Assignment Details

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• Cessation/ Cardiovascular Disease and COVID, Ryan Coffman, MPH, CHES, CTTS-M, Tobacco Policy and Control Program Manager, Philadelphia Department of Public Health 

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• Mandated Reporting Maria Hervada Page, MSW, Thomas Jefferson University

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• BTG Program Evaluation Ellen Martinak, MS, Bridging the Gaps

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• Introduction to Program Themes: Cardiovascular Disease and Oral Health, Joan I. Gluch, PhD, 


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Dr. Ruth Shim on Structural Racism




Goal: To develop a better understanding of the community site in the context of the social determinate of health. Takes the place of something that may happen organically if the student was present on site for the summer.


Throughout the course of the seven weeks each BTG team will work together to learn more about the community services.  The below is design to guide interns to a better understanding of their community site in the context of social determinants of health. 

Community organization: mission (and what does mission actually mean), guiding principles, theory of change, populations served (does population served live in that neighborhood?), personnel/staffing, services provided, board, funding, current challenges, current opportunities, organization’s smoking policy

Current collaborators, stakeholders - are there other collaborators that might be helpful 

Neighborhood: employment/unemployment percentages, income levels, resources (i.e. schools, after-school programs, parks, salons/barber shops, religious establishments, active businesses, etc.), challenges (i.e. # of bars, liquor stores, fast-food enterprises, amount of trash on streets, crime statistics, homeless shelters, abandoned homes, environmental challenges, etc.), COVID’s impact 

Zip code: Life expectancy, incidence of cardiovascular disease and other chronic illness, age-range of population (if population served does not live in that neighborhood, look at the neighborhood from which the most clients are from)

COVID’s impact on community site, on population served

Relevance of Cardiovascular disease and smoking policy to population served


STORY TELLING PROJECT:  Due July 20th submit to student coordinators 

Goal: For students to hear the perspective of the community from someone in the community.  Takes the place of something that may happen organically if the student was present on site for the summer

• Each student will work with their Community Preceptor to find an adult (18 or older) related to their site who is willing to engage on the phone/virtual meeting with a BTG intern for sharing their story.  (For sites with minors, interns will connect with staff members or parents).   

• Medium open for students to create any kind of piece they want from this experience, eg , audio, video, painting, drawing, narrative, etc., on their experience talking and/or working with community members. 

With artistic pieces, students must include a brief description of their project (few sentences/one paragraph)

• Students should use a Google Phone number when conducting interview 



• Students must obtain a signed release form from the person(s) interviewed 

Copy and paste the link asking to read, sign and submit.

 2020 BTG Adult Authorization & Release Form

If needed contact Ellen Martinak ( to send a release form through regular mail with stamped return envelope (must mail to interviewee by 3rd week of program) 


• Students must submit the work to Student Coordinators by July 20. Student Coordinators will coordinate a piece that highlights some of the best work. The highlight piece will be shared with students on the final Wednesday session July 29 and may be highlighted at the 30th Symposium.


Storytelling Suggested Topics/Prompts

Possible prompts for interviewing:

What do you want people who don’t know about your community to learn about it?

What’s great about your community (what do you love about it)? 

Will you share a favorite memory of living in this community?

What are the resources and strengths of your community?

How have the events of the past month affected your community?

How has covid-19 affected your community?

What does cardiovascular health mean to you?

[use answer from above question to ask next question]

What resources in your community promote heart health/stress?

How have the events of the last month affected you?



CARDIOVASCULAR DISEASE/SMOKING CESSATION/ ORAL HEALTH: Due July 20th submit to student coordinators 

Goal: For Students to incorporate into their projects when appropriate (see below OBJECTIVES)

During the core sessions, you will hear from presenters about Cardiovascular Disease (CVD), Smoking Cessation (SC) and Oral Health (OH) as it relates to the community. Given the prevalence of CVD, SC, OH in the communities you are serving BTG focuses on prevention/health promotion, when appropriate. Using the mentors and resources provided consider how best to incorporate the below objectives into your work at the site. (ALSO SEE RESOURCES CVD/SC/OH)

A group of the student coordinators will be tasked with coordinating an effort for BTG around CVD, SC, OH and you will be asked to share with them your CVD, SC, OH prevention/promotion work by July 20th. 


Cardiovascular Disease

To raise awareness through health education 

To focus on topics related to cardiovascular disease prevention: healthy eating; exercise; stroke prevention and smoking cessation

To connect people to resources

Oral Health

To raise awareness of oral health’s relationship to overall health

To discuss topics related to oral health disease prevention

To connect people to oral health supplies and dental care resources

Smoking Cessation 

To raise awareness through health education 

To support sites in creating smoke free environments 

To support individuals in their effort to quit smoking 




Review the resources 

Speak to the Community Preceptor (CP) at the site about the BTG programmatic themes (CVD, OH & Smoking Cessation) and discuss what, if any, intervention would be appropriate. 


Smoking Cessation Initiative 

Help support a smoke free environment

Does the site have a documented policy on smoking?

If no, help the site think about developing a smoke free policy and connect them to resources at Smoke Free Philly. If yes, how can you improve the function or support the effort.

Offer to do an assessment of the site or the area surrounding the site to see if there are ways to better support a smoke free environment

Create a resource(s) the site can use

Help support individuals 

Raise awareness of the dangers of smoking, industry advertising, target markets, etc.

Provide resources for those wanting to quit (Quitline, tips on how to develop a quit plan, smokefree apps, info on nicotine replacement therapy, support, etc.)

Create a resource(s) the individual can use or/and share



Journal Submission:

Your Program Director will provide details about when and who to submit your weekly journals to.  


Guidelines for Journal Writing:

It is not designed as a log of daily activities, 

It is an opportunity to reflect on: personal experiences, work activities, problems, observations, questions, professional learning goals, agency strengths and weaknesses, program strengths and weaknesses, and ideas for future interventions and projects, 

The journals are not to be included or used in any other public domain (e.g. Blog, facebook, etc.) to respect confidentiality of colleagues and community,  

The expected length is one to two pages

Occasionally a UP BTG faculty member may request that you address specific issues in your journals.




Final Report Guidelines: 

Submit to your Program Director

Please review and reflect on your internship experience in a 4-6 page paper. Please reference any of your journal entries that you think are particularly important.


You took part in this program at a time when the world around us has been challenged by a confluence of factors that have galvanized the nation. Please reflect on how both COVID and the national response to historical and current racial injustice and inequity may have: 

a) impacted the work you did this summer; 

b) impacted you personally as you have gone through the experiences of BTG; 

c) impacted the way you see your work in the future.  


Please also comment on: 

What you did that was related to CVD prevention, including smoking cessation and oral health.  

Include information that you learned about the community perspective of cardiovascular health.  

What did you learn from your interaction around the storytelling project?

How did the BTG experience affect your perspective on your career?


OTHER discussion points:

How has your understanding of community or community health been affected by your experience/knowledge gained in BTG?  If so, in what ways?

Were there projects or activities in which you participated/organized/initiated that challenged you in new ways? If so, could you describe these and tell us about why they challenged you?

Were there any activities that you led or in which you participated that made a particularly deep impression (for example, activities related to cardiovascular health, oral health, or the BTG Health Focus areas)?

How did your perception or understanding of your site change over the summer? 

How has your perception of inter-professional teamwork been affected by your experience with BTG, if at all?

Do any Wednesday sessions stand out for you and if so, in what ways?


NOTE: Your final paper will be shared and excerpts may be used in funding materials. If an excerpt is selected you will be notified and permission requested.



TEAM EXPERIENCE SUMMARY/ SYMPOSIUM: Professional Presentation Materials 



CENTRAL TEXT: Between the World and Me by Ta-Nehisi Coates, e-book provided by BTG


EVALUATIONS AND QUESTIONNAIRES: Completion of weekly and end of the program evaluations and questionnaires is a program requirement. Links will be sent via redcap. 

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