Shale L. Wong

Bio: Shale L. Wong is an academic researcher from University of Colorado Denver. The author has contributed to research in topics: Health policy & Health care. The author has an hindex of 5, co-authored 22 publications receiving 291 citations.

Perspective: Physician advocacy: what is it and how do we do it?

Abstract: Many medical authors and organizations have called for physician advocacy as a core component of medical professionalism. Despite widespread acceptance of advocacy as a professional obligation, the concept remains problematic within the profession of medicine because it remains undefined in concept, scope, and practice. If advocacy is to be a professional imperative, then medical schools and graduate education programs must deliberately train physicians as advocates. Accrediting bodies must clearly define advocacy competencies, and all physicians must meet them at some basic level. Sustaining and fostering physician advocacy will require modest changes to both undergraduate and graduate medical education. Developing advocacy training and practice opportunities for practicing physicians will also be necessary. In this article, as first steps toward building a model for competency-based physician advocacy training and delineating physician advocacy in common practice, the authors propose a definition and, using the biographies of actual physician advocates, describe the spectrum of physician advocacy.

Developing leadership and advocacy skills in medical students through service learning.

Abstract: Introduction Traditional medical training focuses on ameliorating disease states but not on the underlying socially determined causes. The LEADS (Leadership Education Advocacy Development Scholarship) program at the University of Colorado Denver School of Medicine was designed to train medical students to become effective advocates and to promote health at the community level. Methods Participants in the LEADS Track complete courses in advocacy skills, perform a summer internship, and complete a mentored scholarly activity addressing population health. Students are paired with a faculty mentor and a community-based organization. Results Students report empowerment, improved self-efficacy, and increased likelihood of future engagement in leadership and health advocacy. Community sponsors also rate the experience as highly valuable. Conclusions A curriculum in advocacy and leadership skills that includes an intensive, community-based service learning experience is effective at increasing student empowerment and disposition toward community service.

The Advocacy Portfolio: A Standardized Tool for Documenting Physician Advocacy.

Abstract: Recent changes in health care delivery systems and in medical training have primed academia for a paradigm shift, with strengthened support for an expanded definition of scholarship. Physicians who consider advocacy to be relevant to their scholarly endeavors need a standardized format to display activities and measure the value of health outcomes to which their work can be attributed. Similar to the Educator Portfolio, the authors here propose the Advocacy Portfolio (AP) to document a scholarly approach to advocacy.Despite common challenges faced in the arguments for both education and advocacy to be viewed as scholarship, the authors highlight inherent differences between the two fields. On the basis of prior literature, the authors propose a broad yet comprehensive set of domains to categorize advocacy activities, including advocacy engagement, knowledge dissemination, community outreach, advocacy teaching/mentoring, and advocacy leadership/administration. Documenting quality, quantity, and a scholarly approach to advocacy within each domain is the first of many steps to establish congruence between advocacy and scholarship for physicians using the AP format.This standardized format can be applied in a variety of settings, from medical training to academic promotion. Such documentation will encourage institutional buy-in by aligning measured outcomes with institutional missions. The AP will also provide physician-advocates with a method to display the impact of advocacy projects on health outcomes for patients and populations. Future challenges to broad application include establishing institutional support and developing consensus regarding criteria by which to evaluate the contributions of advocacy activities to scholarship.

How to write a health policy brief.

Abstract: Although many health care professionals are interested in health policy, relatively few have training in how to utilize their clinical experience and scientific knowledge to impact policy. Developing a policy brief is one approach that health professionals may use to draw attention to important evidence that relates to policy. This article offers guidance on how to write a policy brief by outlining 4 steps: (a) define the problem, (b) state the policy, (c) make your case, and (d) discuss the impact. The steps and tips offer a starting point for health care professionals interested in health policy and translating research or clinical experience to impact policy. (PsycINFO Database Record

Poverty and Child Health in the United States

Abstract: Almost half of young children in the United States live in poverty or near poverty. The American Academy of Pediatrics is committed to reducing and ultimately eliminating child poverty in the United States. Poverty and related social determinants of health can lead to adverse health outcomes in childhood and across the life course, negatively affecting physical health, socioemotional development, and educational achievement. The American Academy of Pediatrics advocates for programs and policies that have been shown to improve the quality of life and health outcomes for children and families living in poverty. With an awareness and understanding of the effects of poverty on children, pediatricians and other pediatric health practitioners in a family-centered medical home can assess the financial stability of families, link families to resources, and coordinate care with community partners. Further research, advocacy, and continuing education will improve the ability of pediatricians to address the social determinants of health when caring for children who live in poverty. Accompanying this policy statement is a technical report that describes current knowledge on child poverty and the mechanisms by which poverty influences the health and well-being of children.

The physician as health advocate: translating the quest for social responsibility into medical education and practice.

Abstract: There is a growing demand for educating future physicians to be socially responsible. It is not clear, however, how social responsibility is understood and acted on in medical education and practice, particularly within the context of a growing desire to improve health care through an equitable and sustainable delivery system. The authors conduct a concept analysis, exploring the practical philosophical understanding of social responsibility and its implications for medical education and practice. The aim is to inform curricular development, professional practice, and further research on social responsibility. The particular ways in which social responsibility is interpreted can either enhance or establish limits on how it will appear across the continuum of medical education and practice. A physician's place in society is closely tied to a moral sense of responsibility related to the agreed-on professional characteristics of physicianhood in society, the capacity to carry out that role, and the circumstances under which such professionals are called to account for failing to act appropriately according to that role. The requirement for social responsibility is a moral commitment and duty developed over centuries within societies that advanced the notion of a "profession" and the attendant social contract with society. A curriculum focused on developing social responsibility in future physicians will require pedagogical approaches that are innovative, collaborative, participatory, and transformative.

ChatGPT and Other Large Language Models Are Double-edged Swords.

Abstract: HomeRadiologyVol. 307, No. 2 PreviousNext Reviews and CommentaryEditorialChatGPT and Other Large Language Models Are Double-edged SwordsYiqiu Shen , Laura Heacock, Jonathan Elias, Keith D. Hentel, Beatriu Reig, George Shih, Linda MoyYiqiu Shen , Laura Heacock, Jonathan Elias, Keith D. Hentel, Beatriu Reig, George Shih, Linda MoyAuthor AffiliationsFrom the Center for Data Science, New York University, 60 5th Ave, New York, NY 10011 (Y.S.); Department of Radiology, New York University School of Medicine, New York, NY (L.H., B.R., L.M.); and Departments of Primary Care (J.E.) and Radiology (K.D.H., G.S.), Weill Cornell Medicine, New York, NY.Address correspondence to Y.S. (email: [email protected]).Yiqiu Shen Laura HeacockJonathan EliasKeith D. HentelBeatriu ReigGeorge ShihLinda MoyPublished Online:Jan 26 2023https://doi.org/10.1148/radiol.230163See editorial bySom BiswasSee editorial byFelipe C. KitamuraMoreSectionsFull textPDF ToolsImage ViewerAdd to favoritesCiteTrack CitationsPermissionsReprints ShareShare onFacebookTwitterLinked In References1. Min B, Ross H, Sulem E, et al. Recent advances in natural language processing via large pre-trained language models. arXiv 2111.01243 [preprint]. https://arxiv.org/abs/2111.01243. Posted November 1, 2021. Accessed January 19, 2023. Google Scholar2. Vaswani A, Shazeer N, Parmar N, et al. Attention is all you need. Advances in Neural Information Processing Systems 2017;30. https://papers.nips.cc/paper/2017/hash/3f5ee243547dee91fbd053c1c4a845aa-Abstract.html. Google Scholar3. ChatGPT: Optimizing Language Models for Dialogue. OpenAI. https://openai.com/blog/chatgpt/. Published November 30, 2022. Accessed January 19, 2023. Google Scholar4. Brown T, Mann B, Ryder N, et al. Language models are few-shot learners. 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Link, Google ScholarArticle HistoryReceived: Jan 23 2023Revision requested: Jan 23 2023Revision received: Jan 23 2023Accepted: Jan 23 2023Published online: Jan 26 2023 FiguresReferencesRelatedDetailsCited ByChatGPT Is Shaping the Future of Medical Writing But Still Requires Human JudgmentFelipe C. Kitamura, 2 February 2023 | Radiology, Vol. 307, No. 2The Role and Limitations of Large Language Models Such as ChatGPT in Clinical Settings and Medical JournalismFurkan Ufuk, 7 March 2023 | Radiology, Vol. 0, No. 0The potential impact of ChatGPT in clinical and translational medicineVivian WeiwenXue, PingguiLei, William C.Cho2023 | Clinical and Translational Medicine, Vol. 13, No. 3Large language models (LLM) and ChatGPT: what will the impact on nuclear medicine be?Ian L.Alberts, LorenzoMercolli, ThomasPyka, GeorgePrenosil, KuangyuShi, AxelRominger, AliAfshar-Oromieh2023 | European Journal of Nuclear Medicine and Molecular ImagingTransformers, codes and labels: large language modelling for natural language processing in clinical radiologyDenisRemedios, AlexRemedios2023 | European RadiologyChatGPT—a foe or an ally?Om PrakashYadava2023 | Indian Journal of Thoracic and Cardiovascular SurgeryChatGPTDiveshSardana, Timothy R.Fagan, John TimothyWright2023 | The Journal of the American Dental AssociationThe promise and peril of ChatGPT in geriatric nursing education: What We know and do not knowXiangQi, ZhengZhu, BeiWu2023 | Aging and Health Research, Vol. 3, No. 2Authors in the Age of Language-generation AI: To be or not to be, is that Really the Question?José DaríoMartínez-Ezquerro2023 | Archives of Medical ResearchBeyond chatting: The opportunities and challenges of ChatGPT in medicine and radiologyJuan M. 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A first step toward understanding best practices in leadership training in undergraduate medical education: a systematic review.

Abstract: Purpose To characterize leadership curricula in undergraduate medical education as a first step toward understanding best practices in leadership education. Method The authors systematically searched the PubMed, Education Resources Information Center, Academic Search Complete, and Education Full Text databases for peer-reviewed English-language articles published 1980-2014 describing curricula with interventions to teach medical students leadership skills. They characterized educational settings, curricular format, and learner and instructor types. They assessed effectiveness and quality of evidence using five-point scales adapted from Kirkpatrick's four-level training evaluation model (scale: 0-4) and a Best Evidence Medical Education guide (scale: 1-5), respectively. They classified leadership skills taught into the five Medical Leadership Competency Framework (MLCF) domains. Results Twenty articles describing 24 curricula met inclusion criteria. The majority of curricula (17; 71%) were longitudinal, delivered over periods of one semester to four years. The most common setting was the classroom (12; 50%). Curricula were frequently provided to both preclinical and clinical students (11; 46%); many (9; 28%) employed clinical faculty as instructors. The majority (19; 79%) addressed at least three MLCF domains; most common were working with others (21; 88%) and managing services (18; 75%). The median effectiveness score was 1.5, and the median quality of evidence score was 2. Conclusions Most studies did not demonstrate changes in student behavior or quantifiable results. Aligning leadership curricula with competency models, such as the MLCF, would create opportunities to standardize evaluation of outcomes, leading to better measurement of student competency and a better understanding of best practices.