Anika Kumar, MD, FHM, FAAP

The HM20 Virtual conference in August was filled with excellent content that can be applied by all hospitalists. This article summarizes key concepts and takeaways for the pediatric hospitalist.

Racism and bias in medicine

HM20 Virtual session: Structural Racism and Bias in Hospital Medicine During Two Pandemics

Presenters: Nathan Chomilo, MD, FAAP, and Benji K. Mathews, MD, SFHM

Dr. Nathan Chomilo, of HealthPartners in Minneapolis, opened the session sharing how racial disparities were a symptom of racism. The presenters explained how structural racism has been propagated in medicine with the Hospital Survey and Construction Act of 1964 that allowed segregated hospitals, as well as the racism that exists within the “hidden curriculum.”

Dr. Chomilo discussed how personal experiences of racism can lead to worse health outcomes, including depression, obesity, and overall poor health. Dr. Mathews, also of HealthPartners, discussed how implicit biases can be addressed at the individual level, the organizational level, and simultaneously at both levels to create an antiracist culture. He presented strategies to mitigate individual biases; recognizing when biases may be triggered, checking biases at the door, connecting with others from different backgrounds as equals, and practicing antiracism by being an active bystander. Dr. Chomilo concluded the session by sharing that we can all grow by addressing racism at “our houses” (health care systems, medical schools, payer systems) with the goal to create an antiracist system.
 

Key takeaways

• Racial disparities are a symptom of structural racism that has been propagated in medicine for centuries.
• Addressing implicit biases at the individual level, organization level, and simultaneously at both levels can help leaders model and promote an antiracism culture.

HM20 Virtual session: When Grief and Crises Intersect: Perspectives of a Black Physician in the Time of Two Pandemics

Presenter: Kimberly Manning, MD, FACP, FAAP

Dr. Kimberly Manning, of Emory University in Atlanta, discussed the dual pandemics of COVID-19 and the racism that we are currently experiencing and tried to describe the unique perspective of Black Americans. Though it is easy to see that COVID-19 is a pandemic, racism is not always seen in this way. Dr. Manning demonstrated that, when a pandemic is defined as “that which occurs over a wide geographic area and affects a high proportion of the population,” racism is absolutely a pandemic. Black Americans have been disproportionately affected by COVID-19. Dr. Manning said we often hear that we are in unprecedented times but as far as racism is concerned, there is nothing new about this. She shared stories of personal milestones and how each of these instances, though marked by something beautiful, was also marked by something truly awful. Each time she had a reason to smile, there was something awful going on in the country that showed how racism was still present. Dr. Manning described that, though these were her stories, all Black Americans can recount the same stories, emotions, and feelings of grief.

Dr. Manning concluded by sharing how we can “Do The Work” to combat the pandemic of racism: broaden our funds of knowledge, remember that people are grieving, explore our implicit biases, be brave bystanders, and avoid performative allyship
 

Key takeaways

• Though the COVID19 pandemic is unprecedented, the pandemic of racism is not.
• We must “Do The Work” to combat everyday racism and to be cognizant of what our Black colleagues are going through every day.

Immigrant hospitalist challenges

HM20 Virtual session: The Immigrant Hospitalist: Navigating the Uncertain Terrain During COVID-19

Presenters: Manpreet S. Malik, MD, FHM, and Benji K. Mathews, MD, SFHM

Dr. Malik of Emory University in Atlanta, and Dr. Mathews of HealthPartners, opened this session by sharing their personal stories as immigrant physicians in the United States. Dr. Malik noted that physicians born outside the United States make up 29% of U.S. physicians, and 32% of hospitalists are international medical graduates.

The presenters revealed the structural hurdles immigrant physicians face, including lack of empowerment until achieving permanent residency status; limited leadership, administrative, and academic roles; concerns for job security and financial stability; and experiencing micro- and macroaggressions at work. The presenters shared a framework for a developmental orientation inclined toward cultural competency beginning with denial, followed by polarization, progressing to minimization, advancing to acceptance, and culminating in adaptation.

They concluded the session by stressing the importance of advocacy for immigrant physicians and encouraged colleagues to become engaged in efforts within their professional organizations.
 

Key takeaway

• Immigrant physicians experience structural challenges to their professional advancement because of their residency status.

Learner supervision

HM20 Virtual session: Call Me Maybe: Balancing Resident Autonomy With Sensible Supervision

Presenter: Daniel Steinberg, MD, SFHM, FACP

Dr. Steinberg, based at Mount Sinai in New York, explained that resident supervision is driven by three factors: what residents need, what residents want, and what the supervisor can provide. Although data is mixed as to whether supervision improves patient outcomes, supervision is essential for patient care and resident education. Dr. Steinberg showcased several relevant medical education studies related to supervision and focused on a key question: Do you trust the resident? The review of medical education literature discussed the meaning and development of trust, oral case presentations to determine trust, and the influence of supervisor experience.

Key takeaways

• Resident supervision is driven by what residents need, what residents want, and what the supervisor can provide.
• Trust can be determined from direct supervision, oral presentations, and remote access of electronic medical records, but is also influenced by attending experience and style.

Balancing personal and professional life

HM20 Virtual session: Being a Hospitalist and a Parent: Balancing Roles With Grace

Presenters: Heather E. Nye, MD, PhD, SFHM, and David Alfandre, MD, MSPH

Dr. Nye of the University of California, San Francisco, and Dr. Alfandre of New York University shared their challenges as hospitalists, parents, and partners before and during the COVID-19 pandemic. They described their feelings of guilt during the pandemic related to increasing their families’ infection risks, as well as the gratitude they felt for having stable jobs during the crisis. They shared solutions that worked for their families, including cooperating with their partners, expressing their scheduling needs, and negotiating to meet those needs with their employers.

Dr. Nye and Dr. Alfandre recommended staying connected with others for help, including partners, institutions, neighbors, and colleagues. They also recommended supporting, sharing, collaborating, and connecting with their partners and colleagues to maintain a balanced professional and personal life.
 

Key takeaway:

• Stay connected and support, collaborate, and share with your colleagues and partner at home.

Dr. Kumar is the pediatric editor of The Hospitalist. She is clinical assistant professor of pediatrics at the Cleveland Clinic Lerner College of Medicine at Case Western Reserve University and a pediatric hospitalist at Cleveland Clinic Children’s. Dr. Doraiswamy is an assistant professor of medicine and pediatrics and a med-peds hospitalist at The Ohio State University and Nationwide Children’s Hospital, both in Columbus. Dr. Tantoco is an academic med-peds hospitalist practicing in Northwestern Memorial Hospital, Chicago, and Ann & Robert H. Lurie Children’s Hospital of Chicago.

The HM20 Virtual conference in August was filled with excellent content that can be applied by all hospitalists. This article summarizes key concepts and takeaways for the pediatric hospitalist.

Racism and bias in medicine

HM20 Virtual session: Structural Racism and Bias in Hospital Medicine During Two Pandemics

Presenters: Nathan Chomilo, MD, FAAP, and Benji K. Mathews, MD, SFHM

Dr. Nathan Chomilo, of HealthPartners in Minneapolis, opened the session sharing how racial disparities were a symptom of racism. The presenters explained how structural racism has been propagated in medicine with the Hospital Survey and Construction Act of 1964 that allowed segregated hospitals, as well as the racism that exists within the “hidden curriculum.”

Dr. Chomilo discussed how personal experiences of racism can lead to worse health outcomes, including depression, obesity, and overall poor health. Dr. Mathews, also of HealthPartners, discussed how implicit biases can be addressed at the individual level, the organizational level, and simultaneously at both levels to create an antiracist culture. He presented strategies to mitigate individual biases; recognizing when biases may be triggered, checking biases at the door, connecting with others from different backgrounds as equals, and practicing antiracism by being an active bystander. Dr. Chomilo concluded the session by sharing that we can all grow by addressing racism at “our houses” (health care systems, medical schools, payer systems) with the goal to create an antiracist system.
 

Key takeaways

• Racial disparities are a symptom of structural racism that has been propagated in medicine for centuries.
• Addressing implicit biases at the individual level, organization level, and simultaneously at both levels can help leaders model and promote an antiracism culture.

HM20 Virtual session: When Grief and Crises Intersect: Perspectives of a Black Physician in the Time of Two Pandemics

Presenter: Kimberly Manning, MD, FACP, FAAP

Dr. Kimberly Manning, of Emory University in Atlanta, discussed the dual pandemics of COVID-19 and the racism that we are currently experiencing and tried to describe the unique perspective of Black Americans. Though it is easy to see that COVID-19 is a pandemic, racism is not always seen in this way. Dr. Manning demonstrated that, when a pandemic is defined as “that which occurs over a wide geographic area and affects a high proportion of the population,” racism is absolutely a pandemic. Black Americans have been disproportionately affected by COVID-19. Dr. Manning said we often hear that we are in unprecedented times but as far as racism is concerned, there is nothing new about this. She shared stories of personal milestones and how each of these instances, though marked by something beautiful, was also marked by something truly awful. Each time she had a reason to smile, there was something awful going on in the country that showed how racism was still present. Dr. Manning described that, though these were her stories, all Black Americans can recount the same stories, emotions, and feelings of grief.

Dr. Manning concluded by sharing how we can “Do The Work” to combat the pandemic of racism: broaden our funds of knowledge, remember that people are grieving, explore our implicit biases, be brave bystanders, and avoid performative allyship
 

Key takeaways

• Though the COVID19 pandemic is unprecedented, the pandemic of racism is not.
• We must “Do The Work” to combat everyday racism and to be cognizant of what our Black colleagues are going through every day.

Immigrant hospitalist challenges

HM20 Virtual session: The Immigrant Hospitalist: Navigating the Uncertain Terrain During COVID-19

Presenters: Manpreet S. Malik, MD, FHM, and Benji K. Mathews, MD, SFHM

Dr. Malik of Emory University in Atlanta, and Dr. Mathews of HealthPartners, opened this session by sharing their personal stories as immigrant physicians in the United States. Dr. Malik noted that physicians born outside the United States make up 29% of U.S. physicians, and 32% of hospitalists are international medical graduates.

The presenters revealed the structural hurdles immigrant physicians face, including lack of empowerment until achieving permanent residency status; limited leadership, administrative, and academic roles; concerns for job security and financial stability; and experiencing micro- and macroaggressions at work. The presenters shared a framework for a developmental orientation inclined toward cultural competency beginning with denial, followed by polarization, progressing to minimization, advancing to acceptance, and culminating in adaptation.

They concluded the session by stressing the importance of advocacy for immigrant physicians and encouraged colleagues to become engaged in efforts within their professional organizations.
 

Key takeaway

• Immigrant physicians experience structural challenges to their professional advancement because of their residency status.

Learner supervision

HM20 Virtual session: Call Me Maybe: Balancing Resident Autonomy With Sensible Supervision

Presenter: Daniel Steinberg, MD, SFHM, FACP

Dr. Steinberg, based at Mount Sinai in New York, explained that resident supervision is driven by three factors: what residents need, what residents want, and what the supervisor can provide. Although data is mixed as to whether supervision improves patient outcomes, supervision is essential for patient care and resident education. Dr. Steinberg showcased several relevant medical education studies related to supervision and focused on a key question: Do you trust the resident? The review of medical education literature discussed the meaning and development of trust, oral case presentations to determine trust, and the influence of supervisor experience.

Key takeaways

• Resident supervision is driven by what residents need, what residents want, and what the supervisor can provide.
• Trust can be determined from direct supervision, oral presentations, and remote access of electronic medical records, but is also influenced by attending experience and style.

Balancing personal and professional life

HM20 Virtual session: Being a Hospitalist and a Parent: Balancing Roles With Grace

Presenters: Heather E. Nye, MD, PhD, SFHM, and David Alfandre, MD, MSPH

Dr. Nye of the University of California, San Francisco, and Dr. Alfandre of New York University shared their challenges as hospitalists, parents, and partners before and during the COVID-19 pandemic. They described their feelings of guilt during the pandemic related to increasing their families’ infection risks, as well as the gratitude they felt for having stable jobs during the crisis. They shared solutions that worked for their families, including cooperating with their partners, expressing their scheduling needs, and negotiating to meet those needs with their employers.

Dr. Nye and Dr. Alfandre recommended staying connected with others for help, including partners, institutions, neighbors, and colleagues. They also recommended supporting, sharing, collaborating, and connecting with their partners and colleagues to maintain a balanced professional and personal life.
 

Key takeaway:

• Stay connected and support, collaborate, and share with your colleagues and partner at home.

Dr. Kumar is the pediatric editor of The Hospitalist. She is clinical assistant professor of pediatrics at the Cleveland Clinic Lerner College of Medicine at Case Western Reserve University and a pediatric hospitalist at Cleveland Clinic Children’s. Dr. Doraiswamy is an assistant professor of medicine and pediatrics and a med-peds hospitalist at The Ohio State University and Nationwide Children’s Hospital, both in Columbus. Dr. Tantoco is an academic med-peds hospitalist practicing in Northwestern Memorial Hospital, Chicago, and Ann & Robert H. Lurie Children’s Hospital of Chicago.

The HM20 Virtual conference in August was filled with excellent content that can be applied by all hospitalists. This article summarizes key concepts and takeaways for the pediatric hospitalist.

Racism and bias in medicine

HM20 Virtual session: Structural Racism and Bias in Hospital Medicine During Two Pandemics

Presenters: Nathan Chomilo, MD, FAAP, and Benji K. Mathews, MD, SFHM

Dr. Nathan Chomilo, of HealthPartners in Minneapolis, opened the session sharing how racial disparities were a symptom of racism. The presenters explained how structural racism has been propagated in medicine with the Hospital Survey and Construction Act of 1964 that allowed segregated hospitals, as well as the racism that exists within the “hidden curriculum.”

Dr. Chomilo discussed how personal experiences of racism can lead to worse health outcomes, including depression, obesity, and overall poor health. Dr. Mathews, also of HealthPartners, discussed how implicit biases can be addressed at the individual level, the organizational level, and simultaneously at both levels to create an antiracist culture. He presented strategies to mitigate individual biases; recognizing when biases may be triggered, checking biases at the door, connecting with others from different backgrounds as equals, and practicing antiracism by being an active bystander. Dr. Chomilo concluded the session by sharing that we can all grow by addressing racism at “our houses” (health care systems, medical schools, payer systems) with the goal to create an antiracist system.
 

Key takeaways

• Racial disparities are a symptom of structural racism that has been propagated in medicine for centuries.
• Addressing implicit biases at the individual level, organization level, and simultaneously at both levels can help leaders model and promote an antiracism culture.

HM20 Virtual session: When Grief and Crises Intersect: Perspectives of a Black Physician in the Time of Two Pandemics

Presenter: Kimberly Manning, MD, FACP, FAAP

Dr. Kimberly Manning, of Emory University in Atlanta, discussed the dual pandemics of COVID-19 and the racism that we are currently experiencing and tried to describe the unique perspective of Black Americans. Though it is easy to see that COVID-19 is a pandemic, racism is not always seen in this way. Dr. Manning demonstrated that, when a pandemic is defined as “that which occurs over a wide geographic area and affects a high proportion of the population,” racism is absolutely a pandemic. Black Americans have been disproportionately affected by COVID-19. Dr. Manning said we often hear that we are in unprecedented times but as far as racism is concerned, there is nothing new about this. She shared stories of personal milestones and how each of these instances, though marked by something beautiful, was also marked by something truly awful. Each time she had a reason to smile, there was something awful going on in the country that showed how racism was still present. Dr. Manning described that, though these were her stories, all Black Americans can recount the same stories, emotions, and feelings of grief.

Dr. Manning concluded by sharing how we can “Do The Work” to combat the pandemic of racism: broaden our funds of knowledge, remember that people are grieving, explore our implicit biases, be brave bystanders, and avoid performative allyship
 

Key takeaways

• Though the COVID19 pandemic is unprecedented, the pandemic of racism is not.
• We must “Do The Work” to combat everyday racism and to be cognizant of what our Black colleagues are going through every day.

Immigrant hospitalist challenges

HM20 Virtual session: The Immigrant Hospitalist: Navigating the Uncertain Terrain During COVID-19

Presenters: Manpreet S. Malik, MD, FHM, and Benji K. Mathews, MD, SFHM

Dr. Malik of Emory University in Atlanta, and Dr. Mathews of HealthPartners, opened this session by sharing their personal stories as immigrant physicians in the United States. Dr. Malik noted that physicians born outside the United States make up 29% of U.S. physicians, and 32% of hospitalists are international medical graduates.

The presenters revealed the structural hurdles immigrant physicians face, including lack of empowerment until achieving permanent residency status; limited leadership, administrative, and academic roles; concerns for job security and financial stability; and experiencing micro- and macroaggressions at work. The presenters shared a framework for a developmental orientation inclined toward cultural competency beginning with denial, followed by polarization, progressing to minimization, advancing to acceptance, and culminating in adaptation.

They concluded the session by stressing the importance of advocacy for immigrant physicians and encouraged colleagues to become engaged in efforts within their professional organizations.
 

Key takeaway

• Immigrant physicians experience structural challenges to their professional advancement because of their residency status.

Learner supervision

HM20 Virtual session: Call Me Maybe: Balancing Resident Autonomy With Sensible Supervision

Presenter: Daniel Steinberg, MD, SFHM, FACP

Dr. Steinberg, based at Mount Sinai in New York, explained that resident supervision is driven by three factors: what residents need, what residents want, and what the supervisor can provide. Although data is mixed as to whether supervision improves patient outcomes, supervision is essential for patient care and resident education. Dr. Steinberg showcased several relevant medical education studies related to supervision and focused on a key question: Do you trust the resident? The review of medical education literature discussed the meaning and development of trust, oral case presentations to determine trust, and the influence of supervisor experience.

Key takeaways

• Resident supervision is driven by what residents need, what residents want, and what the supervisor can provide.
• Trust can be determined from direct supervision, oral presentations, and remote access of electronic medical records, but is also influenced by attending experience and style.

Balancing personal and professional life

HM20 Virtual session: Being a Hospitalist and a Parent: Balancing Roles With Grace

Presenters: Heather E. Nye, MD, PhD, SFHM, and David Alfandre, MD, MSPH

Dr. Nye of the University of California, San Francisco, and Dr. Alfandre of New York University shared their challenges as hospitalists, parents, and partners before and during the COVID-19 pandemic. They described their feelings of guilt during the pandemic related to increasing their families’ infection risks, as well as the gratitude they felt for having stable jobs during the crisis. They shared solutions that worked for their families, including cooperating with their partners, expressing their scheduling needs, and negotiating to meet those needs with their employers.

Dr. Nye and Dr. Alfandre recommended staying connected with others for help, including partners, institutions, neighbors, and colleagues. They also recommended supporting, sharing, collaborating, and connecting with their partners and colleagues to maintain a balanced professional and personal life.
 

Key takeaway:

• Stay connected and support, collaborate, and share with your colleagues and partner at home.

Dr. Kumar is the pediatric editor of The Hospitalist. She is clinical assistant professor of pediatrics at the Cleveland Clinic Lerner College of Medicine at Case Western Reserve University and a pediatric hospitalist at Cleveland Clinic Children’s. Dr. Doraiswamy is an assistant professor of medicine and pediatrics and a med-peds hospitalist at The Ohio State University and Nationwide Children’s Hospital, both in Columbus. Dr. Tantoco is an academic med-peds hospitalist practicing in Northwestern Memorial Hospital, Chicago, and Ann & Robert H. Lurie Children’s Hospital of Chicago.

In March 2020, following the announcement of the United States’ first death related to COVID-19, many physicians began using their voices to discuss the shortage of personal protective equipment (PPE). Many physicians, myself included, petitioned elected leaders at the community, state, and federal levels to address the PPE shortage.

Historically, physicians have advocated for improved public health. From seat belt laws in the 1980s and 1990s to the Affordable Care Act in the 2000s, physicians have testified at the community, state, and federal levels to advocate for the health and safety of our patients and the public. Yet while we have been making our voices heard, we are often silent at the ballot box.

In the 1996 and 2000 elections, physicians voted 9% less often than the general public, and compared with lawyers – professionals with similar educational attainment and finances – physicians voted 22% less often.¹ It is unclear why physicians are less likely to vote. In a 2016 article, David Grande, MD, and Katrina Armstrong, MD, postulated that physicians may not vote because our work hours create barriers to visiting polls.²

Despite our lack of engagement at the ballot box, voting is important to improving our patients’ social determinants of health. In a recently published systematic review, the authors found several studies supporting the association between voting and social determinants of health. Their review found that, when large numbers of people from communities participated in voting, it translated into greater influence over determining who held political power in that community. Those with power introduced and supported policies responding to their constituents’ needs, ultimately influencing their constituents’ social determinants of health.³ By voting, we as physicians are helping to address the social determinants of health in our communities.

Many medical students have been doing their part to improve the social determinants of health in their communities by pledging to vote. In 2018, the American Medical Student Association launched their “Med Out the Vote” initiative prior to the election. The organization called on all health care providers and providers in training to pledge to vote in the election.⁴ They are continuing these efforts for the 2020 elections.

We should join our nation’s medical students by also pledging to vote. To begin, we can all Make A Plan To Vote. Each plan should include the following:

• Register to vote: In many states eligible voters can register online.
• Request an absentee ballot: Many states require registered voters to request absentee ballots online or by mail.
• Vote: Submit an absentee ballot prior to election or vote in-person on election day. Some counties allow voting early in person.

In practice, our plans will differ slightly because each state has its own election laws.

This election season let us ensure all physician voices are heard. Make A Plan To Vote for your patients and communities.
 

Dr. Kumar is the pediatric editor of The Hospitalist. She is clinical assistant professor of pediatrics at the Cleveland Clinic Lerner College of Medicine at Case Western Reserve University and a pediatric hospitalist at Cleveland Clinic Children’s.

References

1. Grande D et al. Do Doctors Vote? J Gen Intern Med. 2007 May;22(5):585-9.

2. Grande D, Armstrong K. Will Physicians Vote? Ann Intern Med. 2016;165:814-5.

3. Brown CL et al. Voting, health and interventions in healthcare settings: A scoping review. Public Health Rev. 2020 Jul. doi: 10.1186/s40985-020-00133-6.

4. American Medical Student Association. AMSA Launches Med Out the Vote Campaign, Call to Action. 2018 Jul 29. Accessed 2020 Sep 14. https://www.amsa.org/about/amsa-press-room/amsa-launches-med-out-the-vote-campaign-call-to-action/

In March 2020, following the announcement of the United States’ first death related to COVID-19, many physicians began using their voices to discuss the shortage of personal protective equipment (PPE). Many physicians, myself included, petitioned elected leaders at the community, state, and federal levels to address the PPE shortage.

Historically, physicians have advocated for improved public health. From seat belt laws in the 1980s and 1990s to the Affordable Care Act in the 2000s, physicians have testified at the community, state, and federal levels to advocate for the health and safety of our patients and the public. Yet while we have been making our voices heard, we are often silent at the ballot box.

In the 1996 and 2000 elections, physicians voted 9% less often than the general public, and compared with lawyers – professionals with similar educational attainment and finances – physicians voted 22% less often.¹ It is unclear why physicians are less likely to vote. In a 2016 article, David Grande, MD, and Katrina Armstrong, MD, postulated that physicians may not vote because our work hours create barriers to visiting polls.²

Despite our lack of engagement at the ballot box, voting is important to improving our patients’ social determinants of health. In a recently published systematic review, the authors found several studies supporting the association between voting and social determinants of health. Their review found that, when large numbers of people from communities participated in voting, it translated into greater influence over determining who held political power in that community. Those with power introduced and supported policies responding to their constituents’ needs, ultimately influencing their constituents’ social determinants of health.³ By voting, we as physicians are helping to address the social determinants of health in our communities.

Many medical students have been doing their part to improve the social determinants of health in their communities by pledging to vote. In 2018, the American Medical Student Association launched their “Med Out the Vote” initiative prior to the election. The organization called on all health care providers and providers in training to pledge to vote in the election.⁴ They are continuing these efforts for the 2020 elections.

We should join our nation’s medical students by also pledging to vote. To begin, we can all Make A Plan To Vote. Each plan should include the following:

• Register to vote: In many states eligible voters can register online.
• Request an absentee ballot: Many states require registered voters to request absentee ballots online or by mail.
• Vote: Submit an absentee ballot prior to election or vote in-person on election day. Some counties allow voting early in person.

In practice, our plans will differ slightly because each state has its own election laws.

This election season let us ensure all physician voices are heard. Make A Plan To Vote for your patients and communities.
 

Dr. Kumar is the pediatric editor of The Hospitalist. She is clinical assistant professor of pediatrics at the Cleveland Clinic Lerner College of Medicine at Case Western Reserve University and a pediatric hospitalist at Cleveland Clinic Children’s.

References

1. Grande D et al. Do Doctors Vote? J Gen Intern Med. 2007 May;22(5):585-9.

2. Grande D, Armstrong K. Will Physicians Vote? Ann Intern Med. 2016;165:814-5.

3. Brown CL et al. Voting, health and interventions in healthcare settings: A scoping review. Public Health Rev. 2020 Jul. doi: 10.1186/s40985-020-00133-6.

4. American Medical Student Association. AMSA Launches Med Out the Vote Campaign, Call to Action. 2018 Jul 29. Accessed 2020 Sep 14. https://www.amsa.org/about/amsa-press-room/amsa-launches-med-out-the-vote-campaign-call-to-action/

In March 2020, following the announcement of the United States’ first death related to COVID-19, many physicians began using their voices to discuss the shortage of personal protective equipment (PPE). Many physicians, myself included, petitioned elected leaders at the community, state, and federal levels to address the PPE shortage.

Historically, physicians have advocated for improved public health. From seat belt laws in the 1980s and 1990s to the Affordable Care Act in the 2000s, physicians have testified at the community, state, and federal levels to advocate for the health and safety of our patients and the public. Yet while we have been making our voices heard, we are often silent at the ballot box.

In the 1996 and 2000 elections, physicians voted 9% less often than the general public, and compared with lawyers – professionals with similar educational attainment and finances – physicians voted 22% less often.¹ It is unclear why physicians are less likely to vote. In a 2016 article, David Grande, MD, and Katrina Armstrong, MD, postulated that physicians may not vote because our work hours create barriers to visiting polls.²

Despite our lack of engagement at the ballot box, voting is important to improving our patients’ social determinants of health. In a recently published systematic review, the authors found several studies supporting the association between voting and social determinants of health. Their review found that, when large numbers of people from communities participated in voting, it translated into greater influence over determining who held political power in that community. Those with power introduced and supported policies responding to their constituents’ needs, ultimately influencing their constituents’ social determinants of health.³ By voting, we as physicians are helping to address the social determinants of health in our communities.

Many medical students have been doing their part to improve the social determinants of health in their communities by pledging to vote. In 2018, the American Medical Student Association launched their “Med Out the Vote” initiative prior to the election. The organization called on all health care providers and providers in training to pledge to vote in the election.⁴ They are continuing these efforts for the 2020 elections.

We should join our nation’s medical students by also pledging to vote. To begin, we can all Make A Plan To Vote. Each plan should include the following:

• Register to vote: In many states eligible voters can register online.
• Request an absentee ballot: Many states require registered voters to request absentee ballots online or by mail.
• Vote: Submit an absentee ballot prior to election or vote in-person on election day. Some counties allow voting early in person.

In practice, our plans will differ slightly because each state has its own election laws.

This election season let us ensure all physician voices are heard. Make A Plan To Vote for your patients and communities.
 

Dr. Kumar is the pediatric editor of The Hospitalist. She is clinical assistant professor of pediatrics at the Cleveland Clinic Lerner College of Medicine at Case Western Reserve University and a pediatric hospitalist at Cleveland Clinic Children’s.

References

1. Grande D et al. Do Doctors Vote? J Gen Intern Med. 2007 May;22(5):585-9.

2. Grande D, Armstrong K. Will Physicians Vote? Ann Intern Med. 2016;165:814-5.

3. Brown CL et al. Voting, health and interventions in healthcare settings: A scoping review. Public Health Rev. 2020 Jul. doi: 10.1186/s40985-020-00133-6.

4. American Medical Student Association. AMSA Launches Med Out the Vote Campaign, Call to Action. 2018 Jul 29. Accessed 2020 Sep 14. https://www.amsa.org/about/amsa-press-room/amsa-launches-med-out-the-vote-campaign-call-to-action/

Clinical question: How should we care for newborns born to mothers with COVID-19?

Krzysztof Maczkowiak/Thinkstock

• Neonates should be considered persons under investigation (PUIs) if they are born to mothers with diagnosed COVID-19 or with COVID-19 tests pending at the time of delivery.
• Neonatal clinicians should attend deliveries based on their center’s policies. If clinicians are required to perform stabilization they should use airborne, droplet, and contact personal protective equipment (PPE). This includes, gown, gloves, eye protection (goggles or face shield), and N95 respirator mask or an air-purifying respirator.
• Mother and newborn should be separated to minimize the infant’s risk of postnatal infection.
• Well newborns born at or near term may be admitted to areas physically separated from newborns unaffected by maternal COVID-19. Alternatively, a mother may room-in with her infant with 6 feet of separation between mother and infant. Newborn PUIs should be bathed as soon as possible.
• Newborns requiring intensive care should be admitted to a single negative-pressure room. Alternatively, COVID-19–exposed infants should be grouped with a minimum of 6 feet of separation, or placed in air temperature-controlled isolettes.
• Until the newborn PUI’s virologic status is known, clinical staff caring for the infant should use droplet and contact PPE. This includes gown, gloves, eye protection (goggles or face shield), and a standard surgical mask. Airborne, droplet, and contact precautions should be used for infants requiring CPAP or any form of mechanical ventilation.
• COVID-19–positive mothers who want to breastfeed may feed expressed breast milk using proper breast and hand hygiene or directly breastfeed their infants wearing a mask while practicing proper breast and hand hygiene.
• If testing is available, newborns should be tested for SARS-CoV-2 using molecular arrays. If testing is unavailable, clinicians may monitor newborns clinically. Infants should be tested if they require prolonged intensive care.
• Optimal timing and extent of testing is unknown. Tests should be performed around 24 hours of life and 48 hours of life. If discharge is planned for a well appearing infant before 48 hours of life, the clinician may choose not to do the 48-hour test. A single swab should be taken from the throat followed by the nasopharynx to perform the test.
• Newborns should receive all newborn care, including circumcision if requested.
• Infants who are asymptomatic with positive or pending SARS-CoV-2 tests may be discharged home with plans for frequent outpatient follow-up through 14 days after birth. Infants with negative SARS-CoV-2 testing should be discharged to the care of a noninfected caregiver. If the mother lives in the same household, she must keep a distance of 6 feet as often as possible. When not possible, the mother should wear a mask and practice hand hygiene. The mother may resume caring for her infant normally when she has been afebrile for more than 72 hours (without antipyretics) and has been asymptomatic for 7 days. Alternatively, the mother may resume care if she has two consecutive negative SARS-CoV-2 nasopharyngeal swabs taken more than 24 hours apart.
• Visitation to infants requiring intensive care should be limited for mothers with COVID-19 until her fever has resolved for more than 72 hours and has improvement of respiratory symptoms and has had two consecutive negative SARS-CoV-2 nasopharyngeal swabs taken more than 24 hours apart.

Bottom line: Clinicians should protect themselves with contact and droplet PPE at all times until the infant’s viral status is known. Clinicians should use airborne, contact, and droplet PPE when resuscitating the infant and/or when using CPAP/mechanical ventilation. Mothers should be encouraged to feed their infants expressed breast milk while practicing proper hygiene or directly breastfeed while wearing a mask and practicing proper hygiene. Viral testing of every infant born to a mother with COVID-19 should be performed after the infant is 24 hours old. Mothers should resume caring for their infants normally after they have met criteria suggesting they are no longer actively infected.

Article citation: Puopolo KM, Hudak ML, Kimberlin DW, Cummings J. Initial Guidance: Management of Infants born to Mothers with COVID-19. 2020 Apr 2. https://downloads.aap.org/AAP/PDF/COVID%2019%20Initial%20Newborn%20Guidance.pdf. Accessed Apr 2, 2020.
 

Dr. Kumar is a pediatric hospitalist at Cleveland Clinic Children’s. She is a clinical assistant professor of pediatrics at Case Western Reserve University, Cleveland, and serves as the Pediatrics Editor for The Hospitalist.

Clinical question: How should we care for newborns born to mothers with COVID-19?

Krzysztof Maczkowiak/Thinkstock

• Neonates should be considered persons under investigation (PUIs) if they are born to mothers with diagnosed COVID-19 or with COVID-19 tests pending at the time of delivery.
• Neonatal clinicians should attend deliveries based on their center’s policies. If clinicians are required to perform stabilization they should use airborne, droplet, and contact personal protective equipment (PPE). This includes, gown, gloves, eye protection (goggles or face shield), and N95 respirator mask or an air-purifying respirator.
• Mother and newborn should be separated to minimize the infant’s risk of postnatal infection.
• Well newborns born at or near term may be admitted to areas physically separated from newborns unaffected by maternal COVID-19. Alternatively, a mother may room-in with her infant with 6 feet of separation between mother and infant. Newborn PUIs should be bathed as soon as possible.
• Newborns requiring intensive care should be admitted to a single negative-pressure room. Alternatively, COVID-19–exposed infants should be grouped with a minimum of 6 feet of separation, or placed in air temperature-controlled isolettes.
• Until the newborn PUI’s virologic status is known, clinical staff caring for the infant should use droplet and contact PPE. This includes gown, gloves, eye protection (goggles or face shield), and a standard surgical mask. Airborne, droplet, and contact precautions should be used for infants requiring CPAP or any form of mechanical ventilation.
• COVID-19–positive mothers who want to breastfeed may feed expressed breast milk using proper breast and hand hygiene or directly breastfeed their infants wearing a mask while practicing proper breast and hand hygiene.
• If testing is available, newborns should be tested for SARS-CoV-2 using molecular arrays. If testing is unavailable, clinicians may monitor newborns clinically. Infants should be tested if they require prolonged intensive care.
• Optimal timing and extent of testing is unknown. Tests should be performed around 24 hours of life and 48 hours of life. If discharge is planned for a well appearing infant before 48 hours of life, the clinician may choose not to do the 48-hour test. A single swab should be taken from the throat followed by the nasopharynx to perform the test.
• Newborns should receive all newborn care, including circumcision if requested.
• Infants who are asymptomatic with positive or pending SARS-CoV-2 tests may be discharged home with plans for frequent outpatient follow-up through 14 days after birth. Infants with negative SARS-CoV-2 testing should be discharged to the care of a noninfected caregiver. If the mother lives in the same household, she must keep a distance of 6 feet as often as possible. When not possible, the mother should wear a mask and practice hand hygiene. The mother may resume caring for her infant normally when she has been afebrile for more than 72 hours (without antipyretics) and has been asymptomatic for 7 days. Alternatively, the mother may resume care if she has two consecutive negative SARS-CoV-2 nasopharyngeal swabs taken more than 24 hours apart.
• Visitation to infants requiring intensive care should be limited for mothers with COVID-19 until her fever has resolved for more than 72 hours and has improvement of respiratory symptoms and has had two consecutive negative SARS-CoV-2 nasopharyngeal swabs taken more than 24 hours apart.

Bottom line: Clinicians should protect themselves with contact and droplet PPE at all times until the infant’s viral status is known. Clinicians should use airborne, contact, and droplet PPE when resuscitating the infant and/or when using CPAP/mechanical ventilation. Mothers should be encouraged to feed their infants expressed breast milk while practicing proper hygiene or directly breastfeed while wearing a mask and practicing proper hygiene. Viral testing of every infant born to a mother with COVID-19 should be performed after the infant is 24 hours old. Mothers should resume caring for their infants normally after they have met criteria suggesting they are no longer actively infected.

Article citation: Puopolo KM, Hudak ML, Kimberlin DW, Cummings J. Initial Guidance: Management of Infants born to Mothers with COVID-19. 2020 Apr 2. https://downloads.aap.org/AAP/PDF/COVID%2019%20Initial%20Newborn%20Guidance.pdf. Accessed Apr 2, 2020.
 

Dr. Kumar is a pediatric hospitalist at Cleveland Clinic Children’s. She is a clinical assistant professor of pediatrics at Case Western Reserve University, Cleveland, and serves as the Pediatrics Editor for The Hospitalist.

Clinical question: How should we care for newborns born to mothers with COVID-19?

Krzysztof Maczkowiak/Thinkstock

• Neonates should be considered persons under investigation (PUIs) if they are born to mothers with diagnosed COVID-19 or with COVID-19 tests pending at the time of delivery.
• Neonatal clinicians should attend deliveries based on their center’s policies. If clinicians are required to perform stabilization they should use airborne, droplet, and contact personal protective equipment (PPE). This includes, gown, gloves, eye protection (goggles or face shield), and N95 respirator mask or an air-purifying respirator.
• Mother and newborn should be separated to minimize the infant’s risk of postnatal infection.
• Well newborns born at or near term may be admitted to areas physically separated from newborns unaffected by maternal COVID-19. Alternatively, a mother may room-in with her infant with 6 feet of separation between mother and infant. Newborn PUIs should be bathed as soon as possible.
• Newborns requiring intensive care should be admitted to a single negative-pressure room. Alternatively, COVID-19–exposed infants should be grouped with a minimum of 6 feet of separation, or placed in air temperature-controlled isolettes.
• Until the newborn PUI’s virologic status is known, clinical staff caring for the infant should use droplet and contact PPE. This includes gown, gloves, eye protection (goggles or face shield), and a standard surgical mask. Airborne, droplet, and contact precautions should be used for infants requiring CPAP or any form of mechanical ventilation.
• COVID-19–positive mothers who want to breastfeed may feed expressed breast milk using proper breast and hand hygiene or directly breastfeed their infants wearing a mask while practicing proper breast and hand hygiene.
• If testing is available, newborns should be tested for SARS-CoV-2 using molecular arrays. If testing is unavailable, clinicians may monitor newborns clinically. Infants should be tested if they require prolonged intensive care.
• Optimal timing and extent of testing is unknown. Tests should be performed around 24 hours of life and 48 hours of life. If discharge is planned for a well appearing infant before 48 hours of life, the clinician may choose not to do the 48-hour test. A single swab should be taken from the throat followed by the nasopharynx to perform the test.
• Newborns should receive all newborn care, including circumcision if requested.
• Infants who are asymptomatic with positive or pending SARS-CoV-2 tests may be discharged home with plans for frequent outpatient follow-up through 14 days after birth. Infants with negative SARS-CoV-2 testing should be discharged to the care of a noninfected caregiver. If the mother lives in the same household, she must keep a distance of 6 feet as often as possible. When not possible, the mother should wear a mask and practice hand hygiene. The mother may resume caring for her infant normally when she has been afebrile for more than 72 hours (without antipyretics) and has been asymptomatic for 7 days. Alternatively, the mother may resume care if she has two consecutive negative SARS-CoV-2 nasopharyngeal swabs taken more than 24 hours apart.
• Visitation to infants requiring intensive care should be limited for mothers with COVID-19 until her fever has resolved for more than 72 hours and has improvement of respiratory symptoms and has had two consecutive negative SARS-CoV-2 nasopharyngeal swabs taken more than 24 hours apart.

Bottom line: Clinicians should protect themselves with contact and droplet PPE at all times until the infant’s viral status is known. Clinicians should use airborne, contact, and droplet PPE when resuscitating the infant and/or when using CPAP/mechanical ventilation. Mothers should be encouraged to feed their infants expressed breast milk while practicing proper hygiene or directly breastfeed while wearing a mask and practicing proper hygiene. Viral testing of every infant born to a mother with COVID-19 should be performed after the infant is 24 hours old. Mothers should resume caring for their infants normally after they have met criteria suggesting they are no longer actively infected.

Article citation: Puopolo KM, Hudak ML, Kimberlin DW, Cummings J. Initial Guidance: Management of Infants born to Mothers with COVID-19. 2020 Apr 2. https://downloads.aap.org/AAP/PDF/COVID%2019%20Initial%20Newborn%20Guidance.pdf. Accessed Apr 2, 2020.
 

Dr. Kumar is a pediatric hospitalist at Cleveland Clinic Children’s. She is a clinical assistant professor of pediatrics at Case Western Reserve University, Cleveland, and serves as the Pediatrics Editor for The Hospitalist.