The conversation with Gregg Gonsalves was truly fascinating because it emphasized just how much health and politics intertwine. During the conversation, Dr. Gonsalves stressed that both the social determinants of health and also political determinants influence health. What I found striking is that so many life or death decisions are made by people in power (such as policy makers) who are likely not fully in touch with the issues that they decide on. It is the people—who see, live, and are affected by issues—that are truly aware of the topics that policy makers decide on (and the impact that certain decisions may have). The people are the true experts of so many issues and therefore, the public’s voice and perspective should be prioritized when decisions are made by people in power so that the proper and beneficial actions can be taken and so harmful policies are not enacted. A perfect example of the importance of the community’s voice when it comes to policy—as discussed by Dr. Gonsalves—is Act Up. Act Up, an HIV/AIDS advocacy group has helped to speed up HIV/AIDS drug approval, encourage further HIV/AIDS research at the NIH, and worked toward policy to end the HIV/AIDS pandemic through politics. In short, the public, their passion, and commitment are all critical and can influence politics which is important so that policy makers are less likely to implement and/or perpetuate regulations/practices that cause more harm than good. Dr. Gonsalves also mentioned during the discussion how political agendas can—at times—outweigh population health which made me curious about something; why is it that public health (findings, recommendations, etc.) is oftentimes not held at a higher regard? Any thoughts?  

Typically, we are aware of the magnitude of mortality that diseases such as HIV/AIDS and COVID-19 cause, and at the exact same time, we’re so unaware of the magnitude. I read the preparatory article entitled, “What it’s Like to Die from COVID”, and found it extremely eye opening. I’m well aware that countless have been hospitalized and even succumb to COVID-19, but I didn’t truly know what the experience entails.  To read not only about the isolation and depression but also the delirium that often sets in, the way it actually feels to grasp for air (the breathing through a straw example was particularly astonishing), the invasiveness of life-saving efforts, and how if you don’t have contact with loved ones before they are placed on a ventilator, you may not get another chance to do so. What was equally scary, and heartbreaking was the discussion surrounding death from HIV/AIDS. I appreciate that Dr. Kraft and Dr. Gunthel took us through this grueling process. I found myself feeling a deep sadness even hours after the discussion that centered on the Silverlake Life documentary. Despite the sorrowful and melancholy situation, the two men were supportive of one another and even tried to share humorous moments with one another. Knowing the true experience is a powerful thing and I’m curious to know: if more people were aware of what someone infected with and dying from a disease (such as HIV/AIDS) experiences, would they be more gracious, understanding, and supportive?

It was extremely fascinating to hear from people who had influencing voices during the rapid shift to virtual learning and could provide insight into what the thought process behind certain choices was. I found it equally interesting that the individuals leading the Impact on Education seminar chose to focus only on the limitations of the virtual learning format. Although it is well known that the pandemic brought about several issues (such as isolation, depression, increased domestic abuse, etc.), one thing that came about—that I view as a positive—is the ability to work virtually and the positive consequences of this tool.

Despite the very notable issues associated with virtual learning, several benefits are also associated. For example, although mental health issues did arise as a result of virtual learning, for those that experience severe social anxiety, mental health issues may have been eased. For those that have complex and quickly moving class material, students were able to pause, slow down, and rewatch course lectures and therefore, have a more solid understanding of the material. When fatigue and hunger would set in during the middle of a lecture, students could pause the material, take a break and resume rejuvenated and focused. For students that have invisible disabilities (i.e., although they may appear perfectly able bodied, they face challenges) and may be unable to attend classes, they have easy access to lectures without having to provide medical information to the school/professors. While there are several challenges linked to online learning, these examples illustrate that there are also several positive outcomes of virtual learning which brings me to my next point. During the Impact on Education seminar, I was utterly shocked when one of the speakers mentioned that he was debating if he should or should not record and post lecture videos next semester. I was completely stunned at this statement because, a person in his position should be aware of not just the negatives related to virtual and hybrid learning, but also the associated benefits. Additionally, I was shocked at his statement because it minimizes the experience and needs of people with invisible disabilities, social anxiety, or students who get sick and prefer not to potentially infect their fellow classmates. In short, the virtual or hybrid format is a tool (not without limitations like other tools and approaches) that has been proven to be effective at enhancing productivity—below is an article that further details this. Ultimately, I hope that individuals in a position to influence change on campus will continue to speak to students about their experience, resources needed, etc. (this should not be the first and only time a forum type of discussion with students related to the impact of COVID occurs) and advocate for solutions that considers everyone and their unique needs. Additionally, I hope that professors and others realize the potential benefits of the virtual and/or hybrid format and use it in combination with live classes (e.g., simply record and post lectures for their students) because I firmly believe this small action can make a major difference for countless students.

Article link: https://www.shrm.org/hr-today/news/hr-news/pages/study-productivity-shift-remote-work-covid-coronavirus.aspx

In our recent class, Dr. Thrasher delivered such an important message surrounding the factors that contribute to and perpetuate the viral underclass. Based on the conversation, I’ve concluded that the vector that is especially influencial is racism. Although there are several other vectors that make up the viral underclass—such as the myth of white immunity and boarders—racism is an underlying cause of many of the other vectors. The strong influence of racism can be seen when we consider that a great proportion of monekypox viral disease cases are among Black/African American people, yet a majority of the vaccines for this disease are going to white people (a phenomenon Dr. Thrasher called the inverse risk prophylaxis). The way that minorities disproportionately make up a high population of incarcerated persons is heavily due to racism—I urge you to check out The New Jim Crow: Mass Incarceration in the Age of Colorblindness, a book that eloquently and thoroughly explains this—which directly contributes to the transmission of disease vector. It’s clear that racism permeates several vectors of the viral underclass. Until we eradicate racism, minority groups will continue to be burdened with health inequities.

Below is an article that further discusses the role of racism in health inequities. I found it to be an interesting, informative read. Hopefully, you’ll find it insightful as well.

Link: https://www-cambridge-org.proxy.library.emory.edu/core/journals/du-bois-review-social-science-research-on-race/article/structural-racism-and-health-inequities/014283FE003DFD8EF47A3AD974C72690

Why is it so hard to effectively relay health information? I find it interesting that the promotion of health behaviors and the avoidance of disease and the spread of it heavily relies on the act of health communication. And yet, public health professionals fall short of accomplishing this crucial step. Why is that and what can we—as public health professionals—do to improve?

I really enjoyed hearing from Susan as she detailed the steps to relaying proper health communication. I found the information related to how to speak with reporters and other news outlets especially interesting. Susan stressed the importance of walking into a conference knowing the information you plan to share instead of worrying about what they my ask you. Susan also described various tips about how to not only discuss the health information at hand, but also how the health professional should behave.

As a member of both the Public Health field and also the public who often receives health information, I have identified general qualities that health communication should have. 1) Health communication should be clear, simplified, accessible, and timely. 2) If health information is subject to change—the information gained and shared at the beginning of a pandemic, for example—health professionals should preface messages by saying “this information is subject to change as our knowledge does”. 3) The health information should come first from our most credible source and encourage other, more community specific resources to share the same information so that the information circulated is consistent and accurate.

The recent COVID-19 Pandemic has highlight that failure to provide quick, concise, understandable health communication (in combination with other factors) leads to distrust and decreased credibility. I look forward to seeing how health communication improves and evolves as various means of communication grow in popularity and even credibility (e.g., TikTok and other social media platforms).  What type of improvements and/or evolution do you predict?