Innovation and Implementation of Health and Human Rights Education TALES FROM THE TRENCHES Alexandra Coria, MS3, Dartmouth Medical School Fiona Somers, MS3, Mount Sinai School of Medicine Physicians for Human Rights Student Advisory Board Why HHRE Matters WHO. “25 Questions & Answers on Health & Human Rights.” Health and Human Rights Publication Series. 2002;1:1-34. In Sujal’s Own Words Role of Health Professionals Health professionals have an obligation: To provide comprehensive and culturally competent care. To promote and protect human rights. To avoid violating human rights. Role of Health Professionals Health professionals Students must be have an obligation: trained: To provide comprehensive To understand the and culturally competent relationship between care. human rights and health. To promote and protect To identify and respond to human rights. human rights violations. To avoid violating human rights. HHR Education in the US Gaining momentum over the last two decades, due in part to student advocacy. Schools with HHR education are a minority. 32% of medical schools 54% of public health schools 22% of schools have a full HHR course Significant variability in length, depth, size, and quality. Cotter LE, et al. PLoS One. 2009;4(3):e4916 Dartmouth Kate Katie Alexandra DIHG Mike Health, human Health and Human rights and Rights Mentorship humanitarian Program assistance elective Med Ed Dr. Johansen Committee Dr. Lahey Elizabeth Maija Laura Dr. Bayona Dean That fourth- Nierenberg year whose Amy Social Justice name I don’t know Dr. O’Donnell Vertical HHR Session during Integration Dr. Young Group first-year orientation Greg Paul Dr. Mangianello HHRE at Mount Sinai School of Medicine Student-run, 10-week-long HHR elective MSSM HHR Curriculum Week 1: Health Weeks 2-4: Case Week 5: Fact and Human Rights Studies and Planning Finding and Framework Exercises Research Strategy: • Case Study: • Social Determinants of Frameworks for International Disease Social Change Campaign to Ban • LGBT Health • Coalition Building Landmines • Prison Health • Direct Actions/Protests: Choose the right action Week 10: Week 9: Weeks 6-8 : Case Assessing Impact Communication Studies and and Outcomes Skills Building Planning Exercises • Quantitative and • Messaging: How to tell • Gender Based Violence Qualitative Methods your story • The Environment and Climate Change: • Optional Independent • Writing: How to get your Determinants of Health Research Project letter published • Migration and Health • Summer • Legislative Advocacy: How Opportunities to meet with legislators Evidence-Based Advocacy Strongly Disagree Strongly Agree MSSM Human Rights Clinic Bowen A. “Proving Torture, to Help Win Asylum.” The New York Times. March 4, 2011. http://www.nytimes.com/2011/03/06/nyregion/06asylum.html?scp=1&sq=ramin%20asgary&st=cse Students Advocating for Survivors Bowen A. “Proving Torture, to Help Win Asylum.” The New York Times. March 4, 2011. http://www.nytimes.com/2011/03/06/nyregion/06asylum.html?scp=1&sq=ramin%20asgary&st=cse Considering a HHR Course at YOUR School? http://phrtoolkits.org/toolkits/hhre/ Alexandra Coria: firstname.lastname@example.org Fiona Somers: Fiona.Somers@gmail.com Questions? Our thanks to the rest of PHR’s Student Advisory Board: Jacob Imber, MS4, University of Kansas Medical Center Lakshmi Krishnan, MS2, Johns Hopkins University School of Medicine Aliza Norwood, MS4, University of Texas School of Medicine at San Antonio Mona Singh, MS3, Virginia Commonwealth School of Medicine Shaheja Sitafalwalla, MS2, Rush Medical College And of course, to our dear friend and SAB member, Sujal Parikh.
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