Studies have suggested that effective patient-provider relationships may reduce health disparities and foster engagement across the HIV care continuum among people living with HIV/AIDS. However, no studies have explored specific mechanisms between medical mistrust/poor communication and HIV-related/psychosocial health outcomes among HIV-positive men of color who have sex with women (MCSW) in the United States. From 2011 to 2012, the research team recruited 317 eligible participants in New York City. Using validated explanatory and predictive modeling strategies, we explored the associations between mistrust/poor communication and HIV-related/psychosocial health outcomes among this group. Subgroup analyses were further conducted to assess the different effects of non-Hispanic black and Hispanic men. A total of 313 males (204 black, 93 Hispanic, and 16 others) reported that valid responses were included in the current analysis. In the explanatory models, both mistrust and poor communication were negatively associated with various HIV-related and psychosocial outcomes among this group of HIV-positive MCSW. In the predictive models, predictors of mistrust for the overall sample and the black subsample were nearly the same. On the contrary, predictors of poor communication were substantially different when comparing black and Hispanic HIV-positive MCSW. Our findings confirm that patient-provider relationship quality is associated with poor HIV-related and psychosocial outcomes in black and Hispanic MCSW. A different set of multi-level predictors are associated with mistrust and poor communication comparing black and Hispanic MCSW. We call for interventions addressing patient-provider relationship quality that are tailored differently for black and Hispanic men.
The Life Sciences Learning Center (LSLC) is a hands-on science outreach center located at the University of Rochester's School of Medicine and Dentistry (UR-SMD) in Rochester, NY. The LSLC provides hands-on, case-based learning to boost science literacy and increase enthusiasm toward science learning. The LSLC offers on-site and in-school programs for secondary students (grades 6-12) and has developed a wide variety of online curriculum materials that can be used in science classrooms and informal education settings. The LSLC is a model for sustainability with over 20 years of funding through a combination of sources including numerous grant awards from National Institutes of Health (NIH) and private foundations. The LSLC was awarded its first of five NIH Science Education Partnership Awards (SEPA) in 1998, which would prove to be a key funding source for sustainability. The LSLC has widely disseminated its curriculum materials nationwide through teacher professional development programs and online. An ongoing partnership with Science Take-Out has led to further dissemination of LSLC's curriculum materials and has strengthened LSLC's model for curriculum development and evaluation. The LSLC has evolved over the years to meet the changing needs of teachers and their students and the increased demands for hands-on, inquiry-based learning that focuses on real-life issues in STEM.
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