Category: Current Students

CDC’s Millennial Health Summit to End Health Disparities

Kera (CoE in MCH Student) with others at the summitAs a public health nerd, who follows the Center for Disease Control and Prevention with as much love and fervor as National Football League fans, I was excited to notice a flyer posted on campus about a free conference at the CDC. The Millennial Health Leaders Summit is a two day intensive training for graduate and medical students to network, learn, and explore case studies about addressing health disparities. My heart dropped when I read that only two representatives would be chosen to attend. “What are the odds that a first year master’s student would be selected?” I thought disparagingly. The application was simple: in 300 words or less answer “What will be the most important public health issue confronting communities that experience health disparities in 2025? What will you be doing in 2025 to address and reduce these disparities?” I wrote my essay in a caffeinated stream of conscience. My deep-seated anger at the smear campaign on Planned Parenthood and the ongoing war in America to limit women’s access to reproductive healthcare finally had an outlet. The essay I constructed is without a doubt my personal manifesto.

One month later I forwarded an email with the subject line of “Congratulations on your acceptance to the Millennial Health Summit” to my adviser with my own addition on the top in all capitals that simply stated, “I GOT IT” followed with six exclamation marks.

I attended the Millennial Health Summit just three months later. I met several Maternal and Child Health majors from across the country. We compared classes, professors, and how our programs were set up. It was a fantastic networking opportunity with the students and presenters from around the country. I learned so much from this conference but here are my top three takeaways from the Summit:

  • Cross Collaboration is key. There was an urban planner who pointed out all of the ways that the poor planning of our cities creates obesity. One cannot fight obesity with just education. We have to work with urban planners, architects, and the department of transportation to create environmental change. He also pointed out if you can partner with the department of transportation to create more bike lanes or parks you have made your city healthier without even touching your public health budget!
  • Advocacy requires both qualitative and quantitative data. Paula “Tran” Inzeo from Family Living Programs, a health promotion specialist from Wisconsin conducted a breakout session, stating “you can have the data, but it is real people’s stories and voices that have the power to move mountains. The example was in their advocacy work to open alternative court systems in Wisconsin. They had all the facts and figures detailing how mass incarceration was a problem in Wisconsin; however, it was the voice of a veteran who had been helped directly by a substance abuse court that helped him get his life back on track with alternative sentencing of mandatory substance abuse treatment and community service rather than jail time.
  • I learned so much through the process of getting there. This is my biggest word of advice to master’s students- apply and try. Just try. I really did not think that I would be selected and even if I had not my 300 word essay is by far the piece of writing from my graduate career. I submitted it as my sample writing for several job applications that I was subsequently offered. More importantly it provided me with an opportunity to think beyond graduate school. It made me stop and think about what issue is most important to me, what aspect of that work do I want to be doing, and what position do I want to host in ten years. Once you think deeply about your priorities you can be selective with your time and energy. You can draft a plan of attack on how to get to your dream job. I highly recommend anyone of any profession to do this writing exercise for their professional development.

Written by Kera Beskin, MPH Candidate 2017 


Mindfulness Meditation as a Tool for Dialogue & Self Care

As of yesterday, I officially finished my first year of graduate school! This year has been an incredible whirlwind of personal and professional growth and development, immense saturation with academic material, and a constant balancing act of school work, work-work, and trying to maintain a semblance of a personal life. At times, I felt like I could conquer anything and other times I just wanted to curl into a ball and crawl in a hole. Grad school (and life) is a roller coaster of emotion.

One of the reasons why I love public health is because it isn’t afraid to ask the difficult questions. Public health examines the roots of inequity to understand how to build a more just society. Addressing health through this social justice lens is essential if we want to transform our society to be one where every person has equal opportunity to be healthy. However, learning about the roots of inequity can be emotionally taxing because what we’re really talking about is oppressive systems that were created by humans as a means to systematically oppress other humans. Not only are we reading peer reviewed literature on these topics, but we’re attempting to engage in dialogue with one another and create solutions and tools so that when we enter the workforce, we have the skills we need to fight for justice. Or, at least, we’re attempting to engage in dialogue. The reason why I say attempting is because there is a distinct difference between dialogue and discussion and often times, we (as a collective “we”) don’t make it all the way to dialogue. In discussion, people share their own views because they want them to be accepted by the group – to hopefully be deemed as “correct”, it’s an argument for validity. In dialogue, however, you’re putting your own personal biases on hold and searching for truth by listening and creatively exploring issues together through conversation and questioning. The goal isn’t to be right or to win, the goal is to learn and find truth. So what is stopping us from getting there?

I’m not sure that I have the complete answer and I’m honestly not sure what the complete answer even looks like, however, I want to share how utilizing mindfulness meditation can make it possible to engage in dialogue and act as an effective tool for self care so that we can actively participate in the world in a more fulfilling way.

Mindfulness meditation is described by Chu (2010) as “nonreactive metacognitive monitoring, where individuals try to cultivate new relationships with internal experiences by regulating things such as attention, awareness of present experiences, emotions and thoughts through nonjudgmental acceptance of those emotions and thoughts without avoiding them or over engaging with them.” According to the American Meditation Society, mindfulness meditation is most effective when practiced twice each day for at least 15 minutes for each practice. Mindfulness practices can include bringing attention to one’s breath or on a mantra and to nonjudgmentally release one’s attention from distractions as the mind naturally wanders.  Through mindfulness meditative practices, individuals are able to retrain their brains to use cognitive patterns that promote emotional intelligence, self awareness, and increased experience of connectedness (Chu, 2010). Mindfulness meditation is about being present for all experiences and decreasing emotional reactivity as a means to fully engage with ourselves and our reality (Lutz et al., 2008). It has been linked to stress reduction, decreasing emotional reactivity, increased relationship satisfaction, increased spiritual connection, and can be used as a tool to help with anxiety and depression (Chu, 2010; Lutz et al., 2008).

Engaging with emotionally heavy topics can cause physiological discomfort where individuals are tempted to use “thought suppression and avoidant coping to attempt to regulate negative thoughts and emotions”, but avoidance and disengagement often end up exacerbating problems (Lutz et al., 2008). And in the grand scheme of things, they don’t make the thing that you’re attempting to avoid magically disappear. Mindfulness meditation provides a platform to retrain our brains to be more comfortable engaging with all parts of our lives – good, bad and everything in between. By being present with our thoughts, emotions, and physical responses and not actively trying to suppress or manage them, we are allowing ourselves to remain open to all experiences. We are providing ourselves with the skill set we need to engage in dialogue in an attempt to search for truth. We are also giving ourselves the skills we need to recharge our batteries and decompress from the stress that comes with daily life so then when we are faced with adversity we can address it rather than avoid it.

Disclaimer, this is personal opinion: I don’t think that we’re all actively avoiding challenging topics because we don’t believe they need to be addressed, I think for most people, we have been conditioned and given more outlets (that are much more convenient) to avoid and disengage than we have been for addressing challenges in a healthy way. And a lot of the time, these half-hearted coping skills stick with us throughout the course of our lives, thus making engaging in dialogue and facing adversity uncomfortable and something to avoid.

The point that I’ve been trying to get at though, is that our communities are facing very real and very pressing issues that cause collective harm. It is our responsibility as active citizens to engage in self reflection, self care, and dialogue to figure out the ways in which we can contribute our talents and skills to build a more just and more equitable society. This can only happen when we start asking ourselves the hard questions and opening our eyes to the honest responses – perhaps mindfulness meditation is a tool that can help make that possible.

To find out more about meditation, please visit: http://americanmeditationsociety.org/

Written by Michelle Chavdar, Research Assistant, Master’s of Public Health Candidate

References

Chu, L. C. (2010). The benefits of meditation vis‐à‐vis emotional intelligence, perceived stress and negative mental health. Stress and Health, 26(2), 169-180.

Lutz, A., Slagter, H. A., Dunne, J. D., & Davidson, R. J. (2008). Attention regulation and monitoring in meditation. Trends in cognitive sciences, 12(4), 163-169.


Pediatric Environmental Health Specialty Units: Creating a Better Environment for Children

PEHSU LogoFor the past 15 years, Pediatric Environmental Health Specialty Units (PEHSUs) have been advocating in communities around the country to educate people about children’s environmental health.  As a branch of the Centers for Disease Control and Prevention (CDC) these centers employ health care professionals who are devoted to informing and assisting communities in understanding the role that the environment plays in childhood health outcomes. PEHSUs are committed to protecting this vulnerable age group from the harmful effects of environmental hazards and toxic substances, with a focus on reproductive health in an effort to prevent the detrimental effects of certain exposures very early in development.

The Great Lakes Center for Children’s Environmental Health at the University of Illinois at Chicago (UIC) is one of the PEHSUs that is responsible for providing services to Illinois, Indiana, Michigan, Ohio, Minnesota and Wisconsin (Region 5) along with a unit in Cincinnati, Ohio . The UIC center strives to:

  • Work with communities and parents to teach, support, and interpret results of environmental hazards
  • Provide clinical services for children with environmental health issues
  • Provide technical assistance to public health and environmental agencies on children’s environmental health issues
  • Train pediatricians, environmental and occupational medicine physicians, medical toxicologists, and other health professionals about children’s environmental health
  • Conduct research that helps prevent children’s environmental diseases

The center is under the direction of Dr. Susan Buchanan who focuses on environmental and occupational medicine, and is a Clinical Associate Professor as well as the Director of the Occupational Medicine Residency Program at UIC. Besides pediatric and reproductive environmental health, her research interests include health outcomes of minority, low-income, and immigrant workers. The center is also staffed by a variety of health care professionals including environmental/occupational physicians, pediatric/family physicians, medical toxicologists, pediatric health nurses, and industrial hygienists. The center recently added a reproductive health care professional which has greatly improved the outreach to pregnant women who are at risk for environmental exposures negatively affecting their unborn children.

The staff educates and consults with communities and parents on a wide variety of topics, including climate change, second-hand tobacco smoke, air/water/soil contamination, heavy metal exposures, pollutants, allergens, and pesticides, among many more. Annually, the center reaches 6000-7000 attendees at 75-100 presentations with additional consultation through 150-200 individual phone calls. Through their work they are creating a better environment for young children and their communities.

For more information about the Great Lakes Center for Children’s Environmental Health at UIC you can visit their website at http://www.uic.edu/sph/glakes/childrenshealth/.


The Leadership Education in Neurodevelopmental and Related Disabilities (LEND) Program at UIC

Group photo of LEND students 2015

The Leadership Education in Neurodevelopmental and Related Disabilities (LEND) program is a nationally-acclaimed interdisciplinary training program funded through the Maternal and Child Health Bureau (MCHB) that provides professional students with the tools to address disability within a larger context of health care. There are 43 programs at institutions across 37 states, including one at the University of Illinois at Chicago (UIC), that aim to train like-minded individuals from a variety of fields to work with a range of disabilities, ultimately improving the lives of infants, children, and adolescents.

The LEND program at UIC is a highly intensive one-year training program that incorporates didactic learning as well as hands-on experience. Pulling professional students from a range of disciplines (i.e. public health, social work, medicine, etc.), the program meets once a week for a three-hour lecture that is often supplemented by panel discussions involving community members, past LEND trainees, and children and families with special needs. Further requirements include a clinical session every two weeks led by a developmental pediatrician, 300 hours of research or leadership experience, and a final capstone project providing data to be disseminated to the community. LEND also funds each student to go to one conference during the course of the year.

Two UIC MCH students, Alexandra Ibrahim and Tina Schuh, were accepted into the program this year and shared what inspired them to participate in the LEND program.

Alexandra Ibrahim is a second-year Maternal and Child Health (MCH) Epidemiology student. She was inspired to apply to the LEND program after a presentation by Dr. Kruti Acharya, the Director of LEND at UIC, in the CHSC 511 course last spring. When she worked as a teacher before entering graduate school, she assisted children with various special needs and recognized the gaps in the system that provided these students with the necessary individualized services and support. In her experiences working directly with children with special needs, including a sibling on the Autism spectrum, she became especially interested in working with individuals with disabilities and felt that the LEND program would enhance her career goals in public health, specifically in using epidemiologic data to better inform policy and advocacy to the lives of people with disabilities.

Tina Schuh is a second-year MCH student, who heard the same presentation by Dr. Acharya in CHSC 511, inspiring her to apply to the LEND program at UIC. Tina previously worked for the Peace Corps in Morocco as a Health Educator, and also was the Director of a Boys and Girls Club for two years at an elementary school, where she witnessed similar inconsistencies in addressing the needs of children with disabilities. Her prior experiences with disabilities range from affected family members to nanny positions where she cared for children with special needs. The LEND program has increased her interest in the gaps in mental health services for children with special health care and behavioral needs.

This program is extremely beneficial to young professionals in building leadership skills, networking with other concentrations, and acquiring the tools to work with disability and special needs in a real-world setting. Whether someone has experience in working with disabilities or are relatively new to the field, the LEND program is a wonderful opportunity for exploring how disability is woven into every aspect of our lives and especially among the broader fields of health care, and furthermore, how we can best address and improve the lives of those affected.

For more information about the program you can visit the LEND program website at http://ahs.uic.edu/dhd/lend/.


MCH Student Practicum Experiences 2015

We were able to connect with two Center of Excellence (CoE) in Maternal in Child Health (MCH) Masters students who completed their field practicums over the summer. We asked them to share their experiences and tell us what coursework helped them prepare for the programs.  Read their stories below.

Student internship program. Picture of the student and her preceptorMCH Epidemiology (EPI) Student Participates in Graduate Student EPI Program (GSEP) in Oregon

I had the privilege of participating in the Graduate Student Epidemiology Program (GSEP) at the Health Authority in Portland, Oregon. The GSEP internship is managed by the U.S. Department of Health and Human Services’ Maternal and Child Health Bureau (MCHB) and allows students to partake in MCH Epidemiology projects in state, local or tribal government settings. This summer, I worked on two projects that allowed me to use my classroom knowledge in a real world setting.

My first project focused on an analysis of Oregon youth participating in the “Choking Game,” a strangulation activity in which adolescents cut off oxygen to the brain in order to achieve temporary euphoria. Oregon is the only state conducting statewide surveillance on Choking Game participation, and our research is the first to focus on children at highest risk of injury or death – youth who participate alone. My work consisted of a literature review, statistical analysis using STATA, and draft manuscript to be considered for publication in a national journal. I will also be presenting our findings at the 2015 APHA Annual Meeting.

My second project, a cost-benefit analysis of flu vaccines administered through School Based Health Centers (SBHC), pushed me to use my analytical skills in a new realm – business and finance. My analysis demonstrated the cost-effectiveness of SBHCs across Oregon and the financial formula spreadsheets I produced can be leveraged by other states to illustrate the importance of their own SBHCs.

Over the summer, it became evident that my UIC training had prepared me to tackle these projects in an efficient and capable manner. My epidemiology, biostatistics, and MCH courses provided not only the skills necessary to complete assigned tasks, but the knowledge to apply my skills to real-world research questions. In addition, I came away with the following lessons learned:

  1. Focus on the details, but never lose site of the big picture. Learning to review the data and understand how it made sense in the big picture helped me conceptualize my findings and bridge the gap between research and broader health policy.
  2. Collaboration is key. While the majority of my work was completed with my preceptor, it was necessary to seek additional insight and feedback from other subject matter experts. Effective communication and collaboration skills are essential for future public health professionals, and I saw firsthand the value of strong working relationships.
  3. Don’t be afraid to be wrong. At the beginning, I was often nervous that my approach was flawed and found myself wishing for a non-existent answer key. With the support of my mentor, I became more comfortable taking leaps, making guesses and learning to make mistakes, which helped me grow and become more confident in my abilities.

By Alexandra Ibrahim, CoE in MCH EPI student

 

Cindy San Miguel, CoE student with leadership award MCH Student Participates in MCH Paired Practica Program in Michigan

I completed the National MCH Workforce Development Center’s Paired Practica at the Michigan Department of Health and Human Services in the Children’s Special Health Care Services (CSHCS) division. The practicum focuses on developing the next generation of MCH professionals by pairing a graduate student from a Maternal Child Health Program with an undergraduate student from Howard University.

My mentee and I worked on a project for the CSHCS’s Family Center, a parent-driven unit providing emotional support and resources to families of children and youth with special health care needs. Acknowledging that technological advances have created new opportunities for communication, our project focused on:

  • How the division communicates with families today,
  • What families feel about the current communication, and
  • What families want to see in the future.

We designed the entire analysis, from conducting a literature review, to gathering data and reporting final results. Twenty-eight families were recruited and administered a mixed methods survey (multiple choice and open-ended questions). We also created a database documenting the social media presence of the 45 Local Health Departments. Our findings were then presented to division leader, who are now working to implement our recommendations. I was surprised at how much I relied on my coursework throughout the summer. I had not worked with this population before, so I returned to lectures from my MCH courses to better understand the issues facing parents of children with special healthcare needs. The spring MCH Systems course (CHSC 511) was particularly helpful in preparing for the practicum. One of my other projects was to track the monthly budget for an epilepsy grant, and I used my budgeting slides from the spring Integrated Core course.

While it is difficult to narrow down, the top three things I learned this summer were:

  1. Mentorship is incredibly important. My practicum reminded me of the value of having a good support system. A lot of us will end up in leadership positions, and the experience of mentoring another student helped me prepare for future leadership roles.
  2. Care coordination is essential. We acknowledge care coordination as an issue in our courses, but working with families who have children with really complicated medical issues, allowed me to understand the burden families face when coordinating the multitude of services for their children.
  3. Remember to humanize our communities. Each individual makes up the community, and individual stories are indicative of what is happening at the broader population level. It was heartbreaking to see families’ day-to-day struggles, but also encouraging to know that when we do good public health work, we can improve families’ everyday lives.

By Cindy San Miguel, CoE in MCH student


MCH Students Champion Human Milk Banking

1965420_823145687700167_1210488824_oThe Mothers’ Milk Bank of the Western Great Lakes, a non-profit donor human milk bank, was established in January 2011 with the mission to provide pasteurized donor human milk to premature and low-birth-weight babies in the Wisconsin and Illinois region. Our most fragile babies’ lives rely on human milk. Their sensitive and underdeveloped digestive systems have special feeding needs in which formula feeding may do more harm than good. Infant formula lacks the anti-infective and anti-inflammatory ingredients found in natural human milk that can help prevent intestinal conditions such as necrotizing enterocolitis (NEC) and other long-term health complications that are prevalent in premature babies. Several studies have shown that infants that are born premature who receive even partial human milk feedings leave the hospital earlier and are less likely to develop NEC. Donating breast milk gives lactating mothers an opportunity to use their excess milk supply to save a premature infant’s life, and is also seen as a bereavement strategy for grieving mothers who recently lost their infant.

Jennifer Anderson, a current UIC Maternal and Child Health (MCH) student and Executive Director of the organization, has been growing and managing the extensive network of milk bank supporters and donor milk drop-off centers, or depots, in Wisconsin and Illinois. The organization’s outreach efforts have focused on raising awareness among physicians, nurses, and public health professionals, about ways to incorporate pasteurized donor milk as a standard feeding practice in hospital neonatal intensive care units.

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In January 2014, a group of UIC MCH classmates formed the Associate Board of the Mothers’ Milk Bank of the Western Great Lakes with the goal of increasing awareness among young professionals and garnering support with regard to the importance of human milk access. Since its inception, the Associate Board has hosted a screening of the documentary “Donor Milk” to bring awareness of the issue, held several fundraising events, and assisted with planning the Mother’s Milk Bank 2014 Race to Save Tiny Lives 5K Run/Walk. The funds raised have directly contributed to opening the milk processing facility in Northern Illinois.

This year, the Associate Board is actively pursuing the establishment of additional milk depots in order to make the donation process easier for mothers living within the city of Chicago. Members are also excited to be assisting with the Inaugural Human Milk Banking Conference, hosted by the Mothers’ Milk Bank of the Western Great Lakes, taking place in November 2015 at the NIU Hoffman Estates Conference Center.

10365315_966815979999803_1042634725965134391_oWe are always seeking new members who are dedicated to providing human milk to the most vulnerable infants in our region. To stay updated on our meetings and events, please follow us on Facebook and Twitter.

Written by Bree Medvedev, MPH in MCH Candidate, and Tamara Kozyckyj, MPH and Maternal and Child Health Program Alum


Meet Amy Solsman – Current MCH Epidemiology Student

Amy Solsman (right) with a friend in Shalisi, South Africa

Before moving to Chicago to study Maternal and Child Health (MCH) Epidemiology at UIC, Amy Solsman spent two years in Shalisi, a rural village in South Africa, with the Peace Corps teaching math to 120 5th graders. While not a regular element of the math curriculum, Amy taught her students about HIV prevention and contraception. She felt that this was especially important due to the high prevalence of HIV in the area and the relative silence and stigma surrounding the virus in the village. She taught her students about dental hygiene and good tooth brushing habits. Amy also established a Permagarden Committee that created a school garden and provided nutritional education. Her passion to improve the health literacy and the health status of her students was a result from, in part, bearing witness to the unjust, negative consequences of a lack of access to resources and health care.

unnamedAmy said that working for a year at the Boys and Girls Club and her two years as a math teacher in South Africa “helps me keep perspective in the classroom because if you want to make a difference, you have to understand who you are serving.” The skills she is learning at the UIC School of Public Health (UIC SPH) are helping her further put her passion into practice. Amy is MPH candidate with a concentration in Maternal and Child Health Epidemiology. She feels that she is getting tangible and applicable skills in research and data analysis, and the Maternal and Child Health Program’s leadership training is better preparing her for the workforce where capabilities in leadership are needed and valued.

Amy chose the Amy 2UIC SPH because of the MCH Epidemiology Program, and because the curriculum incorporates community based participatory research (CBPR) models and has a focus on local, state-wide, and national public health issues. Upon acceptance to UIC, Amy was awarded the Irving Harris Maternal and Child Health Assistantship. As a Research Assistant for the MCHP, Amy has had the opportunity to work on a study with Dr. Arden Handler that focuses on improving the utilization of the postpartum visit for increasing postpartum contraception use.

Written by Cristina Turino, Research Assistant and UIC MPH/MBA Candidate


Janine Lewis, MCHP PhD Candidate, Receives 2015 Young MCH Professional Award from AMCHP

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Maternal and Child Health Program PhD Candidate and EverThrive Illinois Executive Director, Janine Lewis, receiving the 2015 Young MCH Professional Award for Region V at the AMCHP Annual Conference.

 


Attending the 2015 Association of Maternal and Child Health Programs (AMCHP) Annual Conference

3304ce9In January 2015, I had the privilege of attending the 2015 Association of Maternal and Child Health Programs (AMCHP) Annual Conference in Washington, D.C. The conference, titled “United to Build Healthier Communities,” was an opportunity for me to network, learn, and go to Capitol Hill to advocate for the MCH Title V Block Grant.

On Saturday, I began the conference by attending a skills building session focused on community economic development strategies. This session emphasized collaborations, partnerships, and constituency building in expanding our MCH work to focus on economic development as a social determinant. At this session, a group of us from different sectors in Illinois brainstormed different ways in which economic barriers perpetuate inequities for Illinois families.

Other sessions that I attended focused on early childhood, MCH leadership, collaboration in policy and advocacy, systems thinking, and MCH 2015 policy issues. Since the conference brought together leaders from non-profits, universities, and state and local MCH programs, these sessions created rich discussions because of the various expertise and viewpoints. Often, these sessions were interactive and collaborative and I appreciated learning from the leaders of the sessions as well as the attendees.

Monday was the most rewarding day for me at the conference. After attending a session on 2015 MCH policy and discussing the funding needs of MCH programs, I went to Capitol Hill to advocate for Title V along with Dr. Arden Handler, Illinois Title V Director Dr. Brenda Jones, and LEND trainee Ryan Murphy. We visited both Illinois Senator Dick Durbin’s and Senator Mark Kirk’s offices and met with their health aids. We shared information on the importance of the MCH Title V Block Grant and the impactful work happening in Illinois. In addition, we provided resources on UIC SPH’s MCHP program, the LEND program, and other Block Grant specific programs. It was a pleasure to attend this hill visit that Dr. Handler organizes annually. In Dr. Handler’s Advocacy and Policy course, I learned about strategic ways to advocate to a legislator, and this was a prime opportunity for me to practice with a pro!

Throughout this conference, I took advantage of the opportunity of being around so many MCH professionals by networking. AMCHP encourages state programs to learn from their regional peers and the region V (IL, WI, MI, MN, OH, IN) lunch was a chance for us to meet with and learn from these other Title V programs. However, by far, the highlight of my networking efforts was meeting Dr. Michael Lu, Associate Administrator of MCHB! He was a pleasure to speak with and was encouraging of my upcoming step into the MCH workforce. Overall, this conference was a huge success; I tackled my first lobbying experience, made some promising connections, and gained a deeper understanding of the network of Title V programs and the future directions of the Block Grant. I am thankful to UIC SPH MCHP for providing me the opportunity to attend this conference!

Written by Joanna Tess, UIC Maternal and Child Health MPH Candidate


Alumna Success Story–Jessica Bushar Providing Access to Crucial Health Information for Mothers

Jessica_Bushar_picture

Jessica Bushar, MPH
Research Director Text4baby
National Healthy Mothers Healthy Babies Coalition

Jessica Bushar earned a Master of Public Health in Maternal and Child Health Epidemiology at UIC in 2010 and was a recipient of an award from Irving Harris Foundation. Following her graduation from UIC, Jessica was a Principal Research Analyst at NORC at the University of Chicago. In 2012, she began working at the National Healthy Mothers Healthy Babies Coalition (HMHB) where she now holds the position of Research Director of Text4baby.

Jessica is passionate about her work on Text4baby, which partners with more than 1,200 local, state, and national partners to improve the health of mothers and babies by providing timely, vital health and safety information to mothers by via text message. The Text4baby program has reached over 800,000 pregnant women and new moms and provided them with over 116 million text messages. As the Research Director, Jessica spends much of her time at HMHB working with partners and staff to evaluate Text4baby’s impact and facilitate research informed quality improvement.

Jessica believes her degree in Maternal and Child Health Epidemiology from UIC helped improve her qualitative research skills and gain the competencies needed to make her a well-rounded researcher – skills that have made it possible for her to excel at her position as Research Director of Text4baby. Jessica’s research is implemented in real time to make a widespread positive impact on the lives of moms and babies through easy to access, crucial health information.

Written by Cristina Turino, UIC Research Assistant and UIC MCH MPH Candidate