In this Issue
Fresh on Facebook
Dr. Tami Hendriksz Anwers Kids' COVID-19 Questions
College of Pharmacy's New NHPA Translates COVID-19 Information to Spanish
College of Pharmacy Class of 2020
When The College of Pharmacy's student chapter of the National Hispanic Pharmacists Association (NHPA) was newly accredited on March 13, its student leaders didn’t know that their first order of business would be to translate urgent COVID-19 information and get it into the hands of those who needed it.
When the orders to shelter in place began to spread across counties in California, NHPA President Fatima Hernandez’s first concern, like many, was to call her mother.
“She told me about the crazy things she was hearing on Facebook, like mixing Clorox with vinegar to clean, or how her neighbor told her that (COVID-19) is just a really bad cold,” explained the PharmD candidate for 2020. “I told her, ‘Please don’t do that!’
Aiming to reach those who do not watch the news, but do spend their extra time on Facebook, Ms. Hernandez and her fellow board members got to work translating the most essential information from the CDC and WHO and make it easily accessible. The flyer’s Spanish was fact checked by physicians in Mexico and Nicaragua and given to family members to ensure its ease of reading.
“The students have been creative and innovative in their approach to reach the public,” said NHPA faculty advisor Shadi Doroudgar, PharmD. “Their ability to work as a team to create high quality of work reaching so many quickly has been impressive and inspirational!”
With a $10 donation from a supportive preceptor to boost it with advertisement, their first document reached 73,792 people on Facebook with 4,817 engagements and 284 link clicks.
“To be honest, I just thought it’d be 50 people,” said Ms. Hernandez.
The momentum from the first post inspired the NHPA to keep producing other documents, using their pets as mascots or addressing the ineffectiveness of common home remedies.
“Many Hispanics tend to self-medicate,” explained Ms. Hernandez, who is originally from Nicaragua. “We made a post on how antibiotics and antihistamines don’t work for this. There’s nothing right now that for sure works.”
Through what Ms. Hernandez calls a very large family network, NHPA has also seen their documents shared in Colombia, Mexico, and Nicaragua.
And people are reaching out to them, asking questions like “Why are people calling this the Chinese virus?” and “Where can the undocumented turn to protect themselves right now?”
To share NHPA’s flyers, visit: https://www.facebook.com/NHPATUCCOP/
5 Ways Parents Can Support Children's Remote Learning
By Dr. Michael Barour, Associate Professor of Instructional Design, Graduate School of Education
While many have described the current situation as online learning or online teaching,
it isn’t. The current situation is remote teaching. We are in an emergency situation
and, like in any emergency, we need to triage the situation. Online teaching takes
preparation and planning. It requires the careful consideration of various pedagogical
strategies to determine which are best suited to the specific affordances and challenges
of delivery medium and the purposeful selection of tools based on the strengths and
limitations of each one.
|Dr. Michael Barbour, Associate Professor of Instructional Design, Graduate School of Education|
As we triage this situation, there are several things that parents/guardians can do to help educators support their child’s remote learning.
1. The first and foremost thing is to make sure your children are fed, healthy, well rested, and comfortable from a mental health standpoint. There is a lot going on right now that children have never seen before, so it is acceptable if things like learning fall by the wayside in the short term.
2. It is important to understand that the day for a student who is learning remotely is often a very different structure than the traditional 9am to 3pm school day. Parents shouldn’t try and force the school routine into your home routine. Parents should find a routine that's going to work with the flow of their own household.
3. Establish a space that is conducive to learning. It might be the kitchen table or a desk in their bedroom or a home office or a space in the garage. Talk to your child about how they feel they learn best – is it a quiet space or when there are things going on around them. Just make sure it’s a space that's conducive to their learning.
4. There are a lot of companies offering resources and services to teachers and parents right now. You don’t have to use any of these. There are many existing parent and teacher groups that have been curating these items to specific grade levels and subject areas. Make sure of these vetted resources and services.
5. Finally, don't forget that learning happens in a variety of ways, but the most successful learning should be fun. Playing games, reading books and magazines, and having conversations on the telephone or through videoconferencing with family and friends can produce just as much learning as a textbook or interaction with a teacher.
Virtual Match Day Sees Highest Percentage of Primary Care California Residencies
A month ago, a virtual party for entire class of student doctors would have only been a funny notion, but on the morning of March 20th, the College of Osteopathic Medicine made it happen for the Class of 2020. Practicing safe social distancing to prevent the spread of COVID-19, students and faculty found a way to still celebrate Match Day by gathering on Zoom.
Despite seeing each other’s at-home work spaces for the first time, the event kept close to the traditions of Match Day. The soon-to-be residents were only allowed to see which residency they had matched to at the same time. Unable to share the news face-to-face, the Class of 2020 took turns at the screen to announce their match, seeing each other for what may be the last time before commencement.
Student doctor Matthew Musselman remembered seeing videos of medical students matching into residency since he was in pre-medicine, so he knew the impact that the day would have.
“Thankfully, I did end up matching into my #1 choice from the comfort of my own home. But I wasn’t alone. There were all of my professors and classmates, connected through the Internet and projected on my television,” said Mr. Musselman, Class of 2020. “My parents were video chatting on my phone, and my fiancée was by my side. In that moment when I found out the good news, it was as if there were no global pandemic, because I was so happy that my hard work had paid off.”
For others, the match meant that they would be able to live with their spouse again or it meant new, stronger friendships with peers who would be sharing the same residency.
While the Class of 2020 was seeing their futures develop before them, the faculty who had helped them along the way saw their greatest efforts come to fruition.
“I want to wish the Class of 2020, a very prosperous future,” said Dean of the College of Osteopathic Medicine, Michael Clearfield, DO. “We have this silent invader, COVID-19, in our lives, but we also have sunshine breaking through with this match. What you are is an indication of everything good that can happen in the future.”
Nearly two-thirds of the class are set to enter Primary Care foundation residencies—the highest percentage in school history. The Class of 2020 matched to 15 different medical specialties including Pediatrics, Emergency Medicine, and Neurosurgery.
The graduates’ impact will span across the country, matching from Maine to Hawaii,
but almost 50% will remain in California, which is another record for the college
Read more about the 2020 Match Day Here.
Autism Month at TUC: Medical Students Looking to Change Care for Patients with Disabilities
Knowing the struggles that siblings or friends with developmental disabilities have had in the health care system, a group of student doctors has built a grassroots network at TUC that brings together speakers from throughout the Bay Area to prepare their peers to treat their future patients with thoughtfulness and understanding.
“My younger sister has autism, and we switched between a lot of pediatricians because no one knew how to deal with someone who had autism,” said Farwa Feroze, 2019 American Academy of Developmental Medicine and Dentistry (AADMD) Community Outreach Coordinator.
“Whatever medical specialty that you’re going into, you’re going to interact with patients with developmental disabilities,” said 2019 AADMD Co-president Joseph Choe. “It’s not just for people interested in special needs; it’s for every health care professional.”
What began with a lunchtime speaker series in the spring of 2019 expanded into a complete elective on Diverse Perspectives on Developmental Disabilities & Health in the fall.
|Student-initiated and Student-led, AADMD students at the Diverse Perspectives on Developmental Disabilities & Health Elective|
With an enrollment of 38, the elective hosted experts from UCSF, UC Berkeley, ARC-Solano, and North Bay Regional Center, connecting students to the support services for those with developmental disabilities that are available in the area
“We’ve have some very supportive faculty who’ve helped make this change possible,” said fellow 2019 AADMD Co-president Kim-Thy Nguyen.
For example, when a patient is non-verbal and communicates with the aid of a support person, the student leaders emphasized that health care provider’s role is to communicate with that patient directly and listen carefully in order to find how to best help the person thrive.
And when treating those with comorbidities like diabetes, simple advice like “try going for a walk” may not be easy to follow when the patient is drowsy from other medication or faces social stigma when going out.
“It is important that we always meet our patients halfway and treat them with respect such that we never assume anything about their level of intelligence or competence until proven otherwise, stressed Ms. Nguyen. “People with disabilities can absolutely thrive in life, and it is our job as physicians to enable them to do so!”
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