride and ownership of which you call home. Let us all work together, from every discipline, to work reinvigorate our communities. “I am because we are. We are because I am.” – Ancient African Proverb

The Front Porch View: How Various Professions Affect the Health of a

Community

Elaine Ickes, BGSAdministrative Professional

Errik Ejike and Tameshia Harris at the Black Family Health and Wellness Health Fair

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Increasing Health Disparities Awareness through Interprofessional Training

Creighton’s Summer Research Institute, for Omaha high-school students, offered through the Center for Promoting Health and Health Equality (CPHHE) and the Health Science and Multicultural Community Affairs department (HS-MACA) serves as a lifeline connecting students to mentoring, future job opportunities, and better health outcomes for their communities.

The Summer Research Institute is an interdisciplinary mentorship and health sciences research initiative connecting Omaha high-school students with community organizations. It improves students’ knowledge of health disparities concepts, prepares them for college, and develops leaders who are sensitive to the socio-contextual determinants of health.

During the six-week summer research program, four to six high school students are

mentored by an interdisciplinary team of professionals representing the areas of public health, public administration, business administration, psychology, and environmental health and science. Students receive training on how to obtain resources and data to conduct their research. The students work closely with CPHHE and HS-MACA staff to gain the necessary tools to be successful in the program.

The students develop and plan a research project in collaboration with Omaha community-partner organizations. Community partners are focused on serving the health and social needs of socio-economically disadvantaged communities. Students witness first-hand the impact of economic disadvantage and social inequality on access to healthcare. They are challenged to consider how, through collaborative work and research across professions and disciplines, we can better meet the needs of disadvantaged individuals and reduce health disparities within the Omaha community.

In addition to working with community partners, students are engaged in a weekly speaker series to learn from academic experts about formulating research topics, research ethics, health disparities, and health equity. Throughout the summer, students are exposed both theoretically and practically to the challenges faced by disadvantaged populations in Omaha. They are challenged to engage in the solutions and the benefits of

collaborative and interdisciplinary work to tackle health disparities within the Omaha community.

At the conclusion of the Summer Research Program, students present their findings in a colloquium with a PowerPoint presentation and poster. The projects are also presented at a National Conference, allowing students to gain confidence in their developing research and leadership abilities.

Juan J. Montoya, MBACPHHE Program Coordinator

2015 Summer Research Institute Participants

Health Disparities, Public Health & Epidemiology: An interprofessional Approach

Health disparities create barriers that hinder the prevention of diseases in certain populations. Much research has to be conducted by healthcare providers and professionals to understand the mechanisms of health disparities in each population and community type, but a wider scope of methods should be further explored to address the social and environmental factors that influence health disparities.

Public Health is a profession that works to prevent and treat disease, prolong life, and promote health through organized efforts. Public Health interventions consist of work from a multidisciplinary team of public health workers and healthcare professionals. Public Health professionals understand their role to provide the public with informed choices to promote health on each level of an individual’s ecosystem – efforts that cover society as a whole all the way to the communities and individuals one may associate with regularly. A key discipline in Public Health, Epidemiology studies and analyzes the patterns, causes, and effects of health and

disease conditions in defined populations.

Epidemiology is an important part toward creating solutions to decrease and eliminating health disparities. Epidemiologists examine how and where disease outbreaks start, how diseases are transmitted within a population, and how to effectively treat those diseases. Using epidemiological methods to identify the mechanisms of health disparities could transcend the current knowledge in the healthcare community about its origin and operations.

The CPHHE-REACH program, a federally-funded Center for Disease Control program within HS-MACA, targets four sectors of the African-American population in Omaha, Nebraska to work towards increasing the access to physical-activity opportunities. Physical inactivity is a leading risk factor for many lifestyle-related chronic illnesses, and the REACH staff works diligently every day promoting Public Health practices to increase awareness of the benefits and action toward physical activity in the community. Epidemiology works at the base of the REACH program; studying the activity levels of the population and effectiveness of the programs objectives as we increase policy, systems, and environmental implementations to provide greater physical-activity opportunities. Epidemiology allows the REACH program to identify what methods best influence the population, in turn, using that information to provide the best resources for all of our community partners to receive positive activity change.

Healthcare professionals contribute much effort toward the community and individual levels to decrease health disparities. To create an impact on health disparities, Public Health professionals, especially Epidemiologists, are very important in understanding the clear patterns, causes, and effect of health disparities. In our quest to reduce health disparities, collaboration of efforts to provide additional interprofessional opportunities are encouraged within the healthcare and Public Health fields in order to create effective, long-term solutions to decrease and eliminate health disparities.

Raheem Sanders, BSCPHHE-REACH Data Coordinator

2015 Summer Research Institute Participant, Edwin Chavez

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Research indicates there are numerous benefits associated with the use of evidence-based prevention and collaboration. The benefits of inter-professional collaborative practice can enhance the overall project by adding knowledge and expertise from each organization. Because there are shared objectives, allocated tools, and other resources, each entity can focus on appropriate strategies that are suitable, targeted, and innovative in addressing problems. Interprofessional collaborative practices can improve communication, coordination, function of service, and enhance efficacy in the delivery of care. According to the World Health Organization, Interprofessional collaborative practice is “When multiple health workers from different professional backgrounds work together with patients, families, carers [sic], and communities to deliver the highest quality of care.” Interprofessional collaborative practice emphasizes teams and teamwork. Some important characteristics of effective interprofessional teams are:

• Providing care to a common group • Developing common goals and working towards achievement of those goals• Assigning specific role and responsibilities to individuals on the team• Utilizing power to execute plans and assess outcomes• Sharing processes and information.

These characteristics along with key principles such as focusing on needs of the client, recognize communication as an essential component to client care, and understand that collaboration requires contribution and dependence on others; makes a great recipe for interprofessional collaboration practice in public health.

Creighton University’s Center for Promoting Health and Health Equality - Racial and Ethnic Approaches to Community Health (CPHHE-REACH) program has successfully formed working relationships with community organizations that are utilizing the inter-professional collaborative practice model. The CPHHE-REACH cooperative agreement is one that has successfully involved varying entities that have years of experience working in the African-American population of Douglas County, Nebraska. The CPHHE-REACH community partners include a federally-funded community health center, diverse faith-based entities, the local health department, after-school programs, Omaha public housing, and staff from a medical school. The alliances are forged using the Community-Based Participatory Approach (CBPA) strategy where community members are invited to share in decision-making while building on collective strengths and resources. This strategy has proven effective in tackling the issue of health inequality and chronic-disease prevention within the racial and ethnic minority populations. Because the collaboration is multi-sectoral and there are various types of partners, it allows for varying perspectives regarding establishing Policy, Systems, and Environmental improvements (PSE) to increase access to physical activity at multiple site locations.

CPHHE-REACH has embraced trusted members of the community to help guide the REACH project while achieving the goal to increase access to physical activity opportunities in the African-American populace. The trusted community organizations: Douglas County Health Department, Nebraska Centers for Healthy Families working with diverse African-American churches, Health Sciences Multicultural and Community Affairs (HS-MACA)/Collective for Youth after-school program, Charles Drew Health Center, Omaha Housing Authority, and Creighton’s School of Medicine are responsible for performing specific tasks in the implementation of PSE improvements.

Tameshia Harris, MPACPHHE-REACH Program Supervisor

Using Interprofessional Collaborative Practice to Reduce Health Disparities

Interprofessional Pipeline Programs and the Different Health Career PathwaysPerhaps the most satisfying aspect of working with youth is having the opportunity to hear of their excitement for prospective vocational opportunities and to see them take the first steps toward growing into their adult selves. As the coordinator of the HS-MACA Focus on Health Professions Program, I feel an unmistakable duty to the students with whom I work in contributing to their academic and professional journeys. However early the stage may be for these students, it is not too soon for them to begin thinking about what they would like to do when they ‘grow up’. I take great pride in assisting in whatever minute and modest way possible, the fostering of that growth. The Focus on Health Professional Program is a pipeline program that offers a series of lessons working within the parameters of Science, Technology, Engineering, and Math (STEM) for 5-8th grade

students at various after-school programs in Omaha. Working with HS-MACA’s objective of increasing the diversity within the healthcare profession, part of my job entails providing educational access to traditionally underprivileged and underrepresented demographics. A program such as this is commonly the first opportunity for students to really explore the realm of possible Health career futures outside of their conventional classroom experience. We strive to offer an enjoyable way for students to supplement what they are already learning during the day by providing lessons promoting various STEM careers and general familiarity in the field in a fun, hands-on, and experiential approach to knowledge and career. The students with whom I am fortunate enough to work with display an excitement for learning recognizable topics in a new way that compliments their classwork well. I enjoy being part of the process that translates this excitement for learning into an enthusiasm to be a professional, quite possibly in a STEM-related field.

According to the U.S. Department of Education, the projected increase in STEM jobs is expected to be 14% higher across all occupations by 2020, using 2010 as a starting point, and the need for medical scientists is expected to jump 36%, with the need for biomedical engineers growing by 62% (“STEM.” Ed.Gov). The increasing demand for these kinds of jobs dovetails nicely with the intentions of the Pipeline Program. Often, my students will exhibit an interest in well-known fields, such as medicine, law, and business. I don’t discourage student interest in any area, but through the experience and exposure provided by our class, youth become more acquainted with several STEM-related careers. This is the case when they gain more specific insight into the medical profession when our class is assisted by medical students during animal heart, brain, and eye dissections. Students also have the opportunity to learn about lab work and research during our use of microscopes, the heartbeat of water fleas, and the DNA and blood-typing classes. Additionally, students are able to familiarize themselves with previously unfamiliar occupations in engineering when they build a parachute and landing pad to keep an egg from breaking from a two-story drop.

It is essential to encourage student intellectual growth and development, just as it is crucial to impart knowledge and inform these young people of various career opportunities available to them as they grow. The Pipeline Program seeks to do just that, and with similarly aligned efforts impacting students in a positive way, we hope to see a more diverse employment future throughout the STEM landscape.

References“Science, Technology, Engineering and Math: Education for Global Leadership.” Science, Technology, Engineering and Math: Education for Global Leadership. U.S. Department of Education, n.d. Web. 31 Mar. 2016.

Bryan Benson, BAPipeline Program Assistant

At the Mini-Health Science Camp, students learn about different healthcare careers

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Native American Health Disparities – A Spotlight on Indian Health Services and a Case for

Interprofessional Education “Native communities continue to face unmanageable rates of health issues despite the fact that health care was guaranteed in perpetuity in exchange for the millions of acres of land used to make up the United States today.” Highlighted are two different perspectives describing changes needed within the

Indian Health Services (IHS) as well as a case for inter-professional education.

Native Americans are a diverse group and they are comprised of hundreds of federally-recognized tribes as well as unrecognized tribes across the United States. Although each tribe has its own culture, beliefs, practices, and language; they all seem to share common massive health-disparity issues.

A Brief History - From a historical perspective, health-disparity issues can be traced back to the arrival of the first settlers. Native Americans were immunologically defenseless against “new diseases” and forced to acculturate while expulsed from their ancestral lands. Today, every indicator of Native-American health demonstrates continued health disparities in many major categories despite the fact that healthcare was guaranteed in perpetuity in exchange for the millions of acres of land used to make up the United States today. The IHS currently has a backlog of facilities in poor condition and badly in need of renovation or repairs. Eliminating health disparities and improving the lives of Native-American communities must take a multi-faceted approach, but it is evident that a spotlight is needed on the Indian Health Service.

Spotlight on IHS – An Urban Indian Health Program Perspective - “Urban Indian” is the term used to describe Indians or descendants of Indians who have moved to the cities and urban areas. Many of today’s Urban Indians are in citiesbecause of the government’s Relocation program in the 1950s and ‘60s. American Indians were enticed and coerced to move off the reservation to these urbanized areas where success was hard to achieve. However, through this entire historical trauma, Native Americans consistently demonstrated that they would not let go of their cultural roots. They maintained their identity in some of the nation’s largest metropolitan cities, formed community centers, and worked to identify and solve the disparities. Today, there are 36 Urban Indian Health Programs serving 21 states across the country, providing a multitude of services, including comprehensive primary-care services, behavioral health and social services. Policy makers are seeing this innovative interdisciplinary approach as the future of healthcare.

Spotlight on IHS – An Indigenous Women’s Dialogue Perspective - Just as the IHS provides funding to Urban Indian Health Programs, it also serves as a primary healthcare provider to Native-American women. The problem is that personal and societal violence against Native-American women is alarming and the need for reproductive choice or emergency contraception (EC) because of a violent incident far exceeds that of the general population. However, several investigations over recent years have documented that the IHS has consistently denied Native-American women the same options of birth control that are afforded to mainstream women. The Native American Women’s Health Education Resource Center (NAWHERC) is a leader in addressing Indigenous women’s reproductive health and rights issues in the country. Their reports have documented IHS’s violations and brought to the forefront IHS’s treatment of rape and incest victims. They all concluded that it is critical for Native-American women to “remember the importance of building our Women’s Society as opposed to reacting to a male-dominated political arena - ‘we need to demand sovereignty’.”

A Case for Interprofessional Education - Exploring health disparities of different cultures through research creates an opportunity for interprofessional development. As a Psychiatrist, it was critical to collaborate with other key members of our community including: Dr. Sade Kosoko-Lasaki, Professor of Surgery and Preventive and Public Health at Creighton University; Dr. Donna Polk-Primm, CEO of the Nebraska Indian Health Coalition; and several members of the Native American Women’s Health Education Resource Center. This unique combination of active collaborators created an interactive learning experience and pathway for improving the effectiveness of healthcare, particularly mental healthcarein this case.

Conclusion - While Indian Health Services may be at the center of this debate, it will take a myriad of solutions to continue to address complex health disparities among Native Americans. Keys to success include continued funding for Urban Indian Health Programs, IHS accountability, and the continuation of active collaborations through inter-professional education.

Roberto F. Cervantes, MDCPHHE Professional InternCUMU- UNMC Psychiatry Resident

Depending on our choices and our environments, the intending mind can practice the power of opposition: it can create and destroy, conform and rebel, kill and practice peace. Thus, it is a freedom and a choice we make to be apathetic or to be loving advocates for causes that affect humanity and in turn, affect us. To achieve justice for Muslim women who were exploited and raped by Serb soldiers during the genocide of the Bosnian Muslims, Peggy Kuo publicly advocated that rape was a crime against humanity. Ultimately, she was able to get justice against Dragoljub Kunarac, Radomir Kovač, and Zoran Vuković. They were determined guilty of war crimes and crimes against humanity. These outcomes were crucial, for they formulated law -- rape and forced pregnancy is absolutely unacceptable means of warfare. She, like many others, is a resilient fighter for truth, peace and love. She helped set the standard of justice (when it does come) for the many women who still experience such atrocities as their perpetrators remain free.

Grieving mothers hand-make flowers of hope as a symbol of remembrance of the 8,000 victims of the Srebrenica massacre. It is a crochet flower with eleven petals to represent the day the massacre occurred--July 11, 1995. Eleven different hands--eleven different mothers--reach for one grave. The flower is white to symbolize innocence and its center is green to symbolize hope. The signing of the 1995 Dayton Peace Accord Agreement brought about peace, but not justice. When justice does take place, hope and love shall break through the darkness to transcend all dimensions. In turn, the broken will show that they are fiery comets that can never be vanquished.

Emina Becirovic, Creighton University2nd year Medical StudentPost Baccalaureate Class 2014

Painting and an essay for the Public Health essay contest Spring 2016

“Never forget that justice is what love looks like in public.” Cornel West

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Eye Care Mission to the Dominican Republic, March 2016

IntroductionGandhi once said, “The best way to find yourself is to lose yourself in the service of others.” March 2016 marked Health Sciences – Multicultural and Community Affairs’ 11th annual preventative ophthalmology trip to the Dominican Republic. The mission is to combat blindness from Glaucoma and Vitamin-A deficiency. Over the course of 11 years, Dr. Kosoko-Lasaki, in collaboration with Dr. Sebastian Guzman and many support staff, has examined over three-thousand five-hundred patients. Lastly, there have been over one hundred surgeries at Creighton’s Institute for Latin American Concern in Santiago, Dominican Republic.

The trip’s purpose is glaucoma treatment, education on ocular health, and mega-dose Vitamin-A distribution. Glaucoma is the leading cause of blindness in Black and Hispanic populations. The World Health Organization deems the Dominican Republic at risk for Vitamin-A deficiency.

This year, we distributed First Sight* eyeglasses for the second time to patients with refractive error. They are customizable eyeglass frames that can be fitted on site with a variety of lenses to match the patient’s spherical equivalent prescription. Triaging individuals who have refractive error is a difficult task, but it is best done in conjunction with an eye exam. Identifying and providing glasses to those in need continues to add much-needed benefit to our process.

Our mission began on Sunday, March 13th, 2016; a group of fifteen (15) cooperadores (the primary healthcare workers of the villages) received a review and training session. Dr. Kosoko-Lasaki, Dr. Miguel Cruz, and Brett Briggs provided instruction on glaucoma, the importance of hand washing, alleviating Vitamin-A deficiency, and Zika virus management. Dr. Kosoko-Lasaki emphasized the risk factors for glaucoma and the difference between chronic and acute diseases. Most eye infections may be prevented by correct hand washing and using sterile technique when administering eye drops. The cooperadores take this education and literature to share with their community. All the cooperadores also received a full eye exam Sunday afternoon.

The next four days involved eye exams, surgery, and Vitamin-A outreach to many individuals in need. The team provided eye exams to individuals at the Institute of Latin American Concern (ILAC). New and existing glaucoma patients were given glaucoma medications or referred for surgery. If any other complications were found, such as cataracts or pterygium, patients were referred to Dr. Sebastian Guzman for treatment and follow-up. On Wednesday, we visited the schoolhouse of Villa Los Almacigos for Vitamin-A megadose (200,000 IU for children) and glasses distribution. The team also administered an anti-parasite medication, albendazole, to the children and the adults.

ResultsA total of ninety-three (93) adults received complete ophthalmologic exams for glaucoma. These exams included registration, risk assessment, visual acuity tests, slit-lamp microscopy, and Goldmann tonometry. Dilation, visual field perimetry, refractions and funduscopy were done as needed.

A total of fifty-eight (58) children, ages 6 months to 11 years, were screened and received Vitamin A. Two (2) breastfeeding mothers were also given Vitamin A. Eighty-seven (87) children and adults were given, albendazole, anti-parasite medication.

One-hundred-seventeen (117) children and adults were examined for refractive error. First Sight eyeglasses were given to twenty-nine (29) for myopia. Visual Acuity is established using an occluder to check each eye individually, and a 20-foot Snellen or illiterate-E eye chart was utilized. Once the patient’s vision is assessed, refractive lenses are used in a trial-and-error fashion or retinoscopy to improve each eye. 100% of the administered glasses improved the vision in one or both eyes. Fifty-seven (57) other patients were given eyeglasses for other refractive error including hyperopia and presbyopia. These glasses were donated at CUMC and read by Paula Wagner, COA and Amar Mannina, Creighton Medical Student.

We were greatly encouraged to see a large number of people previously diagnosed in our past mission trips return for follow-up on their conditions. Fifty (50) existing glaucoma cases and nine (9) new cases of glaucoma or glaucoma suspect were examined. One (1) trabeculectomy was performed.

Effective management of glaucoma requires patient compliance. The median IOP of the controlled glaucoma group was sixteen (16) vs the uncontrolled median of twenty-four (24). The normal group's average IOP matched closely with the controlled glaucoma IOP average of sixteen (16). Cup-to-disc ratio, C/D, is an essential finding in glaucoma patients, as the pressure causes an increased cupping of the optic nerve head. The glaucoma group's C/D median was 0.7 and the C/D of those who were dilated, but normal, was 0.5.

Many were also referred to Dr. Guzman for additional care, including cataract, pterygium, and diabetic-eye disease. Dr. Guzman and the ILAC clinic will be handling the follow-up visits, post-op care, and further follow-up for these patients.

ConclusionThe children, adults, and health-care personnel in the Dominican Republic all greatly benefited from the collaborative efforts of the mission. New and existing glaucoma patients were served and the local team will continue follow-up to manage their disease. This project is effective, sustainable, and works in conjunction with other healthcare teams that visit ILAC. The cooperadores have learned valuable health information that should reduce the incidence of eye infections and incidence of blindness. Using this methodology, ILAC is able to reach the poor and marginalized residents in the remote, underserved areas of the Dominican Republic better than any other organization.

AcknowledgmentsMuch-appreciated support was provided by: • Carmen Burgos for providing quality medical translation (Santiago, Dominican Republic)• Juan Jose Ramos for being our excellent driver (Santiago, Dominican Republic)• Rita Rosario for assisting in the clinic (Santiago, Dominican Republic)• Americares Foundation (Stamford, CT, USA) for glaucoma medication• Nizar Mamdani of First Sight (Omaha, NE, USA) for glasses• Lee Weiner, a Creighton Medical Student, for sourcing the glasses from

First Sight on short notice (Omaha, NE, USA)• Mary Kelly and Allergan Pharmaceuticals for artificial tears• Andy Gleason and the rest of the staff at Creighton University Institute for

Latin American Concern (ILAC) (Omaha, NE, USA)• Elaine Ickes and the rest of the staff at Creighton University Office of

Health Sciences-Multicultural and Community Affairs (HS-MACA) (Omaha, NE, USA)

• Kim Wood and the Indiana University School of Optometry Atwater Eye Clinic for eye medications (Bloomington, IN, USA)

• Dr. Sebastian Guzman and staff (Santiago, Dominican Republic) for gracious support and follow-up• ILAC Mission Staff for providing the room and board (Santiago, Dominican Republic).• Mr. Mamdani and First Sight http://www.firstsighteyeglasses.com

Dr. Kosoko-Lasaki completes eye screening

Brett Briggs measures for refractive error

Brett Briggs BGS, COA University Indiana University School of Optometry, Creighton University Glaucoma Outreach

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Spotlight on Diversity Alumni

Welcome New HS-MACA StaffBorn in Port-au-Prince, Haiti, Larissa Sanon moved to the United States at the age of eleven. She lived on the east coast for most of her life until moving to Omaha, NE in 2010, where she attended the College of Saint Mary and earned her Bachelors of Science in Business Leadership, Applied Psychology, and Human Services.

Prior to coming to Creighton University, Ms. Sanon worked for Catholic Health Initiatives (CHI) in the department of Orthopaedics, division of Plastic and Reconstructive Surgery, for seven years as an Administrative Assistant and Scheduler.

Larissa is passionate about helping others and her community. She can relate well with students coming from a different country and culture, having had to learn a new language. As a transplant here in Omaha, she, too, had to find many resources and network before finding her niche.Involved with various groups from Girls Scouts to the Urban League Young Professionals, she currently serves as the Professional and Personal Development Committee Chair.

Ms. Sanon resides in midtown, Omaha with her family and dog, Sammy.

Congratulations Bradley Trinidad (Post-Bac Class of 2012) on the

birth of his daughter, Grace.

Congratulations to Ciera Oshodi, (Post-Bac Class 2014,) M2 CUSOM, SNMA President. Ciera was recently elected

Co-Assistant Regional Director for Student National Medical Association Region 2 Executive Board.

CONGRATULATIONS to Creighton University Health Science students: Ciera Oshodi-M2 CUSOM, Joseph

Saffold-M2 CUSOM, Britney Bell-M2 CUSOM, Pat Osola, M2 CUSOM, Jamil Jamal, P3 SPAHP, Linnea

Tokushige, SPAHP for winning 2nd place at the Regional Clinical Reasoning Competition held on

Creighton University's Campus

Congratulations Kayla Clark (Post-Bac Class of 2014) on her marriage and the

birth of her son, Steven.

Larissa Sanon, BSProgram Coordinator, Post-Bac Program

Congratulations Strater Crowfoot (Post-Bac Class of 2016) on the

birth of his son, Jakobe.

Congratulations to HS-MACA staff Juan Montoya on the birth of his

son, Juan Benjamin Montoya.

Congratulations to Ada Reyes (Post-Bac Class of 2015) on her marriage.

Noel Cassidy Almager (Pre-Matric Class 2008) & family.

Monty Salanoa

(Post-Bac class 2016)

& family

Sade Kosoko-Lasaki, MD, MSPH, MBAAssociate Vice Provost and Professor402-280-2332SadeKosoko-Lasaki@creighton.edu

Tracy Monahan, MBASenior Finance Director402-280-2971TracyMonahan@creighton.edu

Mervin Vasser, MPAAssistant Director402-280-3029MervinVassar@creighton.edu

Jeffrey Lang, MS, ABDAssistant Director, Academic Enrichment402-280-2940JeffreyLang@creighton.edu

Richard Brown, Ph.D., FACHEExecutive Director, REACH Program402-280-2312RichardBrown@creighton.edu

Jennifer Klimowicz, BSManager of Programs and Research402-280-3925JenniferKlimowicz@creighton.edu

Errik Ejike, MPHProgram Supervisor, CPHHE402-280-2389ErrikEjike@creighton.edu

Tameshia Harris, MPAREACH Program Supervisor402-280-4112TameshiaHarris@creighton.edu

Juan Montoya, MBAProgram Coordinator, CPHHE402-280-2907JuanMontoya@creighton.edu

Raheem Sanders, BSData Coordinator, REACH Program402-280-3560RaheemSanders@creighton.edu

Elaine Ickes, BGSAdministrative Professional402-280-2124ElaineIckes@creighton.edu

Larissa Sanon, BSProgram Coordinator, Post-Bac Program402-280-3964LarissaSanon@creighton.edu

Bryan Benson, BAPipeline Program Assistant402-280-3883BryanBenson@creighton.edu

Let’s Move, Let’s REACH!The day kicks off at 8:00 a.m. with a one-mile walk/run along 24th Street. The day wraps up with a dance contest for children, young adults and seniors. And throughout the day are activities for all: a basketball contest, Zumba, volleyball, skating, step show, bounce house, bicycling,

wall climbing, and more.

Join in the activities and learn about adding healthy activities to your daily life.

LET’S MOVE, LET’S REACH —LET’S DO THIS TOGETHER!creighton.edu/reach

CONTACT US

HS-MACA Mission Statement

To promote Creighton University Health Sciences as a recognized leader in the training and development of a multicultural health-care workforce that serves to reduce health disparities in underserved and diverse communities through research, culturally

proficient education, community interaction and engagements through Ignatian values.