Astrup McMahan (libracanoe6)

Introduction Policies regarding cannabis use are rapidly evolving in the United States as exemplified by the legalization of recreational use in 11 states and the District of Columbia. Previous cannabis-related laws, however, disproportionately targeted communities of color before legalization, and many argue new policies are not being developed with the input of minority stakeholders postlegalization. Given that biomedical research has also historically underrepresented communities of color, there is an obligation on the part of researchers now to actively work toward improving equity in cannabis research at a time when the field is rapidly expanding. FIIN-2 mw This is particularly important for research concerning therapeutic uses of cannabis and risk liabilities. Objective This article is a call to action to improve equity and inclusion in cannabis research design and practice. Specifically, it includes three recommendations focusing on (1) inclusiveness of recruitment, (2) improve demographic reporting in articles, and (3) strengthening publication requirements. Conclusion These efforts will enhance the shared values and ethics of our field and improve the quality and validity of our research findings moving forward. Human papillomavirus (HPV) infection and related cancers are a major cause of morbidity and mortality worldwide. Routine vaccination against HPV is recommended for patients starting at age 9-12 years. Discussing this vaccine with parents of young children can be challenging for clinicians. Barriers include parental beliefs, strength and quality of clinician recommendations, physician knowledge of HPV disease and vaccines, and provider comfort levels with discussing sexuality. Our interactive workshop began with a predidactic role-play session addressing common concerns about the HPV vaccine where participants took turns playing a concerned parent or provider. We then gave a 30-minute didactic lecture and conducted a postdidactic role-play session to practice communication skills in promoting the HPV vaccine. All participants completed pre- and postintervention knowledge and skill self-assessments. Twenty-eight pediatric residents and medical students participated. We observed significant improvement in s' skills in discussing the HPV vaccine with parents. Despite increasing emphasis on LGBTQ health in medical education, evidence-based training on LGBTQ patient care in dermatology is lacking. We designed an interactive online didactic session on dermatologic care of LGBTQ patients for medical students and dermatology residents. Session content was based on continuing medical education articles and incorporated preexisting LGBTQ-inclusive policies, environments, and videos. We implemented the session via a web-based videoconferencing platform as part of a preexisting resident lecture series. We began with a 90-minute lecture on LGBTQ health care disparities and dermatologists' roles, best practices for providing inclusive care, and dermatologic health concerns and screening recommendations in LGBTQ populations. To solidify knowledge and promote practice of learned skills, a 30-minute interactive role-playing session followed where participants acted as observer, patient, or provider in three distinct clinical scenarios pertaining to dermatologic care of LGBTBTQ patients. Medical students frequently report lack of confidence and skill in managing ill pediatric patients. We aimed to implement targeted learning interventions to address these knowledge gaps, specifically focusing on pediatric sepsis. Our objective was to create a curriculum to advance knowledge and confidence in identifying and managing pediatric sepsis. We designed this curriculum to augment medical student pediatric ICU (PICU) and neonatal ICU (NICU) rotations. We first emailed students a pretest and upon completion, we emailed students a series of brief educational videos. Stud