1. P. Preston Reynolds, MD, PhD, FACP Professor Associate Director, Center for Health Disparities Core Faculty, Center for Biomedical Ethics and Humanities University of Virginia CHAAMP: Collection of Resources on the History of African Americans in the Medical Professions

2. 1.Discuss why increasing knowledge about the history of African American health professionals is a strategy to increasing diversity 2.Describe Background for CHAAMP On-Line Resource 3.Describe features of CHAAMP 4.Design and teach a course on the history of African Americans in the health professions CHAAMP: Collection of Resources on the History of African Americans in the Medical Professions

3. What do you know about the history of African American health professionals and their contributions? How do you know it? CHAAMP: Collection of Resources on the History of African Americans in the Medical Professions

5. Visiting Scholar at NLM Grant from RWJF Grant proposals to NEH Work with Raf Alvarado in SHANTI at UVA beginning 2012 Background for CHAAMP

6. Visiting Scholar at NLM Asked to inventory collection and prepare 3-4 pg report After 3 mo – 55 pg “Guide to the NLM’s Collection of AAs in Medicine” After 15 mo – 65 pg “Guide to the NLM’s Collection on AAs in Medicine” + annotations of films and 1 st curriculum Background for CHAAMP

7. Visiting Scholar at NLM Background for CHAAMP

8. Grant from RWJF, 2008-11 NLM – books and videotaped oral histories on AA Nurses and Black lay midwifery Archival collections at 3 archives and Chicago – worked with BMRC Ultimately visited and assessed scope of resources at NLM, Hampton U, Meharry Medical Colleges, Howard U Background for CHAAMP

9. NEH Grant proposals 2011, 2012 Build On-Line Resource = CHAAMP Each proposal focused the product, strengthened partnerships, and broadened the outreach Work with Raf Alvarado in SHANTI at UVA beginning 2012 Background for CHAAMP

10. N = 99 institutions; 28% response rate Q: Courses or programs for AAHx Mo or MLK, Jr Day? 50% - no courses, no programming 25% - special programming alone, e.g. guest speaker, lectures, community event 11% - courses alone 14% - courses and special programming Survey of HBCUs, AA Study Programs

11. Q: What would be useful in offering courses or programming? 75% - comprehensive guide on educational materials 54% - assistance in using such a guide 61% - sample reading list 57% - curriculum outline Survey of HBCUs, AA Study Programs

12. 4 th yr student – 2 mo research elective – “inspiring” “I stand on the shoulder of giants who accomplished so much with so little.” 2 nd yr student – MS Summer Research P “motivating” “When things get tough I think about the AA surgeons I read about and work harder.” 2 nd yr student – MS Summer Research P “eye opening” “I want to know more.” Medical Student Narratives

13. “Before I took the African American Health Professionals course, I can honestly say that I knew little to nothing about the topic. I was completely unaware of the historical conditions and events concerning African Americans as health professionals and as patients in the United States…. This course has definitely changed my image of Black health professionals. I am very grateful for the rich legacy they have left behind, tracing all the way back to the 19 th century and beyond. This inspires me to pursue bigger dreams and to take advantage of the opportunities that are presented to me; especially since many of the Black health professionals were not offered opportunities, and had to create their own path to reach their destiny.” Undergraduate Student Narratives

14. “…Seeing the outstanding accomplishments of black nurses, dentists, midwives and doctors in the face of great odds and even direct negativity from white counterparts made me begin to fully appreciate how difficult it probably still is for BHPs. Also, now that I know more about the specific historical background of the health disparities that African Americans have faced, and how, despite fierce racism, black physicians worked to combat them, I have even more respect for today’s generation of BHPs. Given our history, …anyone who is currently a BHP or aspires to be one is following a legacy of excellence, and also taking on a…obligation to their community to continue doing all they can day to day to eliminate health disparities.” Undergraduate Student Narratives

15. Features: CHAAMP: Collection of Resources on the History of African Americans in the Medical Professions

17. Front page slide show and intro text

18. Descriptions of site’s main sections

19. Footer, with more information about CHAAMP

20. The Course List page

21. Page for Master Course Outline of Course Units

22. Course Unit with Objectives and Readings Readings link to book entries and reviews

23. Bottom of Course Unit Page Forward and back navigation

24. Course Page for AAS 3500 with Student Work

25. An example student work page Links back to course and topics

26. Sample book entry linked from Course Unit page

27. Category page for “Dentistry” linked from book entry

28. The Gallery Page with photos from Lincoln Hospital

29. Images expand when clicked on

30. Each photo has a page with links and context

31. A Topic page with related photos and course work

33. The Topics page shows all People, Institutions, Events, and Places represented in photos, books, and student work

34. The Bibliography page allow you to search by author, title, and year All entries link to Google Scholar

35. The Films page shows a subset of the bibliography

36. As Topics are added to the site, a network is created

38. The Search box provides site wide results – Topics, books, photos, course work, etc.

39. 769 BOOKS 769 BOOKS 167 PHOTOS 167 PHOTOS 253 TOPICS COURSES STUDENT WORK