The Junior Healthcare Leaders of Alabama initiative aimed to increase health literacy in adolescents in Notasulga, Alabama. Over 20 biweekly sessions, 13 high school students learned about common health conditions and career readiness. Assessment scores increased 10.4%, showing improved health knowledge. Challenges included relocating sites due to communication barriers. Long-term goals include sustaining the program and establishing collegiate chapters to promote health equity.

1. Enhance Independent Living Skills in Young Adults with Intellectual
and Developmental Disabilities by Assistive Technology
Renee Pan
Auburn University & BraveHeart Center for Place and Purpose
Logic Model
Outcomes
Outputs
Activities
Inputs
● 100% of participants have
awareness of the importance of
staying hydrated while 73% of
young adults with moderate to
severe IDD increased water intake
● 91% of participants have built a
habit of recording their daily
activities and moods
● The young adults with moderate
to severe IDD at the center have
access to assistive technology
● All participants learned health
management strategies from AT
training workshops
● Provided orientation to families
and BCPP staff
● Trained participants to increase
familiarity with the apps
● Implemented the project over
three months allowing
participants do the water log and
record daily activities every day
● Apps: Waterllama & DailyBean
● The Satisfaction With Life Scale
(SWLS) and Psychosocial Impact
of Assistive Devices Scale (PIADS)
● Parentsʼ insights, feedback from
interns and volunteers, site
mentor expertise, and academic
mentorʼs advice
Introduction
Critical Assessment
People with disabilities often face functional limitations in their daily lives, and those in their transition ages are
more likely to experience exclusion from participation in the communities preventing them from performing
their full potential. For decades, technology has been considered an essential tool for providing equal access and
opportunities for individuals with disabilities.
To increase QoL among young adults with moderate to severe intellectual and developmental disabilities (IDD),
this project uses customized assistive technology (AT) to allow them to perform more independently and
productively, require fewer external prompts on life tasks, and develop autonomy during their transition.
Impact
-100 % of participants reported they want to keep tracking daily life and
moods and to continue doing water log
- 100 % of participants stated the customized AT made them feel happy
and had made their lives better
- 91% of participants gave the feedback that the assistive technology
helped them drink water more on their own
- 82 % of participants stated the apps made it easier for them to do things
- 73 % of participants used the apps every day at the center, while 18 % of
participants used them two days a week
-Although getting the updated devices is a complicated process,
involving many levels of permission and collaboration with Auburn
University, we got the iPads for the participants within a couple of
months after unceasingly communicating with different parties
-The interaction and collaborative relationship with BCPP is such a
one-of-a-kind opportunity allowing me not only to learn from this
service but also to enrich professional development by observing the
work from other disciplines through the front line
Acknowledgements Thank Dr. Jinhee Park, Ms. Angela Powell, and Professor Angie Burque, as well as BCPP staff who contributed to this project's success
Participant Filled Up Waterllama
Participants Completing DailyBean

2. Exploring Rural Access to Care Through Remote Telehealth
Chelsea Gayre
Auburn University and Bullock County Hospital
Logic Model
Activities
Inputs
Implementation of a virtual telemedicine
cardiology consultation within the primary
care setting of Bullock County as a pilot
program between June 2022 and February
2023 for review of sustainability and
outcomes utilizing patient satisfaction
surveys and quality of life questionnaires
●IRB approval for cardiology consults
●Staff schedule and participant enrollment
●Baseline data collected
●Follow-up data collection
●Data evaluation
●Vital Engine telehealth software
●Clinic exam room
●Board-certified cardiologist
●100 fellow administrative hours
●100 fellow direct-service hours
Introduction
Critical Assessment
Approximately five million Americans live with heart disease, thus making it the highest-ranking cause of death in the
United States. Social determinants of health (SDOH) among rural-dwelling individuals include lower levels of health
literacy, higher poverty rates, lower insurance rates, and limited access to the internet- leading to worse health outcomes
among rural-dwelling individuals and are shown to have less access to appropriate medical care. Bullock County primary
care clinician to patient ratio is 3,379 to 1 and lying in the southeastern Black Belt County, making it an ideal site for
implementation of telehealth services to expand rural healthcare.
Impact
9 patients were served with specialty care services via
telehealth consultations in the primary care office. Data
gathered will be used to assess the impact and promote similar
future services. The data will be used to present ideas on
telehealth models within multiple healthcare settings,
including other specialty care disciplines, for others to benefit.
Challenges were encountered during the project that included unique
scheduling situations. The software presented a new form of referral and
scheduling that was a change for the clinic staff. The challenge was met
through increased time spent in training. Due to the number of referrals
being less than needed for a successful telehealth program, we
determined an on-site presence is necessary and will take some direct
guidance.
The project enlightened my outlook on future service projects. I realized
personal goals and visions don't always align with others. This realization
felt like failure, but opened my eyes to other potential opportunities
where these interventions would benefit a different population.
Acknowledgements Special thanks to Dr. Linda Gibson-Young for all your influential time spent mentoring throughout this past year.
Dr. Stephen Clarkson is seen (right) via telehealth
software providing consultations to a participant.
Auburn
University
College of Nursing
●Conduct on-site staff training of
telehealth software
●On-site once weekly consultations
●Coordinate and oversee consult
scheduling
●Collect and organize data
●Report data findings to stakeholders
Outcomes
Outputs

3. Logic Model
Outcomes
Outputs
Activities
Inputs
● The PATH Across the Digital
Divide projectʼs goal is that by
April 1, 2023, 56 PATH Clinic
patients will report an
increase in Healthcare
Technology Self-Efficacy
(HTSE) .
●Flyers were written and
designed to address the most
common topics that project
participants identified as
barriers to improving their
confidence with technology.
●Participants who expressed
interest were given the option
to receive brief, informal
educational sessions in which
they set and achieved a small,
concrete goal related to tech.
●PATH Clinic provided guidance
to speak with patients, lobby
space, and materials use
(clipboards, pens, printing).
●Surveys selected, adapted
over time by fellow, mentors,
and participant feedback.
●Printing, funding: UAB SOM
Office of Service Learning.
Introduction
Critical Assessment
How would you solve your tech problems without Googling answers?
Approximately 1 in 4 Alabama households lack access to high-speed
internet. This projectʼs goal is to promote digital inclusivity by working
one-on-one with patients of the PATH Clinic to address their individual
goals for using technology. The results stand to inform strategies toward
equitable healthcare for patients without access to basic technologies.
Impact
Through surveys, conversations, and
informal focus groups in the lobby of
the PATH Clinic, patients received
targeted coaching to improve their
confidence using technology. This
project also created an official
student service organization within
the UAB School of Medicine to aid in
the sustainability of the PATH Across
the Digital Divide project and work to
promote access to basic tech.
Outside of the project site and mentors, a lack of awareness about the
digital divide and its impact on health equity was a challenge, but
ended up being an opportunity to raise awareness on the topic.
This year, working alongside peer fellows and with the multidisciplinary
PATH Clinic team, run by the UAB School of Nursing, have taught me
how transformative interdisciplinary collaboration can be!
Acknowledgements Thanks to Dr. Richard Kennedy, PhD; Dr. Michele Talley, PhD, ACNP-BC, FNAP, FAANP, FAAN; and Bela Patel, DNP, CRNP, NP-C
Caption for photo goes here
Flyers created, tailored to common concerns
PATH Across the Digital Divide
Jamie Davison, Heersink School of Medicine at UAB
UAB PATH Clinic

4. Pathfinder Program: Mentorship and Guidance for Fatherless Youth Students
Anthony L. Wilson and Mack Bozman
UABHSOM with Grissom High School
Logic Model
Outcomes
Outputs
Activities
Inputs
●Increased confidence for
college and the workforce
●Increased Emotional
Intelligence
●Increased preparation,
including higher ACT scores
●.Produced materials for
college/career (e.g., Resume,
Personal Statements,
Scholarships applications)
●Displayed increased interest
and self-motivation to
complete the sessions and
materials.
●Multiple monthly meetings
with students
●Educational sessions
●Assignments to be
completed and explored at
upcoming sessions
●Networking with local
companies to find career
mentors, engaging students
and their parents
●Discussions with Grissom
school board, creation of
sessions, schedules, and
outlines.
●Reaching out to experts to
lead sessions
Introduction
Critical Assessment
Fatherlessness is a pervasive issue in the United States, with approximately one in four children growing up in single-parent
households (Census Bureau, 2019). Fatherless individuals are at increased risk of negative outcomes, including:
● Lower academic achievement.
● Worse mental health (McLanahan, 2009).
● Increased risk of crime and premature death.
Mentorship programs have been shown to be effective in mitigating these effects but low-income communities may not have
access (DuBois et al., 2002). Social determinants of health, such as poverty and lack of access to healthcare, can further
exacerbate the negative effects of father absence (House, 2002). Therefore, it is important to promote equity in access to
mentorship programs for fatherless individuals to address the need for positive role models and support for this population.
Impact
We encountered several barriers and challenges that required creative solutions, including logistical challenges, such as
scheduling conflicts and communication issues. Through this Fellowship, we learned valuable skills in program development,
community engagement as well as the implementation of programming created in conjunction with mentees. We also
gained a deeper understanding of the challenges faced by fatherless individuals and the importance of mentorship in
promoting positive outcomes.
To sustain our mentorship program, we plan to secure funding, expand our reach, and continue evaluating the program's
impact based on feedback from stakeholders. Our goal is to provide ongoing mentorship and support to promote positive
outcomes and resilience in this vulnerable population.
Working with Amy Langford, a guidance counselor at Grissom High School in
Huntsville, AL, we recruited juniors at risk due to fatherlessness. Our program provided
mentorship though meeting these students and learning the careers they plan to
pursue.
● Connected students with professionals in their carrer fields of interest
○ Including supply chain management and computer engineering
● Organized student internships in those fields
● Held sessions preparing the students for college.
○ Sessions included: FAFSA applications, personal statement crafting, resume
building, diet and exercise, financial education and scholarships, and ACT
preparation.
We have had a positive impact on academic achievement, social skills, and mental
health. We verified these gains using pre- and post-program assessments and direct
questionnaires.
Acknowledgements Dr. Roger Smalligan, UAB Huntsville Regional Dean of Medicine, Dr. Tarak Vasavada, Huntsville Hospital Behavior Service
Amy Langford, Professional School Sounselor - Grissom High School
Grissom High School

5. The Junior Healthcare Leaders of Alabama
Chigozie Chinakwe & Micah Grey
The Albert Schweitzer Fellowship of Alabama; The Harrison
College of Pharmacy; & Notasulga High School 21st CCLC
Outcomes
Outputs
Activities
Inputs
The primary outcome of the JHLA initiative is
to develop the overall comprehension and
understanding of health information in
adolescents. The secondary outcomes of the
JHLA initiative are to provide career readiness
and develop the emotional intelligence of our
participants.
The focal output of this initiative are the
thirteen students at Notasulga High School who
participated and completed the program. Upon
their completion of twenty learning sessions,
participants will be eligible to commemorate
their accomplishments with a white coat
ceremony held in their honor.
The primary activities of the initiative consist
of biweekly learning sessions with an average
duration of 3 hours. The first hour and a half
embraces the active learning experience,
promotion of emotional intelligence, and an
incentive system, while providing customized
health information material to students. The
remaining time focuses on recreation and
relationship building with the students.
Background
The Junior Healthcare Leaders of Alabama’s (JHLA) initiative
focuses on increasing health literacy within adolescents in the
rural Alabama community of Notasulga. The goal is to establish
health equity through the practice of health information
comprehension and career readiness. Throughout the year,
student participants were engaged in active learning and were
provided the foundational knowledge needed in order to
understand disease states that commonly lead to mortality
within the state of Alabama.
The health literacy of our students increased by 10.4% based on
the results from a knowledge-based assessment and survey given
before and after JHLA’s intervention. The sustainability plan for
JHLA is currently in the works. Our long term plan is to
implement three chapters of the program: a collegiate chapter, a
junior chapter, and a senior chapter. We are now in stage one of
implementing a collegiate chapter of the program to where we
can hopefully become a campus organization.
Some barriers that were encountered pertained to
communication and project site relocation. There was a barrier
of communication between the original planned project site and
our initiative, causing us to pivot and partner with a new
organization and location site. This ultimately caused a initial
delay in the program start date, and delayed the start of our
curriculum material. We have learned that creating health equity
within a community not only requires time and a plan, but it also
requires a heart that is open to creating relationships first and the
patience to build bonds within the community next.
Logic Model
Introduction
Critical Assessment
Acknowledgements
Upon investigation, a trend was noticed where rural areas in
Alabama generally have a lower literacy rate, limited access to a
healthcare provider, and limited access to a reliable broadband
source. Because of this, residents and patients have little access
to health literacy resources which heavily contribute to negative
health outcomes that are prevalent within these rural areas. With
Notasulga High School, located in Notasulga, Alabama, being
the target site of the initiative, it’s been documented that health
literacy, broadband infrastructure, traveling distance, and other
social determinants act as health barriers within this community.
Blue Devil N.A.T.I.O.N 21st Century Community Learning Center; Dr.
Tim Moore; Auburn University Harrison College of Pharmacy; Macon
County School District; Walmart Inc.; Dr. Pamela Stamm; Dr. Lucenia
Dunn; Mrs. Lawanda Gray; Dr. Rachel Kowalsky; Mrs. Saniqua Rock.
The inputs of the initiative included funding
from the Albert Schweitzer Fellowship of
Alabama and Walmart Incorporated to
purchase needed materials; Partnership with
Macon County School District and Blue Devil
N.A.T.I.O.N. 21st CCLC and Notasulga High
School for facility use and participant pool; and
Volunteer instructors from the Harrison
College of Pharmacy.
Impact
Volunteer
instructor, Joy
Massey &
JHLA Program
Director Joi
Chinakwe
creating career
and life vision
boards with the
students!
Program
participant,
Amariyana
Law showing
off her
affirmation jar
after a lesson
led by ASF
Fellow Kiaira
Anderson
36
57 57 57 64 64 64 64
86 93 100
Initial Assessment
Score
36
50 57 64 71 71
86 86 93 100100
Final Assessment
Score
67
74
INITIAL
ASSESSMENT
FINAL
ASSESSMENT
Assessment Average
Score
1952
2634
982
2025
3852
1
1
1
1
1
LEE COUNTY, AL
MACON COUNTY, AL
MONTGOMERY COUNTY, AL
TALLAPOOSA COUNTY, AL
RUSSELL COUNTY, AL
2021 Alabama Counties
Patient: Provider Ratio
31%
7%
8%
8%
8%
38%
Student Primary Doctor
Location
Montgomery
Auburn
Opelika
Tuskegee
Wetumpka
No Primary Care
Doctor
3
5
2
3
5
8
NO YES
Students With Primary Care
Doctors
Male Students Female Students Total
S1 S2 S3 S4 S5 S6 S7 S8 AVG.
Student Traveling Distance
Miles Time (Min)
References: 1. How healthy is your county?: County Health Rankings. County Health Rankings & Roadmaps. (n.d.). Retrieved April 7, 2023, from https://www.countyhealthrankings.org/ 2. Bureau, U. S. C. (n.d.). United States Census Bureau Notasulga, Alabama. Explore census data. Retrieved April 7, 2023, from https://data.census.gov/profile?g=1600000US0155440

6. “You are Not Alone: An Educational Guide”
Kimberly Eaton
UAB School of Public Health and Angel’s Hope
Logic Model
Outcomes
Outputs
Activities
Inputs
● 13 parents shared their
experience and offered guidance
to families who are embarking on
a similar journey – 11 via focus
groups and 2 via questionnaires
● Education guide will be created to
help families navigate end-of-life
care with their child
● Creation of recruitment materials
● 2-3 people attending a 2-hour
focus group (total of 5 focus
groups)
● Conduct 60-minute Zoom
interviews with COA personnel
● Identifiable themes
● Design recruitment materials
● Focus groups with parents who
have lost a child to cancer
● Individual interviews with
Childrenʼs of Alabama medical
personnel
● Individual written questionnaires
● Physical space or virtual platform
for focus groups
● Graphic design experience
● InDesign (or other design
program)
● Mentor expertise
● Communication
skills/interviewing skills
● Transcription software
Introduction
Critical Assessment
● In 2022, an estimated 1,600 children aged birth to 19 years will die from the disease in the U.S (Siegel et al., 2022). The families left behind are not only dealing with the death of
their child, but also experiencing the emotional turmoil that comes with the disease and treatment phase leading to the death (Hoffmann et al., 2018).
● Socioeconomic status and parentsʼ education level has a significant impact on whether bereaved parents seek support or even have access to grief support services and/or
resources. Cacciatore et al. (2016) found that bereaved parents living in poverty are “less likely to seek support” and have fewer grief support resources available to them.
● Grief is defined in many ways but at the core it is a response to loss, which can be physical, mental, or emotional. Many years after the introduction of the stages of death, Dr.
Elisabeth Kübler-Ross, a medical doctor and psychiatrist, and David Kessler, a death and grieving expert and author, looked at how those same stages presented differently in grief,
and they presented an additional 6th stage (finding meaning) in the 2005 book “On Grief and Grieving.” A childʼs death throws off the natural order of life events, and by assigning
meaning to that tragedy, families are attempting to restore their belief that the world is just, and life is worthwhile. (Meert, K. L., Eggly, S., Kavanaugh, K., Berg, R. A., Wessel, D. L.,
Newth, C. J., Shanley, T. P., Harrison, R., Dalton, H., Dean, J. M., Doctor, A., Jenkins, T., & Park, C. L. (2015). Meaning making during parent-physician bereavement meetings after a
child's death. Health psychology : official journal of the Division of Health Psychology, American Psychological Association, 34(4), 453–461. )
Impact
This project addressed the meaning-making stage (of the stages of grief) by allowing bereaved families an opportunity to
share their experience with others. The impact was verified through qualitative data generated by focus
groups/questionnaires.
“During our journey with Alex, I realized that not everyone is going to have a cancer story. The pain and hardship that they are
going through is their own ʻcancer.ʼ Itʼs an overwhelming and stressful time for them, as well. I have always wanted to be the
one that others knew they could turn to without judgement or measuring our pain because pain is pain. Knowing I could be
that one others can lean on is what helps me through my grieving process.” ~ Tracy, mother of 18-year-old Alex who died from
Ewingʼs sarcoma on 1/3/21
“Sharing our story helps with my grief because itʼs something I CAN do. Thatʼs the thing about losing a child to cancer – so
much is out of your control. I think sharing her story helps keep her memory alive and all grieving parents have the fear that
everyone will forget their child. Itʼs hard to relive the hardest time in your life, but itʼs also healthy and healing to talk about it
and, in a way, be proud that you are still surviving and one day maybe even start living again.” ~ Zoshia, mother of 5-year-old
Natalie who died from Acute Lymphoblastic Leukemia (ALL) on 10/19/17
The project will continue through the creation of additional educational guides for various populations impacted by
pediatric cancer. A proposal of ideas is also being created to present to COA personnel to address challenges faced by
bereaved families. This is a direct result of information gathered by parents during the focus groups.
Time was the biggest challenge. I did not realize how much time it would take to
recruit families, conduct focus groups, analyze the data, and complete a finished
product. I had to re-evaluate multiple times and make numerous changes. In the
end, I chose to not rush through the end design and take the extra time so the
finished product would be approved for dissemination. These challenges faced
have been a valuable learning experience. The research I am doing for my
doctoral degree will involve qualitative data so understanding the time it takes to
complete this process now will help me succeed with my dissertation research.
Acknowledgements I want to thank Dr. Teneasha Washington, Dr. Susan Buckingham, Dean Paul Erwin, Kristin Boggs, Katherine Berdy, and Keaton Johnson for their support,
guidance, and encouragement throughout the year. I also want to sincerely thank the families who opened their hearts and shared their stories.
A little girl grows up without her big sister
because of cancer.
This is the reality of pediatric cancer – a mother sitting by
her daughterʼs side in the hours leading to her death.

7. The Effects of Gun Violence on Mental Health
Trinity Houston
UAB Heersink School of Medicine & UAB School of Public Health
Partner Organization: Impact Family Counseling
Logic Model
Outcomes
Outputs
Activities
Inputs
By the end of the program, 100%
of students improved in one or
more of these 3 areas:
● Self Efficacy
● Perceived Stress
● Conflict Resolution
●16 students attended in-school
programming
●Students completed self-care plans
to implement in everyday
endeavors
●Students demonstrated positive
behavioral changes throughout
programming
●Weekly in-school curriculum was
conducted on the following
topics:
Mental health, gun violence
awareness, emotional wellness,
self care, conflict resolution, and
advocacy/activism.
●Volunteer from Division of Social
Justice & Racial Equity in Mayor
Woodfinʼs Office
●Volunteer from Graduate
Counseling Psychology program at
UAB
●Evidence based mental health
resources/curriculum
Introduction
Critical Assessment
According to a 2021 analysis by AL.com, Birmingham had the 2nd highest rate of homicide per capita
behind St. Louis, Missouri. Moreover, 35% of the homicides due to firearms in Jefferson County between
the years 2015-2020 were victims ages 15-19 & primarily black individuals. When observing the impact of
gun exposure fatality on mental health outcomes, studies show that minorities are disproportionately
exposed & have significantly higher levels of psychological stress and suicidal ideation as a result of this
trauma. This displays a critical need for programming geared towards addressing trauma associated with
these experiences.
Impact
An anonymous pre and post program survey measured improvements in areas
of self-efficacy, perceived stress, and conflict resolution, including:
● 45% showed improvements in self-efficacy
● 72% expressed improvements in perceived stress
● 55% showed improvements in conflict-resolution
Moreover, 100% of students showed improvement in at least one area between
self-efficacy, perceived stress, and conflict resolution, with 73% showing
improvements in 2 areas or more.
When working with 7th & 8th graders, an initial concern was creating and/or finding
curriculum that would address the desired topics while still being interactive and
engaging. However, I decided to rely on input from my students directly, and as a
result, I was able to find more creative ways of conducting the in-program sessions,
which made a substantial difference in outcomes. Though this was a small obstacle
I encountered, it taught me the importance of really listening to the population Iʼm
working with. In order to make an impact & improve outcomes regarding health
disparities, itʼs important to let your target population have a voice & be
instrumental in creating that change.
Acknowledgements Thank you to Dr. Anupam Agarwal, MD, Dr. Paul Erwin, MD., DrPH, Dr. Heather Austin, Lacrecia Day & Sarah Hart.
Trinityʼs 8th grade students at Tarrant High
School
Trinityʼs 7th grade students at Tarrant High School

8. Improving Nutrition & Oral Health Literacy in
Elementary-Aged Students
Dara Johnson & Zoie McIntosh
UAB School of Dentistry and UAB MHERC
Logic Model
Outcomes
Outputs
Activities
Inputs
● Hands on oral health and nutrition
education curriculum delivered to
over ~2,300 Pre-K-5th grade students
●Measurable improvement in oral
health literacy after participation in
the program.
●Over 20 students referred to
establish dental home at UAB Finn
Clinic.
● Oral health, nutrition, and physical
education curriculum for Pre-K- 5th
grade children
● Custom designed brushing logs and
take home sheets to encourage
generational learning.
● Referral system for students to
establish a dental home
●Weekly after-school sessions
focusing on nutrition, physical, and
oral hygiene education
●Train-the-Trainer session for over 100
volunteers
●Graduation ceremony with goodie
bags stuffed with tools and supplies
to reinforce oral hygiene and
physical education at home.
●100+ hours for planning and
curriculum integration
●Paper & ink for surveys & brushing
logs
●Videos for train the trainer session
●Site and educational mentor
guidance and expertise week to
week.
Introduction
Critical Assessment
Across the United States, dental caries remain the most common chronic disease of childhood and compared to their counterparts throughout the country,
Alabamaʼs children are experiencing dental caries at higher rates. According to the Alabama Oral Health Survey in 2011-2013, nearly half of Alabamaʼs
kindergarten and third grade children had a history of tooth decay and about 20% of them had untreated decay. As aspiring pediatric dentists, we know the
importance of children maintaining a healthy smile in order to eat properly, speak, feel good about themselves, and do well in school. Tooth decay can not
only impact a childʼs oral health, but also their educational experience and quality of life. With cavities being a preventable and progressive disease, we believe
that oral hygiene and nutrition education are two of the best tools the profession of dentistry has to improve oral hygiene, and in turn, improve oral health
outcomes. By intentionally designing nutrition learning experiences accompanied by a sustainable oral health education module that highlights healthy habits
and practices that students could realistically integrate into their daily lives, we aim to inspire the voluntary adoption of healthy nutritional and oral hygiene
behaviors that could improve their health trajectories despite the path their environment and social determinants of health may have them bound for.r.
Impact
Out of the 106 Pre-K -5th grade students surveyed, 52% of the students surveyed answered
5+ questions wrong on the pre-survey. By the end of the program, no child answered 5+
answers wrong, and only 11% of students answered 1 question incorrectly. By integrating an
oral health and nutrition education curriculum into the existing Healthy Happy Kids
curriculum, oral hygiene instruction and nutrition education will continue to be delivered to
Birmingham Public Schools after school program students for as long as the MEHRC has the
program. Additionally, we hope the parent handouts and at-home brushing logs we
designed for the students to take home will spark generational learning and even lead to
healthier behaviors for the students' caregivers. Moreover, by providing referral cards for
HHK students we were able to connect students to a dental home for comprehensive and
preventive dental treatment and care. To expand the sustainability plan, we recorded a
video demonstrating oral hygiene instruction that will be posted on the MHERC website
along with the brushing log and handouts to be accessed by teachers and after school
instructors as educational tools in the future.
When beginning this project, we encountered many challenges. From searching for a site parter and solidifying
implementation dates and timelines to changing the population being served and our original project plan, the
theme of our fellowship year has been adaptability. With every obstacle, we ultimately found a solution that allowed
us to better design the curriculum or engage with the students. With the support of our incredible mentors and by
remaining grounded in our goals for ourselves and our fellowship year, we were able to view our challenges as
opportunities to rise to the occasion and create something even better than we had originally imagined.
Throughout our fellowship year we have learned that leadership is more than just an idea. It is an action that requires
hard work, fidelity, discipline and compassion. We learned that sustainable change does not occur overnight. No
matter how intricately devised your master plan is, these lofty goals, resolutions, or intentions cannot remain
relevant or effective in our ever-evolving communities if we only work on them every once in a while. We have also
been inspired to dream bigger and start even if we do not have all the answers. As this fellowship comes to a close,
we can confidently say that we have grown as leaders and dental professionals. We transition into Fellows for Life
feeling encouraged and fueled to continue to keep service as a core value in our lives as we enter into careers as
dental health care providers.
Acknowledgements
We would like to thank Tiffany Osborne, Dr. Michelle Robinson, Kristin Boggs, Dr. Raquel Mazer, Susan Driggers, Katherine Berdy, Keaton Johnson, the Tuggle
Elementary After School Staff & Dean Taichman of the UAB SOD for all their help, encouragement, and support throughout our fellowship year!
First Day of Healthy Happy Kids
Teaching the HHK Curriculum at Tuggle Elementary School

9. Changed Lives Mobile Clinic
Collin M. Dorner, BSN, RN & Eric A. Mussell, MS, MBA
UAB School of Nursing and the Foundry Ministries
Logic Model
Outcomes
Outputs
Activities
Inputs
● Medication adherence is now
discussed with all residents
with polypharmacy during
each visit
● Developed a referral for
retinal exams for select types
of retinopathy to the UAB
School of Optometry
● 158 total residents from the
CLCC and FF seen for various
medical ailments
● Residents that had labs done
in August, 2022 were repeated
in Jan./Feb. of 2023 if still
enrolled
● Participating in monthly
procurement of supplies and
medication refills
● Seeing patients/residents at
the CLCC and the FF with
informal or targeted
medication adherence checks
● Funding, leadership,
resources, and equipment
from multiple sources
● Bi-monthly clinic attendance
and bi-monthly medication
refills
● Frequent communications
and meetings with mentors
Introduction
Critical Assessment
● The Changed Lives Mobile Clinic (CLMC) is a charitable primary care clinic managed through a partnership between the UAB School of Nursing and the Foundry
Ministries serving the residents of the Changed Lives Christian Center (CLCC) and the Foundry Farm (FF).
● Residents of these facilities are males in substance use recovery who vary widely in age and with a variety of chronic health conditions and mental illnesses that
have often gone untreated for many years prior to their arrival to these treatment facilities. The UAB School of Nursing has been involved with the CLCC and FF
for 5 years.
● The overall goal of the clinic is to improve the health and well-being of CLCC and the FF residents with the desired outcome of increasing their successful
recovery at either site.
● The project aimed to improve medication adherence amongst residents at both sites, assess number of diagnoses for select chronic health conditions, and
provide treatment to create tangible improvement of these chronic conditions for residents living at either site throughout the course of the project (Aug. 1st,
2022 - Mar. 31st, 2023).
● Additionally, a latent function of the fellowship was to continue the efficient operations of the CLMC at both sites and continue the work already completed by
Joia Pfeiffer and Grace Menzies in their previous Albert Schweitzer Fellowship (ASF) project with the CLMC.
Impact
● 158 total residents, 65 from the CLCC and 93 from the FF, visited with the CLMC between August 2022 and March 2023
○ 38/158 of these visits occurred during our lab nights held at both sites in August of 2022, with the goal to run labwork in January & February and see
quantifiable improvements in their chronic health condictions.
○ However, a low number of residents went on to be evaluated during the next time period due to the heavy turnover of residents that occurs at either location
but especially at the FF, whether due to residents finishing the recovery program or electively dropping out.
● High turnover rate of residents at both the CLCC and especially the FF make long-term assessments of improvement regarding their chronic health
conditions difficult.
○ Regardless, the usage of routine vitals (such as blood pressure and heart rate) and our existing lab equipment enables diagnosis of certain chronic
health conditions for targeted treatment while patients are residents at either of these facilities.
● Medication adherence issues amongst residents were identified through targeted questioning, including in March of 2023 with 14 residents with
polypharmacy
○ Moving forward, as a continuation of this project, all residents prescribed medications will be screened for medication adherence barriers and will
speak to their CLMC healthcare provider about how to address these barriers. .
● As long-time volunteers with the CLMC, we hope to recruit and train other UAB School of Nursing and Heersink School of Medicine students to
volunteer with the CLMC due to the mutual way students can learn and contribute to the healthcare services it provides residents of the CLCC and FF.
Acknowledgements Dr. Deborah Bowers, DNP, DMin, MDiv, CRNP, FNP-C, and Dr. Emily Patton, DNP, CRNP, FNP-C
● Of the 65 CLCC residents seen between August, 2022 and March, 2023
○ 20 were diagnosed with primary hypertension
○ 1 with Hep C
○ 7 with hyperlipidemia
○ 6 with uncomplicated or complicated DM-2
○ 8 with creatinine greater than 1.1 (mg/dl)
● Of the 93 FF residents seen between August, 2022 and March, 2023
○ 12 were diagnosed with primary hypertension
○ 2 with Hep C
○ 3 with hyperlipidemia
○ 1 with uncomplicated or complicated DM-2
○ 2 with a creatinine greater than 1.1 (mg/dl)
● A complication of chronic hypertension (HTN) is hypertensive retinopathy, usually developing late in the disease. This finding can be assessed using an
ophthalmic (retinal) exam using an ophthalmoscope. Retinal exams have been successfully outsourced to the UAB School of Optometry for residents with
any vision problems. This also will help with diagnosing residents with suspected diabetic retinopathy.

10. Increasing accessibility of resources for caregivers of
pediatric leukemia/lymphoma patients
Gnyata Patel
UAB Heersink School of Medicine
Hope and Cope Psychosocial Educational Program
Logic Model
Outcomes
Outputs
Activities
Inputs
Through this project, we
developed ways for caregivers
to adopt a self-care plan by first
understanding their needs and
then providing more
information on the resources
Hope and Cope offers through
videos and information binders.
I interviewed 40 caregivers,
conducted 6 focused interviews,
and created a comprehensive
list of mental health providers
for the caregivers.
I conducted interviews to
measure caregiversʼ stress levels
and their interest in mental
health care resources. I then did
focused interviews to better
understand what the healthcare
team can do to improve care.
The interviews will be used to
make organizational changes to
better serve needs of the
caregivers.
All of the participants were
given $25 gift cards. The
expertise of my academic and
site mentor were crucial to the
project.
Introduction
Critical Assessment
A pediatric diagnosis of leukemia/lymphoma can be an extremely challenging time for both the patient
and caregivers. The uncertainty and severity of the diagnosis can be emotionally and psychologically
traumatic and draining. Addressing the mental health of caregivers is not only important for the
caregivers themselves, but it also influences the treatment and mental health of the child. Therefore, it
is essential to provide mental health support for caregivers.
Impact
This project gave caregivers the opportunity to
share their stories regarding their journey
throughout their childrenʼs treatments. Their
feedback collected through interviews will help
the Hope and Cope Psychosocial Educational
Program increase accessibility and availability
of emotional, social, and financial support for
both caregivers and patients.
During this project, it was challenging to determine the best way to
help caregivers. Since each family had different circumstances and
support systems, I spent a lot of time throughout my project listening
and getting a better understanding of the challenges faced by
caregivers. Through this project, I have learned that health care
involves many social factors, which must be addressed by the
healthcare team. As a future physician, I will be more aware of these
factors and will be more prepared to address them.
Acknowledgements I would like to thank Dr. Ana Xavier and Dr. Avi Madan-Swain for their support and guidance for this project and poster.
Overall caregiver health and stress ratings
Mean stress level: 5.94
Std deviation: 2.15
Heard of the Hope and Cope
Psychosocial Educational program?

11. Mental & Holistic Wellness for Black Women & Girls
Angel Perry-Jackson
Black Women’s Mental Health Institute
Logic Model
Outcomes
Outputs
Activities
Inputs
● Clients reported feeling less
anxious, depressed, etc.
● Clients and community
members discovered healthy
ways to take care of
themselves
●Black women and girls report
improved mental health due
to increased access to
culturally relevant care
●Sister support groups for Black
women once a month
●Free counseling services
in-person and virtually
●Technology to communicate with
clients, team members, and
schedule appointments (email,
phone, text message, SimplePractice
software, Slack etc.)
●Weekly individual supervision for an
hour and group supervision with
other members of the team once a
month (1.5 hrs.)
●Participated in community events
held by us and those where we were
invited (once or twice a month)
●~ 20 hours of counseling a month; 1
hour per individual session and ~30
minutes of documentation/notes
Introduction
Critical Assessment
Mental health is embedded in our everyday lives; the challenges we face and our ability to cope are more common than we realize.
This is especially true for Black women and girls, so this project aimed to raise awareness of and support the mental and holistic
health for that population, while also working towards increasing the number of Black and Brown clinicians.
● 1 in 5 American adults live with a mental disorder and even with recent advances in diagnosis and treatment, Black/African
American women are less likely to seek mental health treatment compared to their White counterparts.
● Although stigma has been identified as the most significant concern for seeking mental health treatment, research also shows
that limited opportunities to work with clinicians that look like them is a major barrier for Black/African American women.
● Black girls and teens outnumber both White and Hispanic teenage girls in suicide attempts, with 15.2% of Black 14-18 year old
girls reporting a suicide attempt in comparison with 9.4% of White teenage girls and 11.9% of Hispanic teenage girls (APA, 2021).
American Psychological Association. (n.d.). Effective therapy with black women. Monitor on Psychology. Retrieved April 6, 2023, from https://www.apa.org/monitor/2021/11/ce-therapy-black-women
Ward, E. C., Clark, L. O., & Heidrich, S. (2009). African American Women’s beliefs, coping behaviors, and barriers to seeking mental health services. Qualitative Health Research, 19(11), 1589–1601. https://doi.org/10.1177/1049732309350686
Impact
I addressed the mental health needs of Black women and girls through counseling
services, monthly sister support groups, tabling events, and events in the community. The
goal was to inform people of ways to take care of their mental health and create spaces
where they feel safe to do so.
We provide over 100 hours of counseling services a month in the local Birmingham area
and 14 cities and 9 counties throughout the state of Alabama. Much of the impact with
clients directly has been self reported, with symptoms of mental health concerns decreasing
and improvements in other areas of their life. Also, the list of those seeking mental health
services has increased, and our team of clinicians are primarily Black/African-American
women. The organization received a $30,000 donation on March 1, 2023, which will aid in our
efforts to continue those services and other initiatives within the organization.
The most significant barrier was finding time with busy schedules to meet with mentors. Also,
there were times when things didn't go as planned and moments where I was unsure of where to
start or go with the project. I had to be flexible, learn to be okay with moments of “failure,” and
ask for help when I needed it.
In doing this project, I have learned that creating and implementing a community service
project is harder than most people think, but it is highly rewarding. I have also learned that things
will sometimes not go as planned. So, trusting the process, revisiting my “why” in moments of
doubt and fear, and having the courage to speak up and ask questions is a great way to navigate
challenges. This will all impact my continued work towards health equity.
Acknowledgements
Dr. Nadia Richardson (Site Mentor) and Shawndrika Cook (Clinical Supervisor), University of Montevallo: Dr. James Jackson (Academic Mentor) and Dr. Judith
Harrington (Program Coordinator & Associate Professor for the Graduate Program in Counseling)
Community Teen Summit: Suicide Prevention on
November 5, 2022
BWMHI Luncheon on March 1, 2023; Took place during the
official relaunch week of the organization
Formerly No More Martyrs

12. Mitigating Mental-Health Stigma in the Latino
population With the Culturally-Sensitive ‘Fotonovela’
Salomon Roman Soto and Yolanda Amezaga
Heersink School of Medicine and Community of Hope Health Clinic (CHHC)
Logic Model
Outcomes
Outputs
Activities
Inputs
●Identify the misconceptions
that prevent patients from
seeking mental healthcare
●Share culturally-sensitive
mental health education to
the Latino population of
CHHC
● Provided culturally-adapted
and entertaining mental
health education to over 70
patients of CHHC
● Gathered information for
the clinic of specific
stigmas patients have
against receiving mental
healthcare
●Visited CHHC to administer
surveys, the ‘fotonovela’,
and answer questions
regarding mental health
● Called patients who
scheduled their first mental
health clinic appointment
● The peer
reviewed
fotonovela
● A pre -
appointment
mental
health
stigma
survey
Introduction
Critical Assessment
Mental-illness stigma is a known barrier preventing Latino patients from receiving adequate care. One
study found that patients with mental-health stigma were less likely to manage their depression and
more likely to miss scheduled appointments. Over 60% of their Latino population believed that others
in the community would reproach those with symptoms of depression and felt that individuals with
depression could not be successful. We decided to see how these results compared to the Latino
population at CHHC in Pelham, AL and see how the ‘fotonovela’ tool can help destigmatize mental
health within the community.
Impact
We asked the patients of CHHC for their feedback on the
‘fotonovela.’Here are some of their responses:
“I didn’t know depression could present with so many
different symptoms outside of just being sad. I think what I
learned from this is to not let myself and people that are
struggling with depression become isolated.”
“The fotonovela was interesting and I liked it. I already
had an idea about mental health because my son has
depression and takes medications for it. I think it helps
him.”
●Providing the surveys and ‘fotonovela’ in an online
format was not appropriate for our patient population.
We decided to use paper copies instead.
●Most patients were open to read and listen to our
resources about mental health. However, engaging
patients on sensitive topics posed difficulties.
Initiating conversations after delivering the
‘fotonovela’ helped us in that regard.
AcknowledgementsThank you to Dr. Jill Marsh, Justin Johnson, Maria Vidal, and the staff at CHHC for helping us during every step of our
project.
“When someone takes medication for
depression, they must depend on
these medications to perform daily
activities.”
“I would not want to receive treatment
for depression because I would be
embarrassed to talk about personal
topics with other people.”

13. Safe Sleep Areas in Birmingham
Madison Jeziorski
UAB Heersink School of Medicine and OneRoof
Logic Model
Outcomes
Outputs
Activities
Inputs
• People with lived homelessness
experience were able to share their
thoughts on a new approach to
homelessness services
• Survey results and listening session
responses were documented as an
executive report which included
recommendations for safety and meeting
medical needs at the site
• Executive report shared with stakeholders
responsible for the Home for All project
• Actionable advice regarding safe sleep
areas from 33 participants' survey
responses at the Compassion Project
• In-depth perspectives from people with
lived homelessness experience regarding
project safety and medical needs
• Executive summary with
recommendations for safety and medical
needs that will be presented to Home for
All project leaders.
• Participants at the Compassion Project
were able to rest in the sample
microshelters for thirty minutes to an hour
each day
• 40 hours of volunteer work at the
Compassion Project
• 33 question survey about the sample
microshelter, safety, location, utilization of
resources at the Compassion Project, and
thoughts on how the Compassion Project
and safe sleep shelters could be improved
• 15 hours analyzing survey results and
using information to guide additional
investigations
• 25 hours planning and designing listening
session questions regarding safe sleep
area safety and medical needs
Introduction
Critical Assessment
Addressing the needs of people experiencing street homelessness can be complex due to the inherent instability in daily life and difficulty accessing
services. Home For All can address these issues by providing stable shelter and connection to services for people that have not been successfully
engaged by more traditional shelter programs. Home for All will be a community-wide partnership in service that will include dignified Pallet sleeping
units and a number of wraparound services. However, the success of this project relies on the engagement of the people experiencing street
homelessness.
Surveys were conducted at the Compassion Project in July 2022. More than a dozen community partners joined together to form The Compassion
Project to provide resource options during The World Games 2022 for some of Birmingham’s most vulnerable residents – those experiencing
homelessness. The report generated by this project, through the survey results as well as listening sessions with Firehouse participants, identifies
some of the concerns and advice from people with lived street homelessness experience. Using this data, we have outlined recommendations for
meeting safety and medical needs within this population which we believe will increase the participation and success of the Home For All initiative in
Birmingham.
Impact
Acknowledgements This project would not have been possible without the mentorship of Mr. Gordon Sullivan and Dr. Heather Relyea-Ashley. Thank to Dean Anupam Argarwal, MD and UAB
Heersink School of Medicine for the opportunity to work on this project as well as their support.
Outside of sample microshelter at the
Compassion Project
Inside of sample microshelter at the
Compassion Project
• 6 people at Firehouse Shelter
discussed safety considerations and 10
discussed medical needs
• People with lived homelessness experience and people currently experiencing homelessness were
able to share their perspectives and advice regarding an innovative new temporary housing strategy in
Birmingham
• Based on survey data, we further investigated the safety concerns and medical needs of participants
• A listening session was conducted with six participants at Firehouse Shelter. Participants answered
questions regarding:
• An additional listening session was conducted with ten participants from Firehouse Shelter’s Medical
Respite Program. Participants answered questions regarding:
• An executive report summarizing the findings of the surveys and listening sessions as well as
providing recommendations to meet safety and medical needs has been provided to the stakeholders
responsible for building the Home for All project. We hope that the feedback from people with lived
homelessness experience can be incorporated into the project and support the success of the project.
• The meaning of safety while experiencing street homelessness
• Concerns and thoughts regarding the safety of a safe sleep area
• Suggestions for improving safety and allowing participant input throughout the project
• How participants met their medical needs while experiencing homelessness prior to their
acceptance to the Respite Program
• Concerns and thoughts regarding meeting medical needs in a safe sleep area
• Suggestions for meeting medical needs and creating a supportive community in a safe sleep area
• We originally expected the sample safe sleep shelters to be usable overnight during the World
Games
• After conducting the surveys, we were unsure if the Safe Sleep Area project would continue
past the trial phase
• Working on this project has confirmed my passion for health equity. I hope to use the skills I
have developed during this project to prioritize health equity among the many demands of my
future career and daily life.
• In order to still collect data and provide a rest area for Compassion Project participants, we
decided to monitor use of two microshelters for thirty minutes to an hour during the day
• We shared our data with Compassion Project stakeholders to support the continued
development of the project
• We continued to plan as though the project would continue to have data prepared should
the project be approved