Fall 2015 Schedule and Syllabus

Student course leaders:
Caitlyn Braschi, Sarah Levy, Emma Murphy, Cuauhtzin Rangel

The Icahn School of Medicine at Mount Sinai’s student chapter of Physicians for Human Rights (PHR) created HHRA as an elective in Spring of 2011. This student-run course, now in its fifth year, functions as a space for building critical thinking and community around social justice work. It is also a core component of the Human Rights and Social Justice Scholars program for first year medical students. The course goals are:

(1) to examine how social processes influence health and illness
(2) to build a framework for understanding human rights advocacy work
(3) to provide a forum for thinking critically about a variety of health and human rights issues
(4) to empower students to improve local and global health systems.

Course expectations include preparation for each session through readings and periodic formulation of questions to present to the group. Students are also encouraged to be active members of critical discussion. The course will meet for ten sessions held on Thursdays from 6:30-8pm in Hess Room 5-101, from September through December. For questions, please contact MountSinaiPHR@gmail.com.

Sept. 16: Framework: Social Determinants of Health, Capabilities, Citizenship
Kim Hopper, PhD, Professor of Clinical Sociomedical Sciences at Columbia Mailman &
Marc Manseau, MD, MPH, Columbia College of Physicians and Surgeons

Sept. 24: Framework: Structural Competency and Structural Violence
Helena Hansen, MD, PhD, Asst Professor of Psychiatry and Anthropology at NYU Langone

Oct. 1: Dying in America
Rebecca O. Johnson, MS, MFA, Professor of Health Advocacy at Sarah Lawrence College

Oct. 8: Healthcare and Mass Incarceration
Ross MacDonald, MD, Medical Director, Correctional Health Services at NYC DOHMH &
Zach Rosner, MD, Deputy Medical Director, Correctional Health Services at NYC DOHMH

Oct. 22: Framework: Racism/Antiracism
Sayantani DasGupta, MD, MPH, Asst Clinical Professor of Pediatrics, faculty member of the Program in Narrative Medicine at Columbia University

Oct. 29: Big Pharma/Access to Medicines
Mark Harrington, Executive Director and Co-Founder of the Treatment Action Group (TAG)

Nov. 12 Healthcare for Trans* and Gender-Nonconforming People
Chase Strangio, Staff Attorney, LGBT & AIDS Project at the American Civil Liberties Union

Nov. 19: Intimate Partner Violence
Victoria Frye, MPH, DrPH, Asst Professor of Clinical Sociomedical Sciences at Columbia Mailman

Dec. 3: Language Access at Mount Sinai and Beyond
Gordon Ngai, MD, MPH, Assistant Professor of Emergency Medicine, Icahn School of Medicine

Dec. 10: Students as Advocates

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5th annual HHRA course concludes with summary and reflections on change, power, and community

Congratulations to the medical students who completed the 5th annual HHRA course, held September to December 2014. The final class was an opportunity to review the concepts discussed over the last few months and reflect on the way medical students and health professionals can be actors of change in their own lives and careers.

A summary of the discussion by session follows:

Health and Human Rights in East Harlem: Ray Cornbill urged students to continue taking a systems-level view in our work and understand hospitals as comprised of departments or practices with vastly different policies; for example, clinics within the same hospital may have vastly different policies regarding insurance mix. We examined East Harlem and the multitude of health services that are available there. In doing community work, he pointed out that often the best course of action is to make the existing systems work more efficiently — strengthen the glue — rather than adding another program to the mix. When conducting research, we were encouraged to examine our methods and consider who exactly benefits from much of the research we conduct and the ‘production’ of medical knowledge. Here, he was especially critical of needs assessments. Why do we fashion needs assessments before intervening? How many does it take to actually meet a need? What is the obligation to follow up — and whose is it?

Legal Framework of Human Rights: Brian Tronic helped us zoom out even more and help us understand the legal framework behind human rights at the international level and how difficult it can be to do human rights work at the international level. We examined existing core human rights covenants, paying particular attention to which ones the US has signed and which it has not (Civil and Poltical, Yes; Economic Social and Cultural, No; Against Torture, Yes; Elimination of all forms of Racism, Yes). We discussed that international human rights work mostly draws legitimacy from the field of law, but that laws themselves are created to codify cultural values; and we discussed accountability for protection and violations of human rights principles.

Mass Incarceration: DOH correctional services medical directors Zach Rosner and Ross Macdonald introduced us to the scale of what public health researchers call ‘the epidemic of mass incarceration’ and the ways it targets and devastates the health and well being of poor black and brown communities. They highlighted the conflicting priorities of health and punishment, with criminal justice institutions in this country abandoning any goal of rehabilitation in favor of containment and controls, and how these conflicting priorities manifest in dual loyalty considerations of prison health care workers. They made sure we all understood the difference between jails (which hold people pre-trial or pre-sentencing or for minimal sentences) and prisons (which hold sentenced people), and they introduced some of the cost cutting practices of governments of hiring private contractors to manage the health care of people in jails and prisons, who themselves hire the cheapest health care providers available and willing to take on the job. They also described the particular brutality of the use of solitary confinement at Rikers, where non-convicted teens and adults who simply cannot pay bail may end up serving 3-5 years in confinement, and in which people become 7x more likely to commit acts of self harm. Rikers jail holds more mentally ill people than all state hospitals combined.

Structural Competency and Community Psychiatry: Helena Hansen explored the need for critical thinking skills as a part of — or sometimes applied towards — our medical education. She emphasized the importance of reflexively de-naturalizing your own cultural assumptions by learning the history of the profession, the political and economic forces shaping our approach to health problems, and which framework of ‘body’ and ‘illness’ underlie our method. For example, we discussed why medicine currently focuses a focus on behavior management and compliance rather than patient circumstances, environment etc… She challenged medicine’s presentation of ‘culture’ as a bound variable that an individual may master through ‘cultural competency’ training. She introduced the conceptual alternative of ‘structural competency,’ bringing the logic of public health into clinical practice by considering the role of structures — institutions, communities, policies, i.e. health insurance plans, war on drugs policies, policing methods, redlining. Thus, she argued we should pursue interventions that are beyond the level of the individual encounter and identify cases of institutional racism. Her use of institutional racism referenced the words of Stokeley Carmichael in 1968 who protested the silent racism of “established and respected forces in the society” that functioned above the level of individual perceptions or intentions and worked to maintain the status quo — a racism that is less overt, more subtle, and less identifiable, but no less destructive to human life.

Insurance Inequalities and Physicians for a National Health Plan: David Himmelstein spoke specifically about instituting a national health plan, and what this would entail for our country. He spoke about the underlying idea in our current system of health as a commodity, highlighting the first question a patient is asked in the hospital, which is not “what is your complaint,” but “what is your insurance.” To demonstrate what change might look like, he proposed treating hospitals like fire stations, giving each a lump sum of money based on public funds with which to take care of sick people. To take the analogy further: it doesn’t matter what the size of the fire is, or what tools you will need to fight it, because you still have to deal with the problem before it burns uncontrollably. So where does change begin? Dr. Himmelstein was actually rather optimistic, and reminded us that in the 60s people largely recognized mass organizing as the roots of change. But do we still feel this way now? And if not—why? Do we advocate for an imperfect health system, like the ACA, even though it does represent progress for many? In the actions we consider, we must also remember how history is often rewritten to disregard mass organizing around issues like this, so that we are satisfied with the political process as it stands: he reminded us, “Politicians by and large don’t lead. They follow.”

Transgender Health: Dr. Jeff Birnbaum discussed the creation of the category of “gender dysphoria” in the DSM-5, which attempts to remove the stigma of the term “disorder” while continuing to ensure that transgender/intersex individuals are able to access hormone therapy, psychotherapy, etc under insurance – and yet, this categorization remains in the DSM. Although there may indeed be good intention in protecting transgender individuals’ access to care, the inclusion of their lived experience in a manual of mental disorders is problematic and stigmatizing. How, then, can we ensure that people may access the care and therapy they need, without encasing them within a set of criteria? Then, Dr. Birnbaum spoke extensively about his journey as a physician – first treating HIV/AIDS and gradually became an advocate for transgender youth regardless of HIV status. His story exemplified a doctor who allowed himself to be pulled to where he was needed, and one who has let his patients define what protocol is needed for their treatment. Dr. Birnbaum also spoke about the White Coat. The White Coat can be a symbol of our expertise and can build our “prestige” among our peers or policymakers – in other words, it can be a useful tool in certain situations. However, in dealing with patients, it is important to remember that the White Coat can be a barrier of apparent expertise. As physicians, we need to allow ourselves to be wrong, allow ourselves to be open, and recognize that while we may be educated in terms of disease processes or the mechanisms of pharmacologic therapy, we are not experts in the patients’ subjective experiences of disease or suffering. Terms: gender dysphoria versus disorder; gender; sexuality; access to care; lived experience; stigma; White Coat; expertise; barrier;

Sexual Violence: Angela Fernandez and Lynn Frederick-Hawley from SAVI reminded us that one can be an agent of change locally. In the field of sexual violence, you can be an individual that promotes the restructuring of regulations in colleges, becomes a volunteer advocate in the emergency room, and speaks against victim blaming in your day-to-day conversations. But what about when violence becomes normalized? In our small groups, we were asked to consider the spaces (not so far from us) in which sexual violence is brought to light—e.g., privileged college campuses—and those in which the individuals affected do not have the power or means for recourse. So part of our responsibility as advocates is to consider who is visible, and who is invisible, and to address that widening gap.

Palliative Care: Dr. Diane Meier’s talk was extremely intense and extremely relevant for MS1s and MS2s. During our clerkships, we may very well see patients treated just as she described – with desperate attempts to save a life, yet with little attention paid to the manner and quality of death. This is an example of the “hidden curriculum” of medical education: the practices, behaviors, and ways of seeing/treating patients that are implicit, that we learn throughout medical school without being explicitly “taught”. In thinking about we can do to overcome the power of the hidden curriculum, it is important to remember that we are not alone in resisting and seeing that something is wrong – you are not crazy. Secondly, we do not have to ignore death and dying, or hide ourselves from itAs one student said, there are ways to hold conversations about death and dying, and we can learn those skills. Discussions like these — with the growth in palliative care programs — have indeed improved the quality of life for patients with terminal illness (reducing suffering and pain, improving their capacities to live the life they want and die with dignity) and have actually extended patient’s lives. Finally, we can choose – as medical students, residents, physicians – to actually listen to patients rather than make value judgments based on behaviors we see as contradictory or counterproductive. Terms: save a life; quality of death; hidden curriculum; palliative care; listen; posturing; dignity; meaning-making; pain; capacity; live the life you want

The course ended on a few broad questions: When do you put your head down and plug through? When do you allow people and ideas to inspire your actions toward change? Where do we get the power to resist — power in communities, power and students.

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HRSJ’s first Skills in Social Medicine workshop on caring for patients who use drugs

HRSJ’s Skills in Social Medicine workshop series is kicking off this Tuesday, November 18 2014 with special guests Dr. Hillary Kunins, Ms. Emma Roberts, and Ms. Andrea Jakubowski.

Caring for patients who use drugs: Prevention, treatment, and harm reduction in primary care

Dr. Hillary Kunins, Assistant Commissioner, Bureau of Alcohol and Drug Use Prevention, Care, and Treatment, New York City Department of Health and Mental Hygiene

Emma Roberts, Harm Reduction Coalition

Andrea Jakubowski, Mount Sinai MD c/o 2015 and HRSJ co-founder

The hands-on skills-building workshop will cover: SBIRT (Screening, Brief Intervention, and Referral to Treatment), Buprenorphine and Methadone 101, Overdose prevention, Naloxone prescribing, Naloxone kit training and use, Harm reduction in primary care, and a discussion of local resources for your patients.

Details: Tuesday, November 18, 5:30-6:30pm in Mount Sinai’s Annenberg Building Room 12-62. Questions? Email andrea.jakubowski@mssm.edu.

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SAVI workshop: Learning how to help survivors of intimate partner violence

On Tuesday October 28, HRSJ, CHIP, and AMWA co-hosted an evening with Mount Sinai’s Sexual Assault and Violence Intervention (SAVI) Program to learn more about how we can help survivors – as physicians, students, friends, and family members. Medical students also learned how to interview survivors of intimate partner violence and how to raise awareness and become better advocates for survivors of domestic violence.
Learn more about SAVI here: http://www.mountsinai.org/patient-care/service-areas/community-medicine/areas-of-care/sexual-assault-and-violence-intervention-program-savi

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HRSJ welcomes the 2014-15 Scholars!

Welcome to the fourth cohort of HRSJ Scholars of the Mount Sinai class of 2018!

David Ali

Charlotte Austin

Caroline Beyer

Caitlyn Braschi

Reuben Hendler

Susheian Kelly

Murad Khan

Emma Murphy

Lily Ostrer

Cuauhtzin Rangel

Allison Vise

Maryam Zafer

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Scholars present Policy and Advocacy Service Projects at Mount Sinai’s Third Annual HRSJ Health Equity Symposium!

Scholars present Policy and Advocacy Service Projects at Mount Sinai's Third Annual HRSJ Health Equity Symposium!

Congratulations to the HRSJ Scholars and second year leaders, Emmett Kistler, Kamini Doobay, Ruyan Rahnama, and Vir Patel, for a wonderful celebration of human rights, health equity, and social justice at the Third Annual HRSJ Health Equity Symposium, which was held May 6, 2014 at the Icahn School of Medicine at Mount Sinai.

Click here for a gallery of photos from the Symposium!

The twelve HRSJ Scholars presented the progress and results of their year-long Advocacy and Policy Service Projects to members of the Mount Sinai community, from fellow students and faculty to members of the Auxiliary Board and deans from various departments. Among the projects the Scholars presented were:

– Creation of an interactive googlemap of the different types of sponsors of school-based health centers that provide pediatric mental health services in East Harlem
– Development of HERS: Health Evaluation Re-entry Survey, a tool to assess the health needs of women with a history of domestic violence who are coming home from prison
– Outreach to increase health insurance literacy and enrollment in East Harlem

Photo (from L to R): Ray Cornbill, John Rhee, Ann Crawford-Roberts, Scott Jelinek, Amalia Kane, Eric Woods, Ann-Gel Palermo, Ian Jones, Annie Brown, Jeremy Levenson, Krupa Harishankar, Alexis Karlin, and Stephen Supoyo. Not shown: Gracie Himmelstein.

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Social Justice and Medicine Career Panel

The Human Rights and Social Justice Scholars Program
invites you to a

Social Justice and Medicine Career Panel

5:30-7pm, Monday, January 24th, 2014, 13-01

Dr. Steven Itzkowitz – Colon cancer community outreach and awareness

Dr. Dinali Fernando – Advocating for survivors of torture seeking asylum in the U.S.

Dr. Makini Chisolm-Straker – Sex-trafficking, transgender healthcare, and global health

Dr. Demetri Blanas – Harlem Residency for Family Medicine

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