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Education and training in global health and social justice is crucial to ensuring the next generation of health professionals are poised to tackle the pressing issues of our time. To develop and implement an intensive summer course on global health and social justice for high school students at the University of Southern California. This paper reviews the course aims and curriculum, its implementation both onsite and online, and reports on student course evaluations and long-term student outcomes. Student satisfaction with the program was extremely high, which endured when the course went virtual during the COVID-19 pandemic. The most popular elements of the course included interactive, game-based activities and guest speakers. Many students reported that the course motivated them to pursue higher education and careers in global health or related fields. More universities should consider offering summer programs or other extension programs targeting high school students in order to meet the increasing demand for global health education. Recommendations for implementing global health courses for younger learners include having an interdisciplinary focus with a range of topics and diverse perspectives; provision of scholarships to allow low-income students and students from abroad to participate; prioritizing the integration of active learning and experiential educational opportunities; and incorporating debriefing and reflection as integral parts of learning. [ABSTRACT FROM AUTHOR]

This conference was convened by the Association of Chiropractic Colleges in San Diego, CA from March 21–23, 2024. The theme for this Association of Chiropractic Colleges Educational Conference and Research Agenda Conference (ACC-RAC) program was The Healthcare Evolution. This proceedings document includes the names of the Peer Review Committee members and all platform and poster abstracts presented at the 2024 ACC-RAC. [ABSTRACT FROM AUTHOR]

The concept of human dignity postulates that every individual inherently possesses intrinsic worth. This means that upholding human dignity demands an end to war and violence. Rooted in Catholic social teachings, human life is sacred, and the dignity of the human being is the foundation of a moral vision for society. This becomes instrumental in educating students about the imperative nature of respect, empathy and compassion towards all, irrespective of sociocultural backgrounds and individual beliefs. Given the profound implications held by the concept of human dignity, through their influence on their students, Catholic educational institutions can wield substantial influence in fostering peacebuilding initiatives and mitigating conflict. This research article presents a comparative study between California and Slovenia, highlighting variations in the autonomy of Catholic high schools in terms of teaching and curriculum development and implementation. Qualitative research into private Catholic high schools in these two states shows that those with greater autonomy tend to foster a more comprehensive grasp of human dignity. These schools also demonstrate students' enhanced ability to swiftly detect violations of human dignity, even when such breaches are not immediately evident. These observations emphasise the crucial role Catholic educational settings thereby play in the realm of peacebuilding and conflict deterrence, underscoring the need to embed a profound comprehension of human dignity in the educational framework. [ABSTRACT FROM AUTHOR]

From 2009 to 2019, staff, students, and faculty volunteers from a chiropractic college started Mission Trip America, later re-named Service Trip America (STA), providing monthly free chiropractic services at a hiring hall for day laborers in San Francisco until the 2020 COVID-19 hiatus. We report on volunteers' service-learning experiences. Mixed-methods analysis comprising document review, descriptive report of site visit records, and thematic analysis of semi-structured interviews with 12 student and faculty volunteers. STA conducted 104 visits (8–11 per year) including 2272 patient encounters. Document review revealed an average of 22 patients per visit, with 60% to 85% return patients. On average, 3 student interns and 2 student assistants attended each visit, supervised by a doctor of chiropractic faculty member and the program director. Most commonly, interns treated 8 patients during the 4- to 5-hour visits. Patient concerns included musculoskeletal problems and other health conditions commonly seen at chiropractic offices and teaching clinics. Interns also regularly saw chronic health problems exacerbated by poor living conditions, violence, limited access to health care, low educational attainment, chronic stress, and the extreme biomechanical loading resulting from heavy labor. Interview results yielded 4 themes: learning, attitudes, challenges, and program strengths. Interviewees described opportunities to learn while working with a marginalized population and discussed long-term effects on their postgraduation practice as chiropractors. Patients' physical, mental health, and psychosocial issues illustrated unique circumstances and profound needs of the underserved population being cared for by STA volunteers. Our findings may provide guidance for other community-based chiropractic service-learning programs in marginalized and underserved communities. [ABSTRACT FROM AUTHOR]

This article examines the role of source credibility in the sphere of wildlife conservation campaigns. Specifically, it explores how particular messengers can motivate hunters, ranchers, and wildlife managers in California, Utah, and Arizona to voluntarily adopt non-lead ammunition. I analyze two partner websites, each designed to provide the hunting community with accurate information about non-lead ammunition. I then identify key principles regarding source credibility that arose from semi-structured interviews with four individuals closely involved in North American vulture and raptor conservation: representatives of the Ventana Wildlife Society, the Institute for Wildlife Studies, The Peregrine Fund, and Pinnacles National Park. The conclusion identifies lessons about the role of source credibility in wildlife conservation campaigns and situates the findings in the context of existing research on environmental communication and education. [ABSTRACT FROM AUTHOR]

Experiential learning has been identified as an effective method of delivering curricula in quality improvement (QI). Kolb's experiential learning model was used to develop QI projects as the primary deliverable for a graduate QI health administration course at California State University, Northridge. This study evaluates QI projects (n=23) conducted at students' work settings, using the validated Quality Improvement Knowledge Application Tool Revised (QIKAT-R) for a pre-/post-assessment and a survey to determine student perspectives on the projects. The pre-/post-assessments demonstrated a statistically significant increase in the students' ability to apply QI concepts (p<0.05), while students reported the projects provided a practical and real-life experience that allowed them to apply critical thinking, analytical, problem solving, systems thinking, and communication skills. The students' perspectives, lessons learned, and future plans are discussed, which demonstrate that incorporating experiential learning into graduate health administration coursework can be a valuable pedagogic approach. [ABSTRACT FROM AUTHOR]

Benevolent gender prejudice, which is often implicit and might even seem goodwilled, has been attributed to perceived gender-based differences in rational thinking ability. Specifically, men have been perceived as having stronger rational thinking ability than women. Critical thinking, which is strongly associated with both creative thinking and creative research ability, is a significant aspect of rational thinking. Using the California Critical Thinking Disposition Inventory (CCTDI), the present study measured a random sample of 1075 male and female undergraduates in China. The results indicated that females' critical thinking disposition was slightly higher than that of males. It follows, then, that benevolent gender prejudice in education is based on ill-founded judgments about gender difference. These findings provide support for eradicating stereotypes about the relationship between gender and rational thinking, which can help to reduce gender prejudice in education and thereby promote healthy personal and professional development. [ABSTRACT FROM AUTHOR]

Background: Asian-Americans and Pacific Islanders comprise 6% of the U.S. population, but 50% of chronic hepatitis B cases and have a cancer mortality that is 60% higher than non-Hispanic Whites. The objective of this study was to assess knowledge of HBV transmission, symptoms/sequelae and treatment among NHPIs in San Diego. Methods: Self-administered surveys were distributed using convenience sampling at the 24th Annual Pacific Islander Festival in San Diego in 2018. Results: Overall knowledge scores were low (mean: 9.8 out of 28) among participants. Compared to U.S.- born (mean: 11.6), participants born in Pacific Island countries and territories (mean: 8.5) had lower knowledge scores (p = 0.017) and lower self-reported vaccination rates (50% vaccinated vs 27%, respectively, p = 0.025). Discussion: Lack of HBV knowledge, low vaccination rates and the discordance between knowledge and behavior regarding HBV vaccination elicits an urgent need to collaborate with NHPI communities for HBV education, screening, immunization and treatment. [ABSTRACT FROM AUTHOR]

The Deferred Action for Childhood Arrivals (DACA) program, implemented by executive order in 2012, granted a subset of undocumented youth temporary relief from deportation, work authorization, and other benefits. While theories of immigrant integration predict that legalization will enable immigrant socioeconomic mobility, past research on DACA's effects on education and employment have reached mixed conclusions, possibly reflecting the limitations of different methodological approaches to the question. Using multiple data sources and mixed methods, we analyzed both whether and how DACA impacted education and employment among undocumented immigrants in California. Our difference-in-differences analysis of the 2007–2017 waves of the California Health Interview Study employs a more precise definition of the DACA-eligible population than previous studies, yet we also find mixed effects. Our analysis of surveys and in-depth interviews collected with DACA recipients in California provides context for this finding. DACA enabled college for some, but discouraged it for others. DACA recipients perceived substantial occupational mobility, but this was not reflected in movement out of the secondary labor market for many. Our findings suggest that without access to permanent legal status, DACA recipients will experience liminal legality with limited and contingent impacts on socioeconomic integration. [ABSTRACT FROM AUTHOR]