Category: MCH Advocacy

MCH Student Op-ed: Don’t call it universal without including abortion coverage

By: Vidya Visvabharathy, MPH (c)

As Sen. Bernie Sanders prepares to introduce a universal health care bill in the next few weeks, many progressives who support a universal single-payer program worry about its effects on abortion access. Can we win Medicare for all while protecting hard-won reproductive rights? As a woman of color, a reproductive rights advocate, and graduate student of public health, I recognize the importance for marginalized groups to stand in solidarity for progress to happen. I urge single-payer advocates to push to repeal the Hyde Amendment as part of our fight for truly universal health care.

It’s no surprise that the majority of Americans support a national health program. Although the U.S. spends twice as much on health care than other industrialized nations, key health outcomes such as life expectancy and infant mortality fare much worse as compared to our international counterparts. Most of this difference in spending can be traced to our fractured, profit-based insurance industry, which wastes nearly a quarter of our health care dollars on billing, advertising and profits, none of which contribute to quality of care. In contrast, a single-payer health program is a universal health care model that is publicly financed and covers all Americans for medically-necessary care, such as doctor visits, hospital stays, long-term care, and drugs.

Single-payer has been a long-standing progressive cause, and would seem to have no problem gaining support from all progressive groups. However, many women’s advocacy groups are hesitant to back a single-payer system because it could restrict access to abortion. The Hyde Amendment, passed in1976 after the landmark Roe v. Wade case legalized abortion, bans all federal funding for abortion services except in the cases of rape, incest, and life endangerment to the mother. Therefore, a single-payer program could not fund abortion, unless explicitly stating that reproductive and abortion services would also be covered. Single-payer advocates should ally with women’s advocates and work to repeal the Hyde Amendment to increase support for both causes.

Progressives can learn a lot from efforts to enact single-payer programs at the state level. For example, in November 2016, Colorado lawmakers tried to enact a health care system similar to single-payer, known as ColoradoCare. However, NARAL (National Abortion and Reproductive Rights Action League) opposed the plan because it would leave more than 550,000 women without access to  abortion services due to the state’s constitutional ban on funding for abortions except for life-threatening circumstances. Many women who have access to abortion services through private insurance plans would have lost this coverage under ColoradoCare. According to a statement by NARAL, the bill “is not truly universal” since it does not guarantee abortion services. Ignoring reproductive health caused ColoradoCare to lose key supporters necessary to win universal care.

The statewide single-payer legislation in New York serves as a promising model that explicitly incorporates reproductive services in the health system. The program, known as New York Health, covers all medically-necessary services that are currently covered by the state Medicaid program, including abortions. Diverse health organizations such as New York State Family Physicians and the Reproductive Health Access Project were heavily involved in crafting the bill from the start, underscoring the need for single-payer and women’s health groups to build legislation together.

In order to avoid the mistakes of ColoradoCare at both the state and national level, single-payer groups must explicitly advocate for coverage of abortion services, and work with reproductive health advocates to repeal the Hyde Amendment. While it is laudable that the single-payer advocacy organization Physicians for a National Health Program recently released a statement supporting abortion coverage, supporting causes ideologically is not enough. Reproductive health services, including abortion, must be explicitly written into any single-payer bill. If we want a universal health care system, it must be a system that covers comprehensive reproductive services as well.

Vidya is an MPH student completing her degree in MCH-Epidemiology. Her research interests include women’s health and reproductive justice. In the future, she hopes to practice as a physician-advocate for marginalized populations in Chicago. 

This article was originally posted on KevinMD at the following link:

http://www.kevinmd.com/blog/2017/09/dont-call-universal-without-including-abortion-coverage.html


Where is the M in MCH? – March for Moms, Washington DC. Mother’s Day 2017

Katia Garland (left) and her mother, Meghan Garland, attend the Mother’s Day March in Washington D.C.

By Katie Garland, MPH
Alumna, UIC School of Public Health, Community Health Sciences and Maternal Child Health
Visiting Research Specialist, UIC Center for Research on Women and Gender

Thirty years ago, researchers asked “where is the M in MCH?”(Rosenfield & Maine 1985) Today, we are still asking ourselves the same question. Since 1980, infant mortality declined 52% in the US but during the same time, maternal mortality rose, defying global trends (Centers for Disease Control, MacDorman, Declercq, Cabral & Morton 2016). The US now has the worst maternal mortality ratio in the industrialized world (Kassebaum et al 2016, MacDorman et al. 2016). Maternal mortality does not affect all populations equally; Black mothers are three to four times more likely to die than White mothers (CDC Foundation 2017).  Maternal mortality is a fixable problem; other countries have succeeded in dramatically lowering their rates. We know that at least half of maternal deaths in the US are preventable (CDC Foundation 2017). However, maternal health is woefully underfunded compared to infant and child health.  Only 6% of MCH block grant funding is devoted to maternal health (Martin & Montagne, 2017). In a political climate where severe cuts to public health programs and the social safety net are likely, it is critical that maternal health advocates and stakeholders gather together and demand action. And gather we did.

On Mother’s day, over 100 maternal health stakeholders gathered at the Jefferson Memorial in Washington DC to march for America’s mothers. The best part of the march was the diversity of stakeholders that were involved. Representatives from ACOG, AABC, AWHONN, ACNM, and multiple nonprofits spoke at the march. Health practitioners, academics researchers, doulas, advocates, and families were all in attendance. The speakers discussed a wide range of maternal health topics including maternal mortality in the US and globally, postpartum depression, perinatal disparities in Black and Native communities, preterm birth, and stillbirth.

Some of the most powerful words came from Jennie Joseph, CPM and executive director of Commonsense Childbirth.

“I challenge you to reexamine how you think about what’s happening. This is not new. The system is broken and has been for decades. Let’s stop blaming the women. Let go of the judgement, the shaming, the discrimination, the stereotypes. Become aware of the conscious and unconscious biases that shape our OB care today. Recognize that these outrageous statistics cannot stand year in and year out without the acknowledgement or the impact of racism, classism, sexism. It’s killing our babies. It’s killing our mothers. “

The march was also an excellent opportunity to network with other maternal health stakeholders. I was able to discuss my current work in maternal health and make connections with researchers and advocates in many different areas of maternal health. The organizers hope to hold another march in DC next year.

Advocacy was another theme of the march. Attendees were encouraged to meet with their senators and representative before and after the march. Currently, there are bills in the House and Senate that would designate funding for maternal mortality review committees and grant funding for state projects addressing maternal mortality disparities. This is a critical step to ensuring accurate nationwide surveillance of maternal mortality. However, it is just the first step to addressing the broader issue of maternal mortality. In order to really prevent maternal deaths in the US, a variety of changes will need to happen. Equitable access to affordable, quality healthcare (including family planning), a robust social safety net, investments in the health of communities of color, and paid family leave will all help save the lives of the 700-900 American mothers who die every year.

 

References:

  1. Centers for Disease Control. Deaths: Final Data for 2013. Retrieved from: http://www.cdc.gov/nchs/data/nvsr/nvsr64/nvsr64_02.pdf
  2. CDC Foundation (2017). Report From Maternal Mortality Review Committees: A View Into Their Critical Role. Retrieved from: https://www.cdcfoundation.org/sites/default/files/upload/pdf/MMRIAReport.pdf
  3. Kassebaum, N. et al (2016). Global, regional, and national levels of maternal mortality, 1990–2015: a systematic analysis for the Global Burden of Disease Study 2015. The Lancet, 388(10053), 1775 – 1812. doi: http://dx.doi.org/10.1016/S0140-6736(16)31470-2
  4. Macdorman, M. F., Declercq, E., Cabral, H., & Morton, C. (2016). Recent Increases in the U.S. Maternal Mortality Rate. Obstetrics & Gynecology, 128(3), 447-455. doi:10.1097/aog.0000000000001556
  5. Martin, N., & Montagne, R. (Writers). (2017, May 12). Focus on Infants during Childbirth Leaves U.S. Moms in Danger [Transcript, Radio broadcast]. In Morning Edition. Washington DC: National Public Radio.
  6. Rosenfield, A., & Maine, D. (1985). Maternal Mortality-A Neglected Tragedy Where is the M in MCH? The Lancet, 326(8446), 83-85. doi:10.1016/s0140-6736(85)90188-6

 


Early Childhood Justice: Moving Forward

On October 18th 2016, experts in housing, health and employment; students, and early childhood advocates met at Loyola University’s Sargent Shriver National Center on Poverty Law to discuss progress, explore new data on the race and poverty disparities of health, and develop a trajectory for future research in the field of early childhood health. This conference, titled, Justice from the Start: Exploring Racial Disparities in Access to Services for Babies and Toddlers, included keynote speaker Olivia Garden, Executive Director of Loyola’s Center for Law and Social Policy, and featured Dr. Aisha Ray, Professor Emeritus at Erikson Institute.

In Chicago, Hispanic children are two times as likely to be born into poverty, and among African American children, this statistic increases to three. The mission of Shriver Center is to “promote justice, and improve the quality of life and opportunities for upward mobility for those living in poverty.” To best identify and address the needs of our most disadvantaged communities, advocates must approach system change with the application of a “race lens.” As Olivia Golden presented: young children of color are the poorest population among children aged 0-3; and a child born poor, is more likely to become an adult who is poor.

A theme throughout the conference was the intersection of race and poverty and their impacts on health of young children and their families. Early exposure to poverty impacts the lives of children in many direct and indirect ways. Increased food or housing insecurity, a lack of health care services, racial discrimination, and limited proximity to early childhood centers compound the challenges faced by young children and their families. Those who are invested in the fight to break the cycle of poverty in Early Childhood to break the cycle of poverty: must prioritize racial justice. This approach will impact the lives and stability of parents, and as a result the health and wellbeing of their young children will be improved.

Participants explored the importance of structural racism and equity in the development of policies, services, and programs targeting the needs of infants and toddlers. In Chicago, across the United States, race remains a controversial subject, and racism as a barrier to health needs to be included in our nations dialogue of health equity. Structural and institutional factors, such as early childhood education centers or screening programs, influence childhood health outcomes; however, we need to recognize how we exclude the most at need when we frame future laws and policies. The following are examples of policies that impact health equity in Early Childhood:

  • Proximity of high quality, bi-lingual early childhood programs to the infants and toddlers most in need;
  • Policies which allow the expulsion or suspension of preschool-aged children;
  • Implicit bias and lower expectations of children and families of color;
  • Quality of programs or curricula used with children in poverty and of color.

Beyond recognizing the many challenges and barriers Early Childhood advocates face, participants had the opportunity to discuss areas where we can advocate. With an accumulation of research focusing on equity in early childhood, there is an increasing wealth of data that can be leveraged to strategize future steps. To reduce structural racialization and implicit bias, we can target different levels of change. Through personal and interpersonal change, individuals become more effective in relating to others and interpersonal conflict in reduced. Individuals and groups can collaborate to address structural and systemic inequities, such as biased hiring practices and promotion, policies, and a lack of inclusive institutional cultures. Participants then discussed how to address these systemic inequities. The following are some examples of proposed strategies:

  • Improve data collection to make up for inconsistent data
  • Focus on structural racism systemic inequality rather than personal prejudices
  • Broaden the representation of diverse individuals and communities most affected by early childhood policies and programs
  • Develop a highly qualified, culturally, racially, and linguistically diverse early childhood workforce.

We are tasked with the responsibility as professionals in early childhood to challenge these barriers to equity. With further research and a greater understanding of new data on race disparities in early childhood, advocates can ensure that all children have equal access to services, regardless of their race or poverty status.

Written by: Paula Satariano, MPH Candidate 2018 and Irving Harris Early Childhood Scholar


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 


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


4 Ways to Advocate for Improved Cervical Health All Year Long

According to the CDC, while rates of cervical cancer incidence and mortality have been decreasing1, in 2011, over 12,000 women were diagnosed with cervical cancer and over 4,000 lost their lives2. Cervical cancer is preventable by taking steps to avoid contracting the human papillomavirus (HPV) and receiving the recommended screenings at the right times.

The HPV is the leading cause of cervical cancer3. The CDC estimates that HPV causes approximately 10,400 new cases of cervical cancer each year in the United States4. Luckily, we can protect our cervical health and prevent contracting HPV by taking the following steps.

1. Get the Pap test (but not too often)!

In 2012, ACOG changed their guidelines regarding Pap tests, now recommending that women receive the test beginning at age 215. From the ages of 21-29, women are advised to receive annual women’s wellness exams, but should only get Pap smears every three years. Women who are 30-65 years old should continue to get Pap tests every three years, or every five years when they receive both the HPV screening test and a Pap smear. After 65 years of age, women who have been “adequately screened” are recommended to stop getting Pap tests6.

 2. Get the HPV Vaccine.

Boys and girls should get the three doses of HPV vaccine at 11 or 12 years of age7. Women who have not been vaccinated are able to receive the HPV vaccine until age 26, and men until age 21. Men who test positive for HIV, and gay and bisexual men are also advised to get the vaccine until age 267.

3. Stay Informed and Inform a Friend.

Guidelines about how often and when to begin receiving screenings change. Stay informed about recommended Pap test schedules and tell your friends and family. If you are under 26 and haven’t been vaccinated, read up about the Cervarix and Gardasil vaccines here7.

 4. Advocate for the Programs that Increase Access to Well-Woman Services

The Affordable Care Act (ACA) has increased the affordability of insurance coverage by expanding Medicaid in 28 states8 and providing discounted insurance plans to low-income consumers. Under the ACA, preventative services, like women’s wellness exams and vaccines, are provided by Medicaid and plans through the Marketplace without co-pays. While this is the case, programs and clinics that provide free or low cost preventative health screenings and vaccines are important to the women who remain uninsured (due to the cost or their eligibility) and rely on those programs. Be a women’s health advocate and fight to protect the programs that allow women to be in control of their cervical health!

Programs for Low Cost or Free Pap smears and HPV Vaccines

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

Source: Centers for Disease Control and Prevention. (2013). Prevent cervical cancer [Infographic]. Retrieved from http://www.cdc.gov/cancer/cervical/basic_info/infographic.htm

References:

1Centers for Disease Control and Prevention. (2014). Cervical cancer trends. Retrieved from http://www.cdc.gov/cancer/cervical/statistics/trends.htm

2Centers for Disease Control and Prevention. (2014). Cervical cancer statistics. Retrieved from http://www.cdc.gov/cancer/cervical/statistics/index.htm

3Centers for Disease Control and Prevention. (2014). What should I know about screening? Retrieved from http://www.cdc.gov/cancer/cervical/basic_info/screening.htm

4Centers for Disease Control and Prevention. (2014). Human papillomavirus (HPV) –Associated cancers. Retrieved from http://www.cdc.gov/cancer/hpv/statistics/cases.htm

5The American College of Obstetricians and Gynecologists. (2014). Cervical cancer screening. Retrieved from http://www.acog.org/Patients/FAQs/Cervical-Cancer-Screening

6The American College of Obstetricians and Gynecologists. (2012). New cervical cancer screening guidelines announced. http://www.acog.org/-/media/Districts/District-II/PDFs/USPSTF-Cervical-Ca-Screening-Guidelines.pdf

7Association for Reproductive Health Professionals. (2012). Health matters fact sheet – Understanding HPV vaccines. Retrieved from http://www.cdc.gov/std/hpv/stdfact-hpv.htm

8Kaiser Family Foundation. (2015). Current status of state Medicaid expansion decisions. Retrieved from http://kff.org/health-reform/slide/current-status-of-the-medicaid-expansion-decision/


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