If you hear a health claim sounds too good to be true..

We all have things we believe without evidence. We particularly have things we believe without good evidence. I am not even talking about religious beliefs, which are, by definition, acts of faith, but what we can call lay beliefs about the world. One area in which this is both important and widely variable is health and medicine. There is a tremendous amount of information out there, and much of it is correct, and much is not, and sometimes some correct stuff seems, on the surface, to contradict other correct stuff. If that is true, what is a person to do?

One option is to learn about things in detail, understand the scientific method, understand statistics, and understand how “truth” evolves and changes with new discoveries. Or, alternatively, to know that there are people who do know and understand these things, who have spent years and decades learning about them, being trained in the subtleties of science and research, and listen to what they say. For decades, say roughly from WWII, this is how our public health developed. We didn’t just trust scientists, we trusted science. We could see the progression of scientific knowledge, and how it positively impacted ourselves, our communities, and our nation and world.

You don’t have to be a statistician and understand all the intricacies to understand, for example, the basics of probability. When something is more likely than something else, that doesn’t mean it will always happen. When you throw a pair of dice, it is more likely to come up 7 than any other single number (6 of the 36 possibilities – 1 in 6 -- are 7). This does not mean it will always be 7, or usually be 7, or even be 7 a majority of the time, but (given enough throws) it will be 7 more often than any other number. If you understand this, you are on your way to interpreting scientific data. If you don’t, don’t shoot craps.

In medicine, a diagnostic test or treatment that works only 1/6 times is not likely to be used, so the probability that it will give an accurate diagnosis or a successful treatment is going to be much higher. But almost never 100%. 99% is very good; 1% is a small chance, and if you had a 1% chance of getting 7 and crapping out, or getting a wrong answer on a test, you’d go for it. But if something is done a million times, 1% is 10,000. You, or a loved one, could be one of the 10,000 in whom a test is inaccurate, a treatment fails, or even a side effect kills you. That is terrible for you, but doesn’t increase the likelihood of it happening to the next person. If you throw dice, the odds of a certain combination are the same every single time. Even if someone, say, rolls 11 six times in a row it doesn’t change the probability (1/36) of getting an 11 the next time. There is no such thing as “hot dice” or a “hot shooter”. If you don’t understand that, don’t play craps.

Enough of probability now. The main point is that because something bad sometimes happens with a test or treatment doesn’t make it bad. Some of the issues in health that are most controversial now, like vaccines, are phenomenally and overwhelmingly good. Most of the bad things attributed to it are completely made up (not that the bad thing happened to someone, but that it was the result of the vaccine), and the others are very rare, far more rare than the bad things happening to the unvaccinated.

While truth does evolve and change with new discoveries, those changes are usually logical and stepwise. We know about something, and new information increases our knowledge. It rarely completely contradicts everything we know; it theoretically could and there have been some discoveries that did, but if a claim seems to it is very unlikely. It is usually internet spam, promulgated by people who think you are a sucker and may pay them for something that magically solves a problem. If you have a health problem, this is almost never the way to go. Sure, pharmaceutical companies are scum-sucking parasites who would kill their mothers, not to mention you, to make a buck, but that doesn’t mean the medications that they make are bad, ineffective, or more dangerous than what you can buy over the internet because somebody says it works. The FDA (at least historically, before it became decimated) required rigorous testing of medications before they are released to the public, while the miracle cures you see on the internet have not. In addition, the doses are standardized and consistent. You can know what you are getting, and if you cut the dose in half or double it, that is what you are doing. With unregulated drugs, you don’t know.

Yes, there are many natural substances that can help, and indeed many prescription and regulated drugs have their origin in them. But even though aspirin may have originated from willow bark, how much willow bark is the right dose for you? From what age tree? Growing in what conditions? In what season? What about next time? Or your next door neighbor? Or your kids? A good rule of thumb is the old saying: If something seems too good to be true, it probably is. “Magical” cures on the internet never are. Another old saying, attributed to P.T. Barnum, is “a sucker is born every minute”. No one wants to be that sucker, but people are remarkably inconsistent about when they will be judicious and when they will swallow the Kool-Aid whole.

If someone you hate and think is stupid tells you something that sounds ridiculous and unbelievable, you probably won’t believe them. But what if it is a friend? If what they say is something that you already think might be true? Looking things up on the internet (sometimes called “doing your research”) is actually not a bad way to start. You usually find accurate information. This is really different from reading something sent to you or spammed out by bloggers (like me) or “influencers”; if someone is “reaching out” to you, it is basically marketing. Think of the difference between you calling your bank to find something out about your account and getting a call from someone that says that they are your bank!

How does this relate to social justice? Are there not believers and non-believers in data and science in both majority and minority groups, among the young and old, among the rich and the poor, among liberals and conservatives? Sure, but the impact is different among these different groups. Many people are not only acting on their own fringe and unscientific views, but pushing and promulgating them to others. And, as always and as in almost everything, it is the poorest, least empowered, least educated, most marginalized, those with the thinnest safety net, who suffer the most. We may occasionally read of someone who has been hoist on their own petard, refused vaccination and died of the disease, followed a wacko diet or taken unregulated medication who gets ill or dies from it, but when the society or government rejects science in favor of public health policies based on fringe beliefs, it is the least well off who are most often harmed.

Remember, there may be magic in the movies, but there is not real magic in the world. If something sounds to good to be true…

Matthew Freeman Social Justice Lecture and Awards 2015 at Roosevelt University

The 2015 Matthew Freeman Social Justice Lecture and Awards at Roosevelt University in Chicago were given and presented this year on March 26, 2015. The lecture was given by Carlos Javier Ortiz. Mr. Ortiz is a highly-honored photographer and photojournalist, and his presentation was therefore much more visual than many previous lectures.  Based on the photographs from his book and gallery display “We All We Got”, the images and accompanying talk focused upon the lives of poor people of color in Chicago, particularly those of families of young people who had been killed, often as incidental victims. Ortiz developed long-lasting relationships with some of these families, and his photographs document that, even with these losses, life goes on.

But it does not go on smoothly or easily. Affixed to the back cover of his book is a fold-out list, by year, from 2007 to 2014, of the hundreds and hundreds of Chicago Public School students who have been victims of gunshots and stabbing deaths. In his talk, Ortiz notes that in more affluent suburban communities, such premature deaths are rare and often kept from young people, while on the south and west sides of Chicago grammar school classes may be taken to the funerals and wakes, such as that of Siretha White in 2006 pictured below. Diane Latiker and her husband are building a memorial, brick by brick, to young people lost to violence. Begun in 2007, it has more than 370 stones, and Ortiz tell us, is behind by more than 200.

We who are not part of these communities may see them as apart; indeed one mural depicts downtown Chicago as separated from their neighborhood by almost-impassable mountains (there are, in case you wondered, no mountains in Chicago). Our news media nationally cover tragedies involving the death of white young people as at Columbine and Sandy Hook; local news may cover the accidental killings of young Black girls such as Siretha White, but the deaths of young Black men, who may have been linked to gangs, is not news. But their families, and communities, suffer, as does our whole society which affords them no future.

This theme is tied to that noted by Richard E. Wallace, one of the amazing Roosevelt students to receive the Matthew Freeman Award. Wallace, who is a father and labor organizer while maintaining a straight-A average, works with day laborers. These people awake at 4am every day to be in line to be picked up so they can work for minimum wage doing tasks from backbreaking physical labor to shipping your Amazon packages so that they can provide at least minimal housing, food, and water for their families. With this life of constant work for barely subsistence wage, they have no hope of getting out or advancing, recalling the lives of ante-bellum slaves in the South. He is one of the founding members of the Stop Mass Incarceration Network at Roosevelt, and the professor who nominated him said “I have probably learned as much, if not more, from Richard Wallace as he has learned from me.  I think he is one of the brightest and best embodiments of the university’s mission that we have seen.”

 

Danielle Cooperstock, the other reward recipient, is also amazing. She “is majoring in Social Justice Studies with a minor in Women’s and Gender Studies. In 2012, Danielle connected with PIRG through a transformational learning course on educational and economic inequality issues. She continues to work with this community organization and many others to this day. For the past two years, Danielle has worked as a student disability and peer mentor at the Academic Success Center. Additionally, she is a crucial leader of two Roosevelt activist groups, RISE and RU Proud, both of which motivate other Roosevelt students toward social justice goals.”

These are two incredible young people, and I had a desperately-needed sense of hope and optimism on meeting them and hearing what they have done. And I thank Roosevelt University for its explicit social justice mission and its nurturance and support of students like these two. Should you have the capability, it is certainly worthy of your support.

Roosevelt University: A commitment to diversity and social justice

On December 13, 2013, I attended the winter Commencement ceremonies at Roosevelt University in Chicago. As a new member of the University’s Board of Trustees, it was my first such event at Roosevelt; the Board had met the day before. I have, of course, been to other graduations. Some have been of family and friends, but most have been as a faculty member in medical school. I have sat on the stage looking out at the assembled graduates and families before, but never in the role of a Trustee, and never at Roosevelt.

Graduations are pretty special events. At the medical school graduation ceremony, we look on as our future colleagues march across the stage, many of them people we know and have taught, while their families watch and clap and sometimes cheer. We have pride in them, and also wonder how fast the time goes, remembering when they were just starting a few short years earlier. But the Roosevelt graduation was different, and not just because it was not a medical school and not just because I was there as a Trustee.

For starters, it was in Chicago’s beautiful Auditorium Theater, in the Auditorium Building designed by Louis Sullivan, opened in 1889 and about to celebrate its 125^th anniversary next year. I have been there before but only in the audience; sitting on the stage looking out at this gorgeous auditorium whose balconies soar 6 or 7 stories, filled with 4,000 people, was amazing. Roosevelt owns the Auditorium, and the building has long been its home, but recently the 40-story Wabash Building has been built next to it, rising 40 stories, the top 27 dorms with priceless views, its own architectural splendor complementing in a very different way that of Sullivan.

There were also some special events during the graduation. The honorary degree recipient was Joe Segal, a Roosevelt alumnus who for 60 years has run Chicago’s Jazz Showcase, bringing all of the great jazz artists of those years to perform at a series of venues; I began attending his shows in the 1970s. Danielle Smith, graduating with a bachelor’s degree in Special Education (and a minor in Spanish) was the first-ever current student to be commencement speaker. She was joined on the stage by Sheree Williams, receiving a Master’s in Early Childhood Education, who was the 85,000^th graduate of the school (it took 60 years to get to 65,000 and only 6 for the next 20,000).

Those of you who read my last post, Suicide: What can we say?, know that the date, December 13, was also the 11^th anniversary of my son Matt’s suicide. While the two facts are coincidental, they are not unrelated; my presence on the Board and thus at the graduation was entirely about Matt. A few years after leaving his first (quite elite) college and then obtaining an associate’s degree, Matt moved back to Chicago and enrolled at Roosevelt. He loved it. It was, and is, a school, originally established to focus on returning GIs and people of color, that both educates young (and older) people from all backgrounds and prides itself on its diversity, and its explicit commitment to social justice. This resonated with Matt, and does with me. I later met President Charles Middleton through the sponsorship that Matt’s mother and I do of the annual Matthew Freeman Lecture in Social Justice (see, most recently, Matthew Freeman Lecture and Awards, 2013, April 26, 2013), and later when he hosted my group of American Council on Education fellows at the university. Dr. Middleton calls Roosevelt the “most diverse private university in the Midwest”, and sitting there as the graduates cross the stage it is not hard to believe. Virtually every race and ethnicity was represented by the graduating students, many obviously first-generation Americans, and the pride in their faces was unmistakable.

 

In her speech, Ms. Smith spoke about coming to Roosevelt from an all-white, middle-class, suburb, in large part to play tennis – which she did. She also, however, learned about diversity, and met fellow students from all races, religions, ethnicities, and socioeconomic groups, and made them her friends. She talked about a concept that she had never heard of before but was omnipresent at Roosevelt, social justice, which she says will guide the rest of her life. Ms. Williams’ presence on the stage, as 85,000^th graduate, may seem like a quirk, but she also is “typical” of Roosevelt; an African-American woman who received her bachelor’s in education there and now her Master’s, and will be teaching second grade in Chicago, before, she plans, to get her doctorate. Wow.

President Middleton, in his closing address, asked several groups to stand. They included the international students, who had to add learning English in addition to their studies, and the families, friends and other supporters who jammed the Auditorium. Most impressive, to me, however, was when he asked all the graduates who were the first members of their families to get a degree at their level to stand. Some were getting doctorates and master’s degrees, but the large majority of the graduates were receiving bachelors. Two-thirds of the graduates stood, to rousing cheers.

There are plenty of colleges that offer the opportunity for students from working-class and poorer backgrounds to get an education, for first-generation students to learn. They include the our community colleges (I still remember a talk at the 2008 ACE Conference by the president of LaGuardia College in NYC, where she said -- as I remember it -- “there are two kinds of colleges; those that try to select the students who will be the best fit at their institutions, and community colleges, that welcome students”), and our state universities. And some are private schools, like Roosevelt. And others may have the explicit commitment to social justice that Roosevelt does.

But I am proud to be associated with one that so overtly and clearly demonstrates it.

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Cross-posted to "Life, the Universe, and a Few Things"

Justice, Social Justice, Health and Health Care, Part IV

This is the final installment of four that comprise the Henry A. Withers lecture. The entire talk will be posted as a GoogleDoc, with a link on the left frame.

How can physicians and physician organizations be involved in reducing health disparities and increasing social justice?

Physicians can perform work that is medical, but outside their usual work in the hospital or office. They may volunteer in free clinics (including student-run clinics), in school-based health centers, and at health fairs. They can participate in the development of sustainable communities in rural areas through creating and working in Health Extension Services, modeled on the Cooperative Extension services for agriculture that exist in our land-grant universities, and in urban areas. They can do international volunteer work as well.

Dr. Michael Marmot, who led the “Whitehall studies” that demonstrated there is a linear relationship between health and social class, was President of the British Medical Association last year. He led an effort by the BMA to identify the real causes of health disparities and ways of ameliorating them. “Social determinants of health: what doctors can do”, published by BMA in October 2011, is an effort to identify the principles to be used in addressing social determinants of health, the evidence for effectiveness of specific interventions, including direct and indirect impacts, and also identify the best practices being implemented. Their policy objectives are very reasonable, but unusual for a medical association:

1.    Give every child the best start in life

2.       Enable all children, young people and adults to maximize their capabilities and have control over their lives

3.       Create fair employment and good work for all

4.       Ensure healthy standard of living for all

5.       Create and develop healthy and sustainable places and communities

6.       Strengthen the role and impact of ill health prevention

One example that the report develops in greater depth is for “cold housing”. They cite the existing data on the direct impact of cold housing on health:

• Countries which have more energy efficient housing have lower excess winter deaths (EWDs).
• EWDs are almost three times higher in the coldest quarter of housing that in the warmest quarter.
• Around 40% of EWDs are attributable to cardiovascular diseases.
• Around 33% of EWDs are attributable to respiratory diseases.
• Mental health is negatively affected by fuel poverty and cold housing for any age group.
• Cold housing increases the level of minor illnesses such as colds and flu and exacerbates existing conditions such as arthritis and rheumatism.
• Cold housing negatively affects dexterity and increases the risk of accidents and injuries in the home

as well as the indirect impacts: 

• Cold housing negatively affects children’s educational attainment, emotional well-being and resilience.
• Fuel poverty negatively affects dietary opportunities and choices.
• Investing in the energy efficiency of housing can help stimulate the labour market and economy, as well as creating opportunities for skilling up the construction workforce.

This provides a thorough, evidence based, and very sobering portrayal of the health consequences of what is not normally considered a “medical” problem by a major medical association. Beyond identifying the problem, the BMA identified places and programs which were effectively addressing them. They created – and are continuing to add to – a searchable database, so one community can benefit from the work done elsewhere.

Educating medical students and residents: the Core Competencies

How can we train physicians in the US to be aware of and work on issues of health disparities, social determinants of health, and social justice? The Accreditation Council for Graduate Medical Education (ACGME) has 6 ‘overall competencies’ for all medical residents, which have also been adopted for medical students by the Liaison Committee for Medical Education (LCME). Two of these, Professionalism and Systems-Based Practice, touch on issues of social justice by emphasizing ethical principles, the physician-patient relationship, confidentiality, and working with and communicating within teams. Hixon, Yamada, Farmer and Maskarinec (unpublished work) suggest adding a specific Social Justice competency which would focus on teaching about and developing experiences to work on the equitable distribution of health resources, social determinants of health, recognizing systemic injustice, advocating for positive change in the health care system and society, eliminating structural violence, and developing a specific understanding about how social issues lead to poor health.

In each setting in which medicine is practiced, the conditions leading up to the current illness  –  and the circumstances to which patients will be returning when they leave the hospital or the clinic – need to be considered. To the extent that they are adverse for their health, physicians need to be taught how they might be involved in altering them. One example might be in international electives; Hixon et al. suggest replacing the question of “How can this help me improve my clinical skills?” with “How might I best serve the destitute sick?” or “How might I best improve their situation?” Note that even the question “How can this help me improve my clinical skills?” is a step up from “How can I have a good time as a ‘medical tourist’?

Social Justice: Philanthropy or Government

Only the government has the size and power to make a sufficient difference in the social determinants of health and health disparities. Some years ago, when the new Health Care Foundation of Greater Kansas City announced their first grants, $20 million to agencies caring for the underserved and uninsured, their Executive Director noted that the previous day the state of Missouri had cut $626 million from their Medicaid program, and there was no way even such a well-endowed foundation could make up that difference. Farmer’s work in Haiti with Partners in Health has been more successful that some other NGOs because they specifically partner with the government there.

Summary

• Social conditions are the biggest determinant of health status
• Social inequities (lack of social justice) results in health disparities
• Addressing inequities decreases disparities and the burden of ill health
• Physicians can and should be involved in efforts to address disparities and advocate for social justice

Two more quotations:

“Philanthropy is commendable, but it must not cause the philanthropist to overlook the circumstances of economic injustice which make philanthropy necessary.” Martin Luther King, Jr

Or, perhaps more “pithy”: “Charity isn’t a good substitute for justice” Jonathan Kozol.

And, finally, from Dr. King:

“Of all the forms of inequality, injustice in health care is the most shocking and inhumane.”

Justice, Social Justice, Health, and Health Care, Part III

Health Disparities

Etiologic Agent	# deaths per year
Tobacco use	400,000
Diet/activity	300,000
Alcohol	100,000
Microbial agents	90,000
Toxic Agents	60,000
Firearms	35,000
Sexual behaviors	30,000
Motor vehicles	25,000
Illicit use of drugs*	20,000

What are some of the components of the social determinants of health? They include, certainly, housing, food, warmth, education, the overall treatment of women and especially the education of women. There is evidence that greatest determinant of the quality of a society, and especially its economic standing, is related to the education of women. Let us take the example of “food deserts”. 2.3 million (2.2%) of continental US households are more than a mile from a supermarket and do not have access to a vehicle. There are food deserts not far from me in Kansas City, KS. In a community called “the Argentine”, largely populated by Mexican Americans, it can take more than two hours on 3 buses to reach the supermarket. It could be faster to walk, but hard to carry back groceries. In fact, the inability to carry much on any one trip can lead to fresher food, but this requires availability of stores. In an article in the NY Times (July 31, 2011), Russell Shorto describes “The Dutch way: bicycles and fresh bread”; riding bicycles everywhere not only provides great exercise, but the limited carrying capacity means that the bread – and other food – is fresh daily.

The unequal distribution of the social determinants of health is a major cause of health disparities, as demonstrated in the slides from Dr. Jones, and in a few from Dr. Woolf.  The latter shows us a list of the 9 most common etiologies of death, from tobacco use (400,000 deaths per year) through illicit drugs (20,000, and not including the use of “licit”, legally prescribed, drugs). Seen this way, by root cause (that is “tobacco”, “diet and activity”, “alcohol”) as opposed to medical diagnosis (like “heart disease”, “cancer”, “liver disease”) we get a clearer picture of the true role of social determinants. Only one on the list, (#4, microbial agents) is even considered part of “traditional” medicine. Dr. Woolf also demonstrates the tremendous impact that education has on health with data from the University of California San Francisco (UCSF) Center for Health Disparities that show that 26.7% of those with less than a HS education describe themselves as having “fair” or “poor” health, compared with 5.8% of college graduates, a five-fold difference! The racial and gender difference in age-adjusted mortality rates is also dramatic; the death rate for black males is coming down, but still far exceeds white males and black and white females (and, although the rates for women are lower than for men, they are much higher for black women than for white women).

In a provocative “thought experiment” published in the American Journal of Public Health, “Giving everyone the health of the educated: an examination of whether social change would save more lives than medical advances”[1], Dr. Woolf and his colleagues demonstrate that even if we attribute all current and recent reduction in mortality to medical advances (nowhere near true; most are due to the types of societal change generally characterized as “public health”, such as clean water, sanitation, and cleaner air), eliminating the disparities that exist on the basis of educational level would dwarf that change, as shown in this graphic.

The County Health Calculator produced by Woolf and colleagues from Virginia Commonwealth University, and available free on line,  allows one to look at the socioeconomic status (measured as percent of people with income s >200% of poverty) and education (measured as percent of people with at least some college) for every state and county, and compare it to the other states or counties within a state. A neat “slider” feature allows you to change these rates (e.g., make the rate the same as the best or worst) and see what the change in deaths would be. For Harris County, Texas (Houston) , if 5% more people attended some college and 5% more had an income higher than twice the federal poverty level we could expect to save 1,200 lives, prevent 12,200 cases of diabetes, and eliminate $97.8 Million in diabetes costs every year.

Bradley and Taylor, in an Op-Ed piece in the NY Times, “To fix health care, help the poor”, NY Times, (12/8/11) cite their research challenging the simplicity of the notion that the US spends far more per capita on health care than other developed countries. While true on its face, the US spends far less on social services that might decrease the need  for health care; when lumped together, the difference decreases, although the US stands out as being one of very few countries where almost all health+social services spending is on medical care. [2]

A major way to address social determinants and health disparities is the implementation of “health in all” policies, for such things as

·         Land use (what is the density? Are there open spaces? How is space used?)

·         Built environment (are distances to schools and shopping walkable? Are there facilities for exercise?)

·         Transportation (can people get to the store or the park?)

·         Agriculture (what about antibiotic and drug use in raising livestock? How about the conditions of farmworkers, including exposure to pesticides?)

·         Environmental Justice (are there toxins in the environment? Lead? Who is exposed to “brownfields” and do their children have higher rates of cancer? )

·         Health policies (smoking in public places)

·         Taxes (do these encourage or discourage the building of a healthful society?)

Although these areas are outside of traditional medicine, physicians can be involved in addressing them; they are (like Dr. Henry A. Withers, for whom this lecture is named) community leaders who have great moral authority.

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[1] Woolf SH, Johnson RE, Phillips RL Jr, Philipsen M.“Giving everyone the health of the educated: an examination of whether social change would save more lives than medical advances”, Am J Public Health. 2007 Apr;97(4):679-83. Epub 2007 Feb 28.PMID:17329654

[2] Bradley E et al, “Health and social services expenditures: associations with health outcomes”. BMJ Quality and Safety 2011 Oct 20(10):826-31.

Justice, Social Justice, Health and Health Care: Part II

This is the second of what will be 4 parts comprising the Henry A. Withers lecture I gave at the University of Texas-Houston Department of Family and Community Medicine. When they have all been posted, I will attach them as a "GoogleDoc".

The Social Determinants of Health

A key measure of Social Justice are the Social Determinants of Health, and manifests, in the negative, as health disparities. Some of the most important  work on disparities was done by the British physician, Julian Tudor Hart. Practicing in the Welsh coal-mining town of Glyncorrwg, Tudor Hart was able to identify who got sick from what, and as the physician for this community, he could identify how it related to their economic and social standing. As an epidemiologist he gathered this data in the pre-computer era, and then expanded it by looking at access to health care across Britain. The result was a 1971 article in Lancet called “The Inverse Care Law”,[1] in which he demonstrated with empiric data that “the availability of health care services is inversely proportional to the need for it.”

A corollary of this law is that the “higher” the level of medical involvement, in terms of both complexity and cost, the lower the overall impact on the health of the population, as demonstrated in this graphic from Dr. Steven Woolf. The greatest determinants of health of the populations are those that come before medical care. This incontrovertible truth is integrally tied to the concept of social justice. The role of social determinants in the health of the population and the production of health disparities was developed as an outstanding cartoon by Camara Phyllis Jones and colleagues, “Addressing the social determinants of children’s health: a cliff analogy.”[2]

A link to a powerpoint presentation of these, developed by Neal Palafox and colleagues at the University of Hawai’i Department of Family Medicine, can be found here, and is definitely worth reviewing. In brief, it pictorially demonstrates that all people are at risk for injury or illness, but some live a little closer to the “edge,” which puts them at greater risk of falling off. The same is obviously true for populations who live “closer to the edge”, who are at higher risk for disease – because of genetic risks, environmental risks, and behavioral risks – but also because they have less money, or social support, or greater stress in their lives. Things that, at the best of times, mean they are just able to get by and keep from falling off.

So, what can we do?

·    We can pick up the person, or people, who “fall off the cliff”, who get sick. This is known as “tertiary prevention”, because the bad thing has already happened and we are hoping to prevent complications, prevent it from getting worse. This is where we spend almost all of our “healthcare” dollars.

·    Or maybe we can put up a safety net. You’ve heard of “safety net clinics” and “safety net hospitals”. This can be thought of as a form of secondary prevention – they have already fallen, their high blood pressure or diabetes has become uncontrolled and they are at risk for something really bad, but we intervene. In the nick of time.

·   Or we could actually put a fence up on the edge of the cliff, preventing people from falling off. This is a kind of “primary prevention”.

But there is something else that might even be more effective. We can move these people further from the edge. This “pre-primary” prevention actually involves intervening on the core risk factors for health – addressing the social determinants of health. It is not a major component of our current medical model.

This is what health disparities are about. They are about differences that we could control. About some people living closer to the edge. And maybe the ambulance doesn’t come as quickly; that is, high tech medical care is less available. Or there is no safety net. And not even a fence, primary prevention. All these three are characteristics of access to medical care. Social determinants address health disparities by asking the questions that Dr. Jones asks:  why are there differences in who is found at different parts of the cliff, and why there are differences in resources along the cliff face?

Earlier I mentioned the work of John Rawls, and tried to distinguish between the concepts of intrinsic equality (as in the Declaration of Independence, “All men [sic]  are created equal”), and people actually being equal in all things (including intelligence, wealth, physical ability, genetics, etc.) I noted Rawls speaks of distributing societal goods equally, which is a different thing. I also noted that the principle of “justice” in medical ethics, which I said implies that people with the same conditions be treated the same. This concept is equity. What is the difference between equality and equity? Which should we strive for?

The Declaration of Independence, for example, also states that all men [sic, again] are entitled to “life, liberty and the pursuit of happiness”. It doesn’t guarantee happiness, but suggests some degree of equity, of equality of opportunity. What about when people start, as the folks on the cliff do, from such different places? What are the implications? For example, we have all heard politicians rail against inheritance taxes as “death taxes”, but what does it say about someone who is raised with all the advantages of money – good food, education, support, tutoring – but still cannot compete with a person raised with nothing? Are inheritance taxes good or bad? For myself, I’d say it depends on what we are going to spend the money on. Bombs? Feeding people? Bailing out banks? Housing people?

A key concept, going back to Rawls, is that the exception to the general rule of distributing all social goods equally is when not doing so is to the benefit of the least advantaged. This is also the basis for why for it is a different thing for the underprivileged or oppressed to band together to relieve that oppression or lack of privilege than it is for the privileged or oppressors to band together to maintain it. This is the flaw of the concept of “reverse discrimination”. Is it discrimination if we take away all of the advantages that one group had that another did not? I suppose that it is still a matter of perspective. While I do not know the source of this quotation, I believe it speaks very well to the issue of perspective: “If you’ve spent your whole life with the wind at your back, a calm day seems unfair!”

(to be continued)

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[1] Tudor Hart J, “The inverse care law”, Lancet. 1971 Feb 27;1(7696):405-12.

[2] Jones CP, Jone CY, Perry GS, “Addressing the social determinants of children’s health: a cliff analogy”, Journal of Health Care for the Poor and Underserved, 2009Nov;20(4):supplement pp 1-12. DOI: 10.1353/hpu.0.0228