Browsing by Subject "School of Public Health"
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Item Academic Health Center Strategic Plan Phase I: Executive Summary, School of Public Health Input(University of Minnesota, 2000-04-11) University of Minnesota. School of Public HealthItem Comparison of Minnesota School Wellness Policies: Where They Differ and How Well They Support a Healthy School Environment(2009-08-06) Weisenburger, NicoleHealthy school environments have been found to be positively correlated with healthy body mass indexes in students attending those schools. In an attempt to create healthier school environments, a public law was put into effect requiring all schools participating in the National School Lunch Program to create a School Wellness Policy by the start of the 2006 school year. We have postulated that obesity of students is associated in some way with the quality of the School Wellness Policies as assessed by their comprehensiveness and strength. This study aimed to determine the health of School Wellness Policies and how those policies differed across Minnesota.Item Discovery Phase Summary and Strategic Modeling Phase Summary: Proposed Consolidation for the School of Public Health(University of Minnesota, 2003-05-07) University of Minnesota. Academic Health CenterThere are, essentially, three phases to the strategic facility planning process. The first phase is called the assessment or discovery phase. During this phase, the planning effort is focused on conducting a comprehensive examination of the school’s current programmatic and facility resources. Working within the School of Public Health’s four academic divisions plus the Dean’s administrative office, and their respective departments, the planning team is responsible for examining the school’s current research, educational and administrative programs and for understanding what space, in terms of quality and quantity, is now assigned to these areas. This evaluation also includes a review of how the School of Public Health delivers education and research across departmental lines. In this phase, the planning team explores what works and doesn’t work in terms of the facilities being able to support the work of these units and will attempt to understand how the facilities could be improved given current programmatic goals. Simultaneously, the AHC Office of Facilities has conducted a physical evaluation of the school’s space.Item Educational Disengagement Among Homeless and Unstably Housed Youth(2022) Dadi, Dunia; Piescher, Kristine; Shramko, MauraItem Factors Associated with Non-Response in a Population-Based Pregnancy Cohort(2011-11-03) Filipi, JenniferThe objective of this study was to determine if selection bias was present in an observation cohort study during pregnancy called the Vulvar Pain across Pregnancy Study (VPREG). The investigators sought to determine whether demographic or co-morbid characteristics varied between women who agreed to be in the cohort study (responders) and those who did not (non-responders). The VPREG cohort enrolled pregnant women who were in their first or early second trimester. Nearly half of the women had a history of chronic vulvar pain while the others had no history. Responders and non-responders were compared to each other on age, marital status, education, and co-morbid conditions. Responders (n=86) and non-responders (n=279) were similar in all characteristics except education and marital status. Responders had attained a higher level of education and were more likely to be married. Women who were lost to follow-up were also compared based on these characteristics. The main differences found in women who were lost to follow-up were in the co-morbid conditions. These women had a greater incidence of depression and anxiety.Item FY07 Strategic Investments and Central Allocations: School of Public Health(University of Minnesota, 2006) University of Minnesota. Office of the Senior Vice President for Health SciencesItem Interview with Barbara Leonard(University of Minnesota, 2011-10-20) Tobbell, Dominique A.; Leonard, BarbaraDr. Barbara Leonard begins her interview by discussing her education and her interest in public health nursing. In particular, she describes her early experiences with vaccination and her clinical rotations in college. She then reflects on her work toward a master’s degree in public health at the University of Minnesota, including her coursework, mentors, the creation of the Public Health Nurse Practitioner Program, and the changes to and restructuring of nursing programs in the School of Public Health. She also discusses the following: the impact of the Rajender Consent Decree, relations between the School of Public Health and the School of Nursing; curriculum reform within the School of Nursing; the positioning of nursing programs within the School of Public Health; the favorable economic position of the health sciences in the 1960s and 1970s; and knowledge and skills-based competition among healthcare professionals. The interview then turns toward the following topics: Lee Stauffer as dean of the School of Public Health; transitions in the scope of public health regarding prevention and healthcare delivery; relations among divisions within the School of Public Health; the leadership of Alma Sparrow; her pursuit of a Ph.D. in Healthcare Administration; and her interests in maternal and child health and particularly children with chronic disease.Item Interview with Barbara Spradley(University of Minnesota, 2011-11-01) Tobbell, Dominique A.; Spradley, BarbaraSpradley begins by discussing her time in a Japanese internment camp during World War II. Spradley describes spending several years in Arkansas while her husband was stationed at Fort Chaffee. She goes on to describe her experiences working as a public health nurse in Washington State. Spradley discusses her husband’s anthropological work and his recruitment to Macalester College, which led to their move to Minnesota. She discusses the tenure process at the University of Minnesota and fighting to have her work publishing textbooks considered as scholarly work by the committee. She discusses some of the politics of the School of Public Health during her time there, including interactions with Henry Blackburn, Barbara Leonard, and others. Spradley also talks about gender equality issues in the School.Item Interview with Bashar Bakdash(University of Minnesota, 2013-01-31) Klaffke, Lauren E.; Bakdash, BasharDr. Bashar Bakdash begins his first interview by discussing his dental training and his arrival in the United States. He recalls his time studying at the University of California, Los Angeles, his pursuit of a master’s degree in public health, his move to Indiana to complete his degree in periodontology and his residency training, and his move to the University of Minnesota. In reviewing his time at the University of Minnesota, Bakdash discusses his experiences with Dr. Erwin Schaeffer as dean, his teaching, his work toward gaining citizenship in the United States, Dr. Lars Folke’s leadership in the division of periodontology, and Dr. Carl Bandt’s mentorship. Bakdash also discusses his work in professional organizations, his education and media work, his dual appointment in the Dental School and the School of Public Health, teaching, his work for the Center for Disease Control, the threatened closure of the School of Dentistry, and his committee work. He concludes part one of his interview discussing the balance of teaching, research, and clinical work. In his second interview, Bakdash begins by discussing his international work through the Dental School. He then reflects on the leadership of Drs. Lars Folke and Carl Bandt in the Division of Periodontology, the culture of the Dental School in the 1970s, the leadership of Dr. Erwin Schaeffer as dean and his relationship with the legislature, the relationship between the Dental School and the Medical School, and funding for the Dental School. He then considers the Academic Health Center as an umbrella organization and the relationships among the different schools within the AHC. He then discusses Dr. Richard Oliver’s tenure as dean, retrenchment, efforts to admit more women and minority students in the 1970s and 1980s, the Rajender Consent Decree, Dr. Richard Elzay’s tenure as dean, Dr. Frank Cerra’s role as Vice President of the AHC, Dr. Michael Till’s tenure as dean, his work on the Minnesota and American Dental Associations, his work on the faculty senate. He concludes with final thoughts on changes in dental education and the function of the AHC.Item Interview with Bright Dornblaser(University of Minnesota, 2011-02-25) Tobbell, Dominique A.; Dornblaser, BrightBright Dornblaser begins by discussing his background, including his education. He discusses why he returned to UMN as a faculty member in 1967; his experience as a graduate student and faculty member in the School of Public Health, including commenting on faculty and deans such as Gaylord Anderson, Lee Stauffer, Edith Leyasmeyer, and Robert Kane. He also discusses the first vice president for health sciences, Lyle French. He describes relations between divisions within the School of Public Health and relations with other colleges within the Health Sciences; funding of the School of Public Health; the Hospital Administration Program; shift in focus in the School of Public Health toward research; the Ph.D. program in hospital administration; the relationship between the Hospital Administration Program and the University Hospitals; public health nursing program; space in the School of Public Health; the position of the School of Public Health within the Health Sciences; the program in health care administration’s time in the Carlson School of Management and its move back to the School of Public Health and into the new division of Health Policy Management; the Alumni Association of the hospital administration program; and recruitment of minority and women students.Item Interview with Carl R. Jessen(University of Minnesota, 2011-08-12) Tobbell, Dominique A.; Jessen, Carl R.Carl Jessen begins his interview by discussing his upbringing, his interest in veterinary medicine, and his education. He follows this with his entrance into private practice and then his return to school for a Ph.D. in qualitative genetics and radiology. He then reflects on changes in the department over the period when he first entered the DVM program, to his reentrance for a Ph.D. and subsequent hiring as a faculty member, and then makes a modern comparison. Within his reflection on the school, Jessen discusses budgetary problems in the teaching hospital, the push for the faculty to get a constitution and faculty council, the relationship between the School and the legislature in terms of funding, and the growth of the profession. Within his own career, Jessen shares his philosophy on the balance of research, teaching, and clinical work. In terms of the land grant mission of the University, he also considers relationships between the Vet School and out-of-state students and between the School and the community. Reviewing the history of the school under Dean Sidney Ewing, Jessen relates the effects of changes in the structure of the school and the school’s loss of accreditation in the mid 1970s. Pursuant with these changes in the mid 1970s, he also relates changes in the profession and the school that led to an increase in the number of female students. He then speaks to relations with the University of Wisconsin, his duties as associate dean and director of the hospital, Robert Dunlop’s tenure as dean, budget problems and the hospital business model, the School’s emphasis on teaching over research, the integration of the Vet School into the AHC, the deanships of Jeff Kausner and David Thawley, and the connection between the Vet School and the legislature through animal industries. He ends the interview by again emphasizing the teaching mission of the School.Item Interview with David Born(University of Minnesota, 2013-12-10) Born, David O.; Klaffke, Lauren E.Dr. David Born begins part one of his interview by describing his educational background and influences on his career trajectory. He then discusses the beginning of his career at the University of Minnesota in the Division of Health Ecology, covering the following topics: curriculum changes, community relations, career guidance, placement programs, and workforce issues. In part two of his interview, Dr. David Born describes how he came to be Department Head for American Indian Studies and his goals for the program. He then reviews his work in various leadership roles within the Dental School and in committee work for the University. Dr. Born also reflects on the following topics: the threatened closure of the School of Dentistry; retrenchment; the Dental School as part of the Academic Health Center (AHC); Lyle French’s tenure as Vice President of the Health Sciences; Dr. Erwin Schaeffer’s tenure as Dean of the Dental School; changes in the practice of dentistry; Dr. Richard Oliver’s tenure as Dean; efforts to recruit minority students to the Dental School; changes in the composition of the dental workforce; Dr. Richard Elzay’s tenure as Dean; and the work of other leaders in the Dental School and the AHC. He concludes with final reflections on mentorship and his work in the Dental School.Item Interview with David Brown(University of Minnesota, 2012-05-09) Tobbell, Dominique A.; Brown, David M.David Brown begins by describing his childhood and education in Illinois. He discusses his experience attending medical school in the 1960s and his decision to join the University of Minnesota’s Department of Pediatrics. He describes his experiences with Ellis Benson and others with whom he worked in the Department. He discusses the role of women in laboratory medicine and his work in comparative endocrinology. He explains the differences in the administrations of several different deans of the Medical School and the School’s changing relationship with the University (and later, Fairview) Hospital. He describes some of the issues of town/gown in Minneapolis and in Minnesota at large, especially related to pediatric medicine. He describes his decision to become an administrator and his own tenure as Dean of the Medical School, the development of the Masonic Cancer Center, and the University’s ALG scandal. He concludes with his retirement and his discovery of a passion for art.Item Interview with Edith Leyasmeyer(University of Minnesota, 2011-06-07) Tobbell, Dominique A.; Leyasmeyer, EdithEdith Leyasmeyer begins by describing her background and why she went into public health and health care administration. She describes her experiences as a graduate student at the University of Minnesota, as director of education programs at Northlands Regional Medical Center, working with the Minnesota Medical Association and Mayo Clinic, as faculty in the School of Public Health (SPH) at the UMN, and in the SPH’s dean’s office. She discusses the Hospital Administration Program, the Area Health Education Center, the Rural Physician Associate Program, the town/gown relationship with the UMN Medical School, SPH funding and budget, relations between divisions in the SPH, space, shift in philosophy in the SPH from a priority on teaching to one on research, relations between the SPH and other health sciences schools, recruitment of minority students and faculty in the SPH, attitudes toward women at UMN, changes in the SPH and the public health field, and HIV/AIDS. She talks about James Hamilton, Neil Vanselow, and other faculty at the UMN.Item Interview with Grace Ederer(University of Minnesota, 2012-07-30) Hagens, Emily; Ederer, Grace M.Grace Ederer begins her interview with a description of her upbringing, her education, and her decision to enter the field of medical technology. She then recalls the early stages of her career and her work at the University of Minnesota from 1952 to 1982. Ederer describes the role of women in medical technology, the building of the new medical sciences building, and Dr. Gerald T. Evans’ efforts to reorganize the clinical laboratories and medical technology to integrate them into the Medical School. Ederer also discusses her decision to adopt a dog that had been used in experiments conducted C. Walton Lillehei on hypothermia in open-heart surgery. She goes on to describe her changing positions at the University, her teaching, her research, and her pursuit of a master’s in public health. She also talks about her interactions with Dr. Evans, Dr. Ellis Benson, and Dr. Lillehei. She then discusses the Medical Technology Program, her work with Barbara Tucker on laboratory safety and ethics, her work with Ruth Hovde and Verna Rausch, the changing curriculum, dealing with the high volume of lab work, working with graduate students, her experiences with Robert Howard, and efforts to establish a school of Allied Health Sciences.Item Interview with Gregory W. Hart(University of Minnesota, 2012-02-09) Tobbell, Dominique A.; Hart, Gregory W.Gregory Hart begins his interview with a brief overview of his early life and education, with a particular emphasis on his time in the MHA program and his residency at University Hospitals and Clinics. He discusses the competition around the patient care dollar and the renewed emphasis on patients in the 1960s and 1970s as well as the creation of the Hospital’s Board of Governors at the University. He then reflects on the emergence of Health Maintenance Organizations (HMOs), his work on InterStudy, the organization that developed the HMO concept, and changes the University experienced as a result of HMOs. He then discusses the following: technological change in the Hospital; cost controls; prospective payment and diagnosis-related groups (DRGs); regional health planning; University Hospital’s relationship with area hospitals; town/gown relations; long range planning for Academic Health Center (AHC) renewal; labor issues and nursing shortages; comparative work for hospitals and gender equity; the organization of the University of Minnesota Clinical Associates; the emergence of HIV/AIDS; the leadership styles of General Directors of the Hospital and work with the legislature; Lyle French as the Senior Vice President for the AHC; the impact of the ALG scandal; the creation of the University of Minnesota Health System; the Hospital’s mission; and the Hospital’s sale to Fairview. He concludes by reflecting on the collaborative environment at the University and the relationships between the different schools within the AHC and the Hospital.Item Interview with H. Mead Cavert(University of Minnesota, 2009-04-28) Tobbell, Dominique A.; Cavert, H. MeadH. Mead Cavert begins by describing his background, including his childhood, his education, and why he chose medicine as his profession. He describes his work in the Department of Physiology and his research in the early 1950s. He discusses entering medical administration and his work as Assistant Dean, Associate Dean and Executive Officer of the Medical School, and Associate Dean for Academic Affairs. He reflects on working with Maurice Visscher, Nathan Lifson, Jack Johnson, Neal Gault, Harold Diehl, Robert Howard, and Lyle French. He discusses the appointment of Robert Howard to replace Diehl as the Dean of the College of Medical Sciences, and the creation of the Vice President of the Health Sciences and the hiring of Lyle French. He discusses the faculty practice issue; the financing of medical education in the late 1950s and 1960s; the dean’s office relationship with the state legislature and its role in securing state funds; the revision of the Medical School curriculum in the 1960s and responses to the revision, including the Comprehensive Clinical Program and the Rural Physician Associate Program. He also discusses the development of the Academic Health Center; transfer students from the Universities of North and South Dakota in the late 1950s and 1960s; the attempt to establish a medical school in St. Paul; the establishment of the Medical Scientist Training Program, the history of the MD-Ph.D. program and Ph.D.s in clinical medicine at UMN; the relationship between the University of Minnesota and the Medical School and the Mayo Clinic; the issue of the status of residents as students or employees; team teaching in the health sciences; and the establishment of a program for minority students in the late 1960s. Cavert’s wife, June Cavert, sits through most of the interview, interjecting a few comments. At one point, she discusses the organizations for the wives of undergraduate medical students and residents, and the Caverts also discuss the contribution of spouses (generally wives) to the successful development of medical students and residents.Item Interview with Henry Blackburn(University of Minnesota, 2010-11-11) Tobbell, Dominique A.; Blackburn, HenryHenry Blackburn begins by describing his background, including his education, his experiences in the Navy, and his decision to pursue a career in medicine. He discusses coming to the University of Minnesota and his experiences as a Fellow in the Department of Medicine in the 1950s. He discusses the Laboratory of Physiological Hygiene (LPH), including collaboration between Cardiology and the LPH; the School of Public Health (SPH) and the distance between the SPH and the LPH; the retirement of Ancel Keys and the status of the LPH; space issues for the LPH; the teaching responsibilities of the LPH faculty; the growth of the LPH in the 1970s; the merger of the LPH and the Division of Epidemiology; and his research projects in the 1960s, including the Seven Countries Study. He describes attitudes toward public health and epidemiology in the mid-twentieth century; relationships between divisions in the SPH; the status of public health in the College of Medical Sciences; and relations between the University of Minnesota Medical School and the local medical community. He discusses federal funding, particularly the funding epidemiology studies; tensions between medicine and public health; concern in the 1960s over a shortage in health manpower; the Medical School curriculum revisions in the 1960s and early 1970s; the nurse practitioner program and public health nursing; the reorganization of the health sciences in 1970; the Division of Epidemiology; the recruitment of minority students; women faculty; changes in public health during his career; and the growing emphasis on personalized medicine. He talks about Albert Sullivan, CJ Watson, Ancel Keys, Maurice Visscher, Gaylord Anderson, Robert Howard, Lyle French, Lee Stauffer, Robert Kane, and Edith Leyasmeyer.Item Interview with James Rothenberger(University of Minnesota, 2000-03-16) Rothenberger, James H.; Pflaum, Ann M.Ann Pflaum interviews James Rothenberger, graduate of the University and faculty member in the School of Public Health.Item Interview with John Kralewski(University of Minnesota, 2011-02-14) Tobbell, Dominique A.; Kralewski, JohnJohn Kralewski begins by describing his background, including his education, his service in the Air Force, his early career, and why he went into the health sciences. He discusses his experiences as student in pharmacy and then in hospital administration at the UMN. He discusses the Program in Hospital Administration at UMN; hospital administration as a field in the 1960s and 1970s; the School of Public Health; funding; his research; efforts to introduce mandatory generic prescribing in the 1960s; pharmacy as a profession; nursing; the divisions within the School of Public Health in the 1960s; leadership in the health sciences at the UMN; University Hospitals; other hospitals in the Twin Cities; and the University of Minnesota’s decision to sell University Hospitals to Fairview. He talks about Gaylord Anderson, James Hamilton, Cherie Perlmutter, Stephen Joseph, Lyle French, Frank Cerra, and others in leadership and administrative position in the Health Sciences. In his second interview, John Kralewski discusses his experiences as assistant vice president for Health Sciences. He talks about the Center for Health Services Research; health services research at Minnesota and around the country; working with the Minnesota state legislature; rural health care; the Health Information Foundation (at the University of Chicago); moving the Center for Health Services Research out of the vice president’s office and into the School of Public Health; the Hospital Administration program; graduate programs in Public Health; relations between the Academic Health Center administration and the state legislature; the relationship between the health sciences units, and health sciences education and funding. He discusses Lyle French, Neal Vanselow, and Robert Kane.