Episode Transcript
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Speaker 1 (00:11):
Welcome.
I'm here today with ShreyasPatel, dc HOSA State Advisor.
Shreyas, welcome, good to seeyou.
How are you doing?
Doing great Good, buddy,welcome back.
We've had a few conversationson our program and today I'm
here to talk about updates andthere's a lot.
(00:32):
I know there's a lot of updates, and so national events have
impacted your work globally,your views on leadership and
service.
How have all of yourexperiences shaped your approach
to healthcare education andmentoring future health
(00:53):
professionals?
Speaker 2 (00:55):
Yeah, I think this is
a really interesting one.
I've had the privilege of kindof being a part of
decision-making at the locallevel and at the national level
with so many organizations andwitnessing so many leaders in
general, their stories, theirpast, their kind of unsung
stories as well, and when I'vebeen able to dig in and reflect
(01:18):
on how those stories connect toindividual students, that's when
I can extrapolate and determinelike, hey, what if I taught
this particular idea or what'sthe theme that I'm seeing
collectively with all theseleaders, whether inside
healthcare or not.
Even when I was able to go tostate funerals, you know, you
(01:38):
hear these incredible storiesabout the philanthropic work
that's happening the um, theimpact they've had with with
such a small decision and how ithas completely changed how we
approach healthcare historically.
So I I think that's where I'veI've had the most um joy in
finding those moments to connectand empower kids um in their
(02:02):
healthcare journey.
Speaker 1 (02:03):
Yeah, no, that's
incredible.
And so you've mentioned in thepast that music and healthcare
share qualities like empathy andcollaboration.
How do you integrate thesevalues into your work with DC
HOSA students?
Speaker 2 (02:20):
Um, that's a great
question, and I think, like
music is my fuel.
You know, we all have kind ofsomething that energizes us.
Like after a long day, I willgo home and then immediately
turn around and go to rehearsal,and one of the things you learn
in music is that it is not justabout your own voice, right?
(02:41):
So you are always collaboratingand you meet new people.
Sometimes I will meet somebodyfor three hours and I'll never
see them again, but in thosethree hours we have to create
something beautiful, we have towork together, we have to trust
each other, and so much of thatexperience.
For me, that requires thatactive listening, that ability
(03:03):
to problem solve.
You know, with fine-tuning,right, those are really powerful
moments to create the art thatyou have to create.
And all of that translatesdirectly into healthcare.
We are, we're asking people tolisten to each other, we're
asking people to hear eachother's stories, we're asking
students to really not thinkabout themselves, right?
(03:27):
And that is what art is.
It's the one thing thatconnects all of us.
So if we were to tap into moreart and how art works, the
philosophy of art, and allowhealthcare to be an art form
rather than just a career right.
I think that has shaped a lotof my ability to teach kids
(03:48):
about like, hey, you can haveyour own journey, you can have
your own identity as anindividual and still do
incredible things and find theconnections between all those
right there's so many.
Speaker 1 (04:01):
So you know that's
really incredible.
We've heard other conversationswhere it's important to have
different aspects of your life,you know, to focus not just on
one thing, perhaps, but to haveother passions and other hobbies
and all that and it sounds likefor you it's music, and
combining that with health careis a fascinating thing, right?
(04:23):
I mean, it's just veryinteresting.
And that leads me to innovation.
What are some of the mostinnovative teaching methods that
you found most helpful inteaching students health
education?
I think the latest innovativemethods for me.
Speaker 2 (04:46):
I'm also in the
classroom as well.
So the use of simulations eventhough there's some equity
issues with use of simulationsbecause they're so expensive,
but occasionally you have sometrials and things that you can
use right.
So having students role play inthe simulation to apply what
they are doing seeing thepatient in three dimension,
(05:09):
literally moving the tools thathas been super powerful for
students because they now feellike they are part of the
solution and they are practicingand using those.
I think traditionally we callthem soft skills, things like
critical skills.
I think they're not soft at all.
I think they're probably themost critical skills that
(05:30):
students should use withcommunication and thinking
that's, holding logging, but Ithink, using those tools, things
like stat pearls and up to date, where it is true data that you
can utilize for students tothen navigate the next step for
whatever diagnostic they'redoing.
So I really love simulations.
(05:53):
I hope they become moreaccessible, because right now
they're only accessible topeople who have a lot of money
in their district, and so whenwe think about those urban
school districts that may havelimitations, and so when we
think about those urban schooldistricts that may have
limitations, or suburban or,excuse me, rural ones that also
have limitations of funding.
They don't have access to thattechnology and they can't pay
(06:14):
$8,000 to get it for a year, soI'm hoping that will shift and
change as the demand becomeshigher throughout the United
States.
Speaker 1 (06:25):
And perhaps the cost
will come down too as it becomes
more available.
And you know, we see some ofthe satellite programs that some
companies have, like Amazon hastheir new Project Keeper and
Starline.
So it's providing, to myunderstanding, you know, access
for at least the Wi-Fi piece torural communities and others in
(06:47):
underserved areas.
So that's really cool.
And you know, I think whatyou're saying is that
opportunity to see it, becausethen you can be it yeah, you
build that confidence and buildthe confidence.
That's what you're seeing on thefront line, so that's really
exciting to hear.
And so you talked earlier aboutyour, your passion for music.
(07:07):
How do you balance thisprofession of music?
You're a musician.
That's one of your sort ofpersonas, right?
Yeah and then you're also ahealth care advocate.
You're leading with a nationalglobal organization like hosa
future health professionals.
What advice do you have forstudents trying to pursue all of
(07:30):
these things?
How do you do this?
Speaker 2 (07:32):
uh, you do have to
learn how to balance right, and
I think you sacrifice somethings.
Um, you don't sacrifice otherthings, I think.
For me personally, it has beenbecause it's so.
Music is such a rejuvenatingpart of my life even though it's
work, it's a long day.
Having that rejuvenation issomething I'm so passionate
(07:57):
about.
That allows me to feel likemyself, and I don't think any
student should ever think, oh,your life in healthcare is going
to be your career for the restof your life.
I mean, I truly have a careerin music.
I get paid to sing, which isamazing, and it doesn't take
(08:17):
away from my identity as ahealthcare educator or an
advocate.
Speaker 1 (08:21):
Or when I was
practicing as a PA.
Speaker 2 (08:25):
It was just
synergistic and I allowed myself
to be who I wanted to be and Iallowed myself to be in my
career when I wanted to be in mycareer.
So there's no linear.
I don't think we should thinkof these industries as linear
paths anymore, like we have, youknow, since the 70s, like
you'll do this and then go tothis, go to this.
It doesn't have to be that way.
If you're interested in doingsomething, go do it.
(08:47):
Don't be afraid to step out andtry it.
You'll be able to figure it out.
Speaker 1 (08:54):
That's such great
advice.
Is that what you tell yourstudents?
I do every day, every day,every day.
I expect you to say that.
What role does communitypartnership play in developing
these future healthprofessionals, and how do you
foster those criticalrelationships?
Speaker 2 (09:10):
DC Host is unique
because we are kind of the new
kid on the block.
Some of these organizationshave been around 45, 50 years,
so our strategic approach hasbeen take our time.
Right now we just want peopleto know we exist.
But it is so important that thestudents are talking within
(09:30):
their school community.
But parents need to getinvolved.
Our local associations need toget involved.
Our resources like hospitalsand healthcare clinics having
them be aware of what HOSA cando for students is the first
step, and so we've really takenkind of the slow approach.
We're not rushing around andsaying, hey, we want this
(09:53):
partnership and this partnershipbecause it's not organic.
We tend to ask, ask, ask.
But I think thesecollaborations truly need to be
a two-way street.
Speaker 1 (10:03):
Win-win.
Speaker 2 (10:04):
Win-win, win-win.
So like if an organization islooking to hire new respiratory
care therapists, it's in theirinterest to then be a part of
the community that's offeringthat respiratory care program so
that they will then go intothat industry, into that
hospital and continue on, nomatter where their path takes
them.
So community partnerships arereally difficult and I think it
(10:28):
is a responsibility for ourlarge organizations to truly
start investing in the middleschools and high schools, that
low-hanging fruit, like theyhave done in universities.
Otherwise we're not going tocontinue the career pathways.
It's really becoming difficult,especially with funding cuts.
Universities otherwise we'renot going to continue the career
pathways.
It's really becoming difficult,especially with funding cuts.
So businesses, associationslike go adopt a school, go adopt
(10:54):
a chartered Association or goadopt a local here in DC we have
seven or eight local chapters.
If four or five businesses justadopted each one now, you've
got some real buy-in.
You've got human beings, adultswho are in the field, who will
really mentor and foster andagain create that confidence.
(11:16):
Show them, show them how itworks.
Speaker 1 (11:18):
It's all about the
confidence.
It's all about the confidenceand one of the things that is
startling um on so many levelsare the workforce shortages in
healthcare.
I mean, we talk about, you know, full employment.
We've got three, whatever it is, four percent unemployment,
whatever it may be.
But then you look at so manyindustries that are not able to
(11:41):
find employees healthcare,healthcare is one of them.
When you look at, you know youcan talk, you know a lot more
about the specific numbers, butHOSA is the pipeline of future
health professionals.
It's 300,000 plus studentsacross the nation and across the
world.
Right, and they're helping getthese kids excited about
healthcare.
That's exciting, but we havemassive shortages.
(12:04):
What are we going to do aboutthat?
Speaker 2 (12:06):
yeah, uh, like 200
000 uh jobs are not going to get
filled in the healthcareindustry this next year, this
next year, next year.
So we have traditionallyfocused on um, our suburban
communities, to you know, whohave really strong households,
who have a history of providinggreat care to those families.
(12:29):
So because they've seenhealthcare, they've seen how it
works, and I think what's reallyneat about some of the rural
and urban postal organizationsthat are becoming stronger is
that we're able to show studentswhat healthcare could look like
and inspire them, and I thinkprograms like HOSA, where they
(12:51):
get the opportunity to learnthose skills, the technical
skills.
Then they go into thesecompetitions at the national
level, the local level, and theyfeel empowered to actually
pursue it, because all they'veever heard is nurses and doctors
.
They've not heard about theother 500 careers you could have
in health care and and that youknow we have that shortage in
(13:13):
nurses and doctors, but we havea shortage in every single level
and who you hear talking aboutit.
Speaker 1 (13:19):
Beside Jose, there is
someone raising an alarm bell
saying hey, we have a problem inthis sector and the economy.
And, by the way, as you getolder or when you need care and
you show up and no one's thereto help you, what are you?
You know you then gonna raisethe alarm bell.
Is that what you're saying?
Speaker 2 (13:34):
Yeah, it's so late
yeah it's so late we gotta get
going, we gotta get moving onthis stuff and I think what's
really neat is the Health CarePathways Consortium, Health
Force.
Those are organizations thatare really trying to disrupt
this and help HOSA anddeveloping those partnerships
and those competitive eventsthat are truly within the
(13:56):
technical standards of everydayhealth care.
Speaker 1 (13:59):
That's so true.
I want to shift a bit Shreyasto internships, job shadowing
programs, a bit Shreyas tointernships, job shadowing
programs.
What have you seen that havemade a real impact on your
students?
Again, I think what I've seen,at least personally over the
years, is that if you see it,you then know it exists and you
can be it, as they say.
(14:20):
I said that earlier, yes, butif you're not even aware that
there's an issue or there's anopportunity, I should say, how
can you even help to address it?
Right, if we're sitting here inthis zip code in Washington DC,
in the center of the city and afew miles from here, the life
expectancy is dramatically lower.
(14:40):
How are we addressing all thesethings?
Like are we doing as a nation?
Speaker 2 (14:45):
Yeah, it's really
interesting.
I'll give you an example here.
One of the most powerful thingsfor students who are interested
in the world of EMT is to do aride along.
If you go over to Maryland, youcan actually do a ride along at
the age of 16, which is whenmost kids are starting to get
(15:05):
curious and they want to seewhat they do and don't like.
Right, that's the whole purposeof these things.
Here in the District of Columbia, our policies don't allow that.
You have to be 18 or above.
Well, by that time it's toolate.
So policy is actually what'sdriving these internships and
apprenticeship opportunities atevery state level.
So one of the things that we'vebeen working really hard on
(15:27):
nationally is trying to breaksome of those barriers so that
students can actually have thoseinternships and apprenticeship
programs, because, you'reexactly right, they have to see
it in action so that they cantake what they learn in the
classroom and go oh, I've heardthat, I think I could apply it.
And when they realize they'reactually correct and they can do
(15:49):
it, boom, now they're hooked.
Speaker 1 (15:52):
Well, the other thing
is you may realize and this
happens that after being exposedto something that you thought
you wanted to do because fivegenerations of your family have
done it, I don't really want todo that Exactly, and so then
you're also able to change youknow the trajectory of what and
to be happy.
I mean, you know, they say, youknow, do what you love, and all
(16:12):
that.
It's actually pretty true,isn't it?
Speaker 2 (16:14):
Yeah, I mean mine's
the exact opposite.
I studied as a physicianassistant and practiced for
about a year and I realized Idon't like the policies of when
I was a PA.
That was very, very early 2000s.
It's changed a lot.
They're an amazing career now,but it brought me into teaching
and taking all that knowledge toapply and then create this new.
Speaker 1 (16:34):
That's incredible.
There you go, there you go,exactly.
And so challenges, where do webegin?
I mean, I could go on.
I need a compendium.
I don't like the old schooldictionaries of how many
challenges we're facing, but howdo you believe educators and
organizations can actuallytackle all of these challenges
(16:55):
we're facing?
Speaker 2 (16:56):
Yeah, I think some of
what we talked about.
I think the first step isplease let's raise up our
educators.
These educators work so hard,myself included.
We are doing it day in and dayout, but somehow the
responsibility has been put onthe educator within the
classroom to developpartnerships and mentorships and
(17:18):
apprenticeships and all theother ships, and I don't think
that's fair or feasible.
That's what's causing burnout,right?
There's only so many hours inthe day and we also have to take
care of the social, emotionalpart of the kid and teach and do
paperwork, right.
So I think let's take some ofthat away and look at districts
(17:38):
and organizations or civicorganizations like the Pencil
Foundation in Nashville.
They have done such a great jobof creating a hub where all
internships go through them andthen kids apply to that, and now
it's taken off the shoulders ofthe educator.
Mentorshipping is huge.
I constantly am asking formentors just to review resumes,
(18:02):
to share a little bit abouttheir story, and it does feel
like we're pulling teeth to getthat, because how many people do
I know in the industry?
I know all the teachers, but Idon't know everybody in
healthcare.
So it's hard for us to networkwhen we've worked a full day and
then we deal with our ownfamilies.
So, um again, it goes back tothe.
Let's adopt some of theseprograms, let's really invest in
(18:23):
some of these programs and getto know them on a personal level
.
Every single healthcareorganization in the United
States should be working withHOSA hands down, because they
need employees and we canprovide them at the national
level and at the internationallevel.
And let's talk for a momentabout the diversity of the
pipeline.
It has been rough right.
(18:45):
We have the South Asianpopulation and the East Asian
population that is heavilyinvolved in HOSA and we have a
smaller contingency of our BlackAmerican and Hispanic American
population.
Why is that?
Because they live in thoseurban and rural areas and
they've had a very differentupbringing.
And I think we're seeing a shiftbecause of programs like dc
(19:08):
hosa, where we are empoweringevery single kid to explore this
and we're not just focusing onthe students who have had strong
mathematics and sciencebackgrounds.
That's not.
We need to provide kids withthe opportunity to shine.
And it might not look perfect,but they don't have to be
perfect to go into healthcare.
And I think is that we've madethis healthcare industry
(19:31):
something about perfection.
I don't think that's right.
I think we should be thinkingabout how do we create
empathetic, kind human beingsthat can grow into amazing
leaders.
They don't need to be leadersat the age of seven, you know?
Yeah, exactly, and so let'stake that pressure off the kid
and just allow them to have anauthentic journey into
(19:52):
healthcare that shows them thatany path is possible.
Speaker 1 (19:56):
You're on the front
lines Trace.
Thank you for all you do tochange the world and create this
pipeline.
How do folks find out moreabout HOSA and future health
professionals?
Speaker 2 (20:04):
HOSAorg.
You should definitely check outthe international website If
you want to learn more about DCHOSA.
It is dchosaorg and if you wantto reach out to me, you can
find my contact information.
I will happily come talk toanyone.
Speaker 1 (20:17):
I'll be happy to talk
to you.
Thank you so very much.
Thank you.
Thank you, great to be here, mypleasure.