Undergraduate Medical School Health Fair Hepatitis Screenings: Utilizing Non-Profit Community Organizations.

BACKGROUND: Undergraduate medical schools serve a critical role in providing screenings to medically underserved populations through the use of health fairs. Non-profit community organizations (NPCO) often participate by providing local credibility, administrative resources, and technical knowledge. Here we present a three-year narrative of hepatitis B and C screening efforts to highlight the challenges and benefits of undergraduate medical school and NPCO partnerships. METHODS: Hepatitis screenings were conducted at biannual health fairs in Harlem, New York from 2017 to 2019. Meeting minutes from post-event debriefings were analyzed to identify any overarching themes with NPCOs. RESULTS: NPCOs share a common goal in working with the community to advance their access to medical care and treatment. Communication and prompt follow-up are critical to maintaining expectations between NPCOs and health fair organizers. CONCLUSIONS: NPCOs can play an important role in encouraging, outreaching, and even managing hepatitis screening initiatives in conjunction with medical school health fairs.

Prevalence and risk factors for hypertensive crisis in a predominantly African American inner-city community.

PURPOSE: A 3-year case control study was conducted to determine the prevalence of hypertensive crisis and its subtypes, hypertensive emergency and hypertensive urgency. The secondary objectives were to identify risk factors for hypertensive emergencies and to determine the odds of developing acute target organ damage among predominantly African American patients with a confirmed diagnosis of hypertension. MATERIALS AND METHODS: Using emergency department medical records, patients with a confirmed diagnosis of hypertension were identified. From the pool of hypertensive patients, cases and controls were selected and matched 1:1 for age, gender and race. Cases were hypertensive patients with hypertensive crisis, defined as BP ≥ 200/120 mmHg. Controls had a diagnosis of hypertension and BP < 200/120 mmHg. Cases and controls, as well as cases with hypertensive emergencies and hypertensive urgencies were compared based on important demographic and clinical variables. RESULTS: Almost 90% of study population were African Americans. The prevalence of hypertensive crisis was 11.4% and hypertensive emergencies was 3.2%. Hypertensive emergencies accounted for 28% of patients with crisis. The predictors for hypertensive emergencies were older age (p = .002), male gender (p < .007), anemia (p < .0001), history of coronary artery disease (p < .001), congestive heart failure (p < .001) and chronic renal insufficiency (p < .001). Having healthcare insurance and access to medical care did not reduce the odds of developing hypertensive emergencies. Race was not a significant risk factor in the progression from hypertensive crisis to hypertensive emergencies (p = .47). CONCLUSIONS: The study highlights the high prevalence of hypertensive crisis and hypertensive emergencies in the predominantly African American urban population, which is 5 times the United States average. However, race is not a predictor of development of hypertensive emergencies and acute target organ damage in patients with already severely elevated blood pressure.

Danio rerio in K-12 classrooms: sparking interest in the new generation of scientists.

Zebrafish are ideal for experimental studies in the classroom because, in contrast to chicks or mammals, fish embryos are relatively easy and inexpensive to maintain, and embryonic development can be observed with common classroom equipment. The eight student-developed laboratory exercises described here have been used by students in Neuroscience Research at Sidwell Friends School. This course uses zebrafish as a vertebrate model to study genetics, development, behavior, neurobiology, regeneration, learning, and memory. The students develop protocols through collaboration with the teacher and scientists in specific fields. Through individual research, students develop and perform their own experiments, formulate and test hypotheses, learn basic laboratory and microscopy techniques, collect and analyze data, read original scientific literature, and collaborate with prominent zebrafish researchers.