Are Clinicians Obliged to Disclose Their Immigration Status to Patients?

Undocumented immigrants are part of the health care workforce, whether they are eligible to work in the United States through the Deferred Action for Childhood Arrivals (DACA) program or other visa programs or permits. This case commentary considers whether-and if so, when-a clinician should reveal her immigration status to patients. After reviewing the literature on clinician self-disclosure, this commentary discusses how sharing immigration status could benefit the patient-particularly if the clinician has an immigration status that could interrupt care-but could also draw the focus away from the patient, possibly eroding trust between patient and physician. Finally, this commentary addresses mental health burdens experienced by undocumented and "DACA-mented" trainees and considers the roles that hospitals, residency programs, and health professions schools should play to support them.

Journeys of Immigrant Families Across the Border.

In an exhibition called El Viaje de los Niños (The Children's Journey), members of the undocumented Mexican community in South Philadelphia created stories of their journey to the United States. With help from lead artist Nora Hiriart Litz, their experiences and thoughts on migration, family, love, loss, and hope are conveyed creatively via artwork.

Targeting Implicit Bias in Medicine: Lessons from Art and Archaeology.

Implicit bias training is not currently a required component of residency education, yet implicit bias in medicine exists and may influence care provided to patients. We propose an innovative exercise that allows trainees to explore implicit bias outside of the clinical environment, in an interdisciplinary manner with museum anthropologists and archaeologists. The curriculum was designed with leaders at the Penn Museum and focuses on differentiating between objective and subjective assessments of historical objects. The first part of the exercise consists of a pre-brief, to introduce trainees to bias through the lens of an anthropologist/archaeologist. The second part guides trainees through "deep description," where they explore objective and subjective findings of three different objects. The exercise concludes with a debrief and application of concepts learned to everyday clinical practice. This innovation was successful at introducing trainees to implicit bias in a nontraditional environment, and participants reported an improved understanding of implicit bias. Residency programs could consider partnering with local museums to implement a similar exercise as a component of conference curriculum.

Factors Associated with Refugee Acute Healthcare Utilization in Southern Connecticut.

Our objective was to examine refugees' acute care use early in resettlement. We conducted a retrospective cohort study of acute care use, emergency room and hospital visits, by adult refugees arriving in Southern Connecticut between 2/1/2013 and 2/1/2015. We examined associations between any acute care use and collected demographic as well as health characteristics. Of the 248 refugees in our sample, 57% had a medical evaluation within 30 days of arrival. 102 (41%) had at least one acute care visit within 8 months of arrival. Male sex (OR 1.90, 95% CI 1.09-3.30) and prior history of hypertension (OR 2.87, 95% CI 1.06-7.33) were associated with greater likelihood of an acute care visit within 8 months of arrival, while having a medical evaluation within 30 days of arrival was associated with lower likelihood (OR 0.56, 95% CI 0.32-0.98). Designing systems to ensure timely evaluations of newly arrived refugees may reduce frequent acute care utilization.

Considerations for Residency Programs Regarding Accepting Undocumented Students Who Are DACA Recipients.

The Deferred Action for Childhood Arrivals (DACA) initiative provides for the temporary deferral of enforcement of immigration laws for certain undocumented individuals brought to the United States before age 16. More than 50 medical schools now consider applicants who are DACA recipients, and medical school graduates with DACA are eligible to continue their training in graduate medical education. In this article, the authors summarize current policy and provide data on DACA recipients in medical school. They then review the implications for considering DACA recipients in graduate medical education, including employment guidelines, employer responsibilities, training at Veterans Affairs facilities, research funding, and professional licensure. They conclude by discussing the future of the DACA program and best practices for supporting students who are DACA recipients.First, there are no employment restrictions for DACA recipients with valid work authorization documents as long as their employers use Form I-9 Employment Eligibility Verification. Second, unlike H-1B or J-1 visa holders, DACA recipients do not generate additional immigration-related costs for their residency programs. Next, provisions in the Civil Rights Act prohibit employers from discriminating against applicants based on national origin or, in some cases, citizenship status. Furthermore, trainees with DACA are eligible to rotate through Veterans Affairs facilities. Finally, some states, like California and New York, have adopted policies and regulations allowing trainees with DACA who meet all professional requirements to receive a medical license. Given this state of affairs, DACA recipients should have equal standing to their peers when being evaluated for residency positions.