Table 2 Statements Ranked by Focus Area
Rank | Strategy Statements | AR | SD | IQI |
|---|---|---|---|---|
Focus Area 1: Leadership | 5.7–7.4 | |||
What are the essential skills and characteristics family physicians need to become leaders for health equity? | ||||
1 | A deep and personal commitment to advancing health equity | 3.0 | 3.7 | |
2 | Knowledge of health inequities and their social, economic, and political drivers | 4.3 | 3.0 | |
3 | Knowledge of effective strategies to address social, economic, or political drivers of health inequities | 4.5 | 3.4 | |
4 | Advocating for public policy that aims to advance health equity | 6.1 | 3.2 | |
5 | Provide practice leadership to build a culture that values health equity | 6.3 | 3.2 | |
6 | Ability to engage disadvantaged communities by learning their needs and building their capacity and social capital | 6.4 | 3.2 | |
7 | Participation intersectoral partnerships or community-led teams to work collectively on common issues | 6.7 | 2.6 | |
8 | Speaking truth to power and holding institutions accountable to health equity | 7.1 | 3.4 | |
9 | Ability to use data to identify health inequities | 7.2 | 2.5 | |
10 | Screening patients for social determinants of health and referring them to appropriate community-based resources | 8.0 | 2.3 | |
11 | Physicians’ use of their status in society to advance health equity | 8.6 | 3.6 | |
12 | Provide practice leadership to maximize team-based care | 9.8 | 2.5 | |
Focus Area 2: Policy | 6.1–7.9 | |||
What public policies are the most important for improving health equity? | ||||
1 | Universal access to health insurance and high-quality, comprehensive health care | 3.9 | 3.2 | |
2 | Health in all Policies legislation or initiatives to ensure that policies that are traditionally considered outside of health (transportation, economics, etc.) are examined for their health implications before being voted on by legislative bodies | 4.8 | 2.4 | |
3 | Adequate funding for programs to supplement people’s incomes in times of need, such as welfare, unemployment insurance, and social security | 6.0 | 3.5 | |
4 | Policies that ensure equal employment opportunities for minorities | 6.1 | 2.6 | |
5 | Increasing the minimum wage to be greater than the poverty threshold | 6.3 | 3.5 | |
6 | Reinvestment in disadvantaged communities | 6.5 | 3.6 | |
7 | Policies that ensure environments are free from hazards in all communities | 6.8 | 4.5 | |
8 | Adequate funding for all public schools | 6.9 | 4.4 | |
9 | Policies to eliminate residential segregation, such as equitably dispersing low and moderate-income housing throughout metropolitan areas, as well as removing exclusionary zoning laws | 7.0 | 3.0 | |
10 | Adequate funding for center-based early childhood education for low-income families | 7.9 | 3.8 | |
11 | Value-based payment models to pay for performance and not fee-for-service | 9.3 | 3.9 | |
12 | Campaign finance reform to reduce the influence of the wealthy on political decisions | 9.9 | 3.5 | |
13 | Rescinded tax cuts to raise revenue to support public services | 9.9 | 3.5 | |
Focus Area 3: Research | 5.6–8.3 | |||
What are the most important areas of research to advance health equity? | ||||
1 | What multi-level interventions (clinical interventions and policy, systems, and environmental change) are effective at improving health equity and how can interventions at the individual and community levels be best coordinated? | 3.7 | 2.5 | |
2 | How do factors like policy, governance, and politics impact health equity and what can be done to change these factors to better support health for the vast majority of the population? | 4.1 | 2.9 | |
3 | How can effective interventions to advance health equity be translated into practice and scaled up for maximum reach? | 4.4 | 2.8 | |
4 | How can effective interventions for health equity be best disseminated to practitioners from a wide variety of disciplines to best promote collaboration across disciplines? | 5.6 | 1.6 | |
5 | How do racism and discrimination affect health and what strategies are effective for mitigating racism and discrimination and their effect on health? | 5.9 | 2.6 | |
6 | How can screening for social determinants of health in primary care best identify and address patient’s needs? | 7.0 | 4.6 | |
7 | What research methods are most appropriate for health equity research and in what context? | 7.9 | 3.0 | |
8 | What is health care’s role in advancing health equity considering that health inequities are caused primarily by factors like policy, governance, and politics? | 8.0 | 3.7 | |
9 | How can health equity be made more personally relevant to more people? | 8.0 | 4.1 | |
10 | What are the essential elements of effective intersectoral partnerships for health equity? | 8.3 | 5.1 | |
11 | How can unconscious biases be addressed by health care professionals to improve equity in health care quality? | 8.9 | 3.3 | |
12 | How can health equity data systems be improved to better measure things like within group heterogeneity, and health inequities in groups other than race, ethnicity, and social economic status? | 9.4 | 3.3 | |
13 | What payment model(s) promote(s) health equity? | 9.9 | 3.8 | |
Focus Area 4: Diversity | 5.7–7.7 | |||
What are the most important policies and practices to increase diversity in medicine? | ||||
1 | Provide financial support to students from minority or low socioeconomic backgrounds (tuition reimbursement, scholarships, grants, etc.) for college or medical school | 3.3 | 2.8 | |
2 | Commitment from undergraduate and medical school leadership for educational equity including formal goals and plans to intentionally recruit students and faculty from minority and lower socioeconomic backgrounds, and provide adequate resources (educational, financial, etc.) to support academic achievement | 4.1 | 3.8 | |
3 | Provide opportunities for students from minority or low socioeconomic backgrounds to prepare for standardized tests required for admission to college (ACT, SAT) or medical school (MCAT) | 5.5 | 2.1 | |
4 | Equitable primary and secondary school (grades K-12) funding to ensure schools that primarily serve students from minority or low socioeconomic backgrounds have sufficient financial resources to provide a high-quality education | 5.8 | 4.5 | |
5 | Address implicit bias among college and medical school admissions committees | 6.1 | 3.0 | |
6 | Provide assistance to students from minority or low socioeconomic backgrounds with navigating academia, such as assistance with completing college applications, writing personal statements, or developing CVs | 6.8 | 2.6 | |
7 | Provide tutoring support to students from minority or low socioeconomic backgrounds to maintain sufficient grades in college or medical school | 6.9 | 4.1 | |
8 | Develop programs to ensure low income students have their non-education-related financial needs met during college or medical school | 7.0 | 3.6 | |
9 | Identify and promote role modeling and mentoring by physicians who are minorities or from a low socioeconomic background | 7.5 | 3.3 | |
10 | Keep or implement affirmative action policies | 8.1 | 2.0 | |
11 | Strengthen the links between home and primary and secondary schools (grades K-12) to help disadvantaged parents help their children to learn | 8.1 | 2.9 | |
12 | Provide students from minority or low socioeconomic backgrounds targeted opportunities to build their extracurricular portfolio for applications to college or medical school | 8.9 | 3.8 | |