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Q&A
Addressing potential conflicts between federal policies and evidence-based medical education
1:28:01
·
5 min
Council Member Dinowitz raises concerns about potential conflicts between federal policies and evidence-based medical education. Dr. Green responds, emphasizing the school's commitment to science and evidence-based practices.
- Dr. Green stresses that the school will focus on evidence-based practices and contribute to creating evidence where it's lacking
- The conversation touches on historical mistrust in healthcare institutions and the importance of a diverse workforce
- Dr. Green emphasizes that the school will advocate for its students and for science in the face of potential policy changes
Eric Dinowitz
1:28:01
But what what is in so, I guess, they're 2 separate parts, the actual funding and then also the policy.
1:28:09
And what does it look like for a medical school to be teaching facts and science and medicine about, let's say, the MMR vaccine, and potentially having a Health and Human Services secretary who may say, you know what?
1:28:21
It's it's we're we're not gonna keep it on the schedule, or we're not gonna provide funding, for for research into these vaccines.
1:28:29
I mean, what position does that put a medical school in when you want to teach science?
1:28:36
And I and I would just add, just to read 2 things, a Pew Research poll.
1:28:42
It says, many black Americans believe the US political system was designed to hold them back.
1:28:47
2 thirds say the country's political system is designed to hold black people back.
1:28:53
And then ins from another study from, on NIH, it says institutional distrust is more prevalent among racial ethnic minority and low socioeconomic status populations, especially African Americans.
1:29:10
So we already we saw during COVID.
1:29:12
We are already having we're already in a time when there's deep mistrust of the government of of of medicine, and the results can lead to greater health disparities among the very communities we need to serve.
1:29:28
And so what does it look like for a medical school such as yours, not just to address you know, racial disparities as we discussed earlier, but to address it from a lens of the federal government adding complications?
Carmen Renée Green
1:29:43
Yeah.
1:29:44
So we like I said, we'll stay the course.
1:29:47
We will focus on evidence based.
1:29:49
And where there's not evidence, we'll help hopefully contribute to creating that evidence.
1:29:54
The data, the literature is pretty clear about mistrust amongst people in healthcare institutions.
1:30:00
That's historical.
1:30:02
Lots of people say, well, it has to do with Tuskegee.
1:30:04
It actually has to do with more than Tuskegee.
1:30:07
I'm so sorry.
1:30:09
I said people, mistrust in medicine is longstanding.
1:30:15
Lots of people think it's Tuskegee.
1:30:17
I would say it actually extends past Tuskegee.
1:30:22
I do think that one of the best ways forward, and the National Academies of Science has talked about this in several, peer reviewed, books about the role of, of a diverse workforce, an inclusive workforce and breaking down some of these barriers of, of mistrust.
1:30:44
And so, we believe that in many ways, we're the good news.
1:30:50
As it relates to that particular trust.
1:30:53
Now, I think, you know, there's a lot of things going on.
1:30:58
We've had our students focus on their work.
1:31:01
And, we will continue to look for guidance and watch what happens, advocate for our students, advocate for the science.
Eric Dinowitz
1:31:10
But be so beyond the the sort of literature about a diverse workforce, moving beyond that, what does it look like for a school of medicine when guidance come may come down from the federal government that may instruct doctors or may guide doctors to do things that aren't based in science?
1:31:28
Does the school have its own approach that is gonna come into conflict with the federal government's that could go come into conflict with federal government guidelines?
1:31:40
I mean, function what I'm asking is functionally.
1:31:43
What does that look like for your school?
1:31:45
What does it look like in the classroom?
1:31:47
Are you are you or other institutions, have there been discussions about disagreeing with federal guidelines.
Carmen Renée Green
1:31:57
There's conversations that go on at the national level and certainly probably at the regional level, in regards to, you know, how we're going to deal with some of these types of mandates, if there comes a mandate.
1:32:11
Thought we will combat that with evidence.
1:32:15
We will advocate on behalf of our patients and on behalf of our students.
1:32:20
And I think right now, we're in a time in which you're gonna have to take steps day by day.
1:32:25
You know, the conversation about we're not going to fund any of these NIH grants and it was sort of reversed.
1:32:31
And then the question is, which ones will you fund?
1:32:34
And we will continue to advocate on behalf of our school, on behalf of our students, and certainly, half of our patients.
1:32:43
So I I can't I you know, we is I can't what day is this?
1:32:49
January 20th?
1:32:50
Day day 11?
1:32:52
What day is this?
1:32:53
Today is the 30th, the 10th day.
1:32:56
You know, my, my, my, my, my feeling is that, you know, right now we will you know, this is a time in which we will continue to do what we do that is right and best for patients and best for our students.
Eric Dinowitz
1:33:13
But I I I think gender identity is, like, a really good example because there's already been, you know, statements and guidance from the federal government, what certain forms will look like.
1:33:24
But you spoke really beautifully about what it looks like to be a doctor who speaks to the patient and connects with the patient, makes the patient feel comfortable and understood, I get it.
1:33:37
Your goal's healthcare, right?
1:33:38
You want to make sure the patient is healthy.
1:33:41
And so what does it look like for you guys in the classroom, in your curriculum, in your guidance, when perhaps you know that the most important thing is to connect with that patient and make the patient, be healthy, and the federal government is telling you the opposite?
1:33:55
I mean, are you giving different guidance to your kids
Carmen Renée Green
1:33:57
No.
Eric Dinowitz
1:33:58
To your students than the federal government?
Carmen Renée Green
1:34:00
We take an oath.