MSRTP POTENTIAL RESEARCH QUESTIONS
MSRTP POTENTIAL RESEARCH QUESTIONs
| |Research Question |Objective |Available to Use Secondary |
| | | |data |
|1 |What is the prevalence of hearing impairment in diabetics living in CA? |To examine the racial/ethnic difference in the |The National Health and |
| |What are the risk factors associated with hearing impairment in diabetic |prevalence and risk factors of hearing impairment |Nutrition Examination Survey,|
| |patients living in CA? |among diabetics in USA: data from NHANES |1999-2004 |
| |Is there a racial difference in the hearing impairment in diabetics living in| | |
| |CA? | | |
|2 |Alcohol and musculoskeletal injury: What is the effect of alcohol on |To assess the role of alcohol misuse on |OSHPD Inpatient Data |
| |recovery from fractures and dislocations? |infection, and re-operation among patients | |
| | |recovering from fractures and dislocations | |
|3 |What is the effect of ethnicity and major depression on mortality in patients|To examine the independent effects of ethnicity |NHANES III |
| |with diabetes? |and major depression on mortality in patients with| |
| | |diabetic mellitus | |
| | |To examine the racial variation of the | |
| | |relationship between major depression and | |
| | |mortality among diabetics in USA: data from NHANES| |
|4 |What is the effect of the closure of King-Drew Medical Center on time |To assess the impact of closure of MLK on the |OSHPD Inpatient Data |
| |sensitive health outcomes, pre- versus post-c closure? |mortality from acute myocardial infarction, acute | |
| | |pulmonary disease, stroke, motor vehicle | |
| | |accidents, and unintentional trauma | |
| | |[measure pre- and post-closure mortality rates in | |
| | |the KDMC catchment] | |
|5 |What is the temporal trend of diabetes in pregnancy in CA? |To determine the temporal trend in the prevalence |OSHPD Inpatient Data |
| |What are the socio-demographic correlates and the morbidity associated with |of gestational and pre-gestational diabetes | |
| |diabetes in pregnancy in California? |mellitus in California | |
| | |To determine the correlates of diabetes in | |
| | |pregnancy and the associated co-morbidities in | |
| | |California | |
|6 |Does metabolic syndrome affect (increase/decrease) the risk for osteoporosis?|To explore if metabolic syndrome decreases bone |NHANES 1999-2004 |
| | |mineral (BMD) in American adults | |
|7 |What are the predictors of discharge disposition from acute care after |To identify factors that predict acute hospital |OSHPD Inpatient Data |
| |traumatic brain injury in California? |discharge disposition after moderate traumatic | |
| | |brain injury in California | |
|8 |Are behavior in dietary intake and physical activity different in diabetics |To examine the variation in the diet behavior and |California Health Interview |
| |and non diabetics living in CA? |physical activity among adult diabetics compared |Survey 2007-2009 |
| | |to non-diabetics living in California | |
|9 |Socioeconomic status and surgical mortality outcomes: A California profile |To identify the independent relationship between |OSHPD Inpatient Data |
| |Is surgical mortality outcome from CABG differ by socioeconomic status [ses] |SES and surgical mortality rates for CABG | |
| |[age, gender, race, income, and education]? |procedures. | |
|10 |What is the effect of vitamin D on the relationship between pelvic floor |To determine if association between osteoporosis | |
| |disorder and osteoporosis in women? |and pelvic floor disorder could be mediated by the| |
| | |effect of vitamin D | |
|11 |What is the relationship between fruit and vegetable consumption and chronic |To evaluate the relationship between dietary | |
| |kidney disease? |consumption of fruits and vegetables and the | |
| | |staged chronic kidney disease (CKD) | |
|12 |Are there independent associations between gestational diabetes and exposure |To determine if women who were diagnosed with GDM |NHANES 1999-2010 |
| |to heavy metals? |had a unique environmental exposure to heavy | |
| | |metal. | |
|12 |Is health care visit affecting the risk behaviors [smoking and alcohol] among|To evaluate if time since physical exam has an |CHIS 2003, 2005, 2007, 2009, |
| |adolescents in CA? |effect on adolescent smoking and alcohol behavior |2011-2012 |
| | |To determine if having regular source of care | |
| | |affect smoking and alcohol risk behavior? | |
| | |To determine if having insurance and regular | |
| | |source of health care are related to smoking and | |
| | |alcohol behavior. | |
|13 |What are the factors related to obesity and physical activity levels among |To investigate patterns relating to different |NHANES 2005-2006 |
| |racial/ethnic and gender groups? |levels of obesity and physical activity by | |
| | |race/ethnicity and gender | |
|14 |What is the relationship between obesity and inflammatory markers? |To determine the relationship between obesity and |NHANES |
| | |inflammatory markers. | |
|15 |What is the racial/ethnic variation in the compliance to vision screening in |To determine the racial/ethnic variation in the |CHIS |
| |diabetics in CA? |compliance to vision screening in diabetics in CA | |
|16 |Is there a racial variation in the delay of care and treatment for asthmatics|To explore the racial/ethnic disparity in the |CHIS |
| |in CA? |delay of care and treatment for asthmatic in | |
| | |California | |
|17 |What is the prevalence and correlates of internet use for health information |To examine the internet use for health information|CHIS |
| |among asthmatics in CA? |among asthmatics in CA | |
| | |To examine correlates of the internet use for | |
| | |health information among asthmatics in CA | |
|18 |What is the prevalence and correlates of internet use for health information |To examine the racial/ethnic variation in the use |CHIS |
| |among racial/ethnic groups in CA? |of internet for health information in CA | |
Education:
1. Through which biological pathways (including neurological, inflammatory, and endocrinological does education affect health?
2. -What is the effect(s) of education on the function or structure of the brain (eg. prefrontal cortex, temporal lobe, etc.), during the period of formal education; is there the evidence of the persistenc of these alterations into adulthood?
3. What mechanisms account for the impact of education on the risk of neurological diseases later in life such as mild cognitive impairment, Alzheimer's disease, or cancer-related cognitive impairment?
4. How does sleep moderate or mediate the relationship between education and health? How might education buffer against the acute and chronic effects of physiological and psychological
5. Stress in adulthood? Does education have its effect by an enhancement of coping resources or strategies? What impacts do the demands of various educational programs (at all levels) have on students’ stress levels and subsequent health outcomes, both in the short and long term? Do stress
6. Management programs moderate these effects?
7. How does education affect mental health outcomes, including depression and other mental disorders?
8. What is the effect of education and moderating factors such as peer/group effects and/or social context formation provided by the school on the development of health behaviors?
9. The effect of education and educational outcomes on the initiation, maintenance, and/or cessation of risky behaviors such as substance abuse. Compare/contrast trajectories of risky behavior with initiation, maintenance, and/or cessation of healthy behaviors. Also, how do these risky/healthy behaviors support or interfere with the pursuit of education?
10. How do specific formal education experiences (e.g. public, private, charter, homeschooling, online, etc.) influence health outcomes and behaviors?
11. Do changes in educational policies and requirements at the local, state, tribal, and national level result in changes in educational outcomes, attitudes towards education, and health outcomes?
12. How does the timing of education, (e.g. Education obtained in adulthood versus the more traditional educational trajectory of grade school and high school) affect health outcomes?
13. How do parental inputs, including parental educational status and attitudes towards education, influence educational outcomes? How do the influences of educational trajectories and health outcomes of siblings and other household members alter this relationship?
14. Research on the sensitive periods in prenatal, early and middle childhood development (e.g. small class sizes in kindergarten through 3rd grade, early childhood interventions) and their impact on education and health outcomes.
15. How does the changing distribution of mental health diagnoses (e.g., how conditions are defined such as of LD, ADHD, etc.) and how this changes the perception of the link between education and health? Is this different over time and what are the mechanisms?
16. Are the behavioral, psychological, and neurobiological risk factors associated with poor early educational experiences plastic or malleable in mid-life? Can we identify targets for intervention in mid-late life that might compensate for or remediate deficits associated with these risk factors?
17. Research on the mechanisms that account for links between personality and other non-cognitive skills and capacities to educational attainment, and the associated pathways linking these individual difference factors to health outcomes in later life.
18. How malleable are personality and non-cognitive skills and capacities throughout the lifespan? Do these factors have an impact on the effectiveness of educational programs at any life stage?
19. Research on the supported education for individuals with mental illness or with autism spectrum disorders (ASD) in all levels of formal education including post-secondary and its effects on health and quality of life measures, including longer term functioning and employment outcomes.
Does Medicine Know How to Approach Death?
Modern medicine is helping us live longer—but it’s also making our deaths longer and more complicated. The end of life involves so many competing voices—doctors, nurses, lab technicians, family members, friends, pastors, even lawyers—that dying requires considerable negotiation and the resolution of conflicting ethics.
1. How can the dying, their families, and their health care providers’ best make decisions?
2. How much responsibility should doctors and nurses bear in such situations?
3. How do we resolve ethical conflicts when a dying person can no longer make decisions for themselves, or when their wishes are unknown?
Global Burden of Disease: Shahrzad Bazargan-Hejazi:
1. What are my country’s biggest health problems?
2. What causes more ill health in my country depression or breast cancer?
3. What contributes to more health and disability in my country –smoking, obesity/overweight, or unsafe water?
4. What is the leading cause of death among children under the age of 5 in the world?
5. Which disease, injuries, and risk factors should I target to make the greatest impact in my community?
6. What countries have the highest death rates from drug use? Leukemia? Cardiovascular diseases?
7. What has been the major driver of decrease in life expectancy in the world?
8. How much is spent on different types of care and conditions, globally or at country level?
9. How do spending health patterns differ by age and sex, globally or at the country level?
10. What conditions are driving the health spending in the U.S?
11. What are the pattern of health spending and sources of disparities in financial resources for health available around the global?
HIV/STD: Dr. Nina Harawa. You can visit her:
Potential research questions to explore using data from these and other completed research studies:
1) What factors are associated with delays in seeking treatment for symptomatic STDs in low-income Black men who have sex with men?
2) What factors dissuade/discourage HIV testing in low-income Black men who have sex with men?
3) How is health care utilization related to chronic burden in low-income Black women and/or men who have sex with men?
4) What topics do low-income Black women ages 18-54 address when discussing HIV/STD-related risks with their male partners? What are predictors of having these discussions?
5) How do HIV-positive, heterosexually infected Black and Latina women attribute and respond to their HIV diagnoses? (Qualitative)
6) How are experiences of racism (and sexism) related to sexual risk behaviors and attitudes in Black women and/or men who have sex with men?
7) How do levels of racial pride differ between Black women and men who have sex with men and what are the implications for their health attitudes and behaviors?
8) How do levels of recidivism differ between HIV positive and other people in the LA County jail?
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