Tell us about the focus of your graduate studies.
I’m a Master of Public Health student at the School of Public Health, concentrating in global health. My work centers on global health ethics, health equity, qualitative research methods and public health policy and intervention.
Broadly, my focus is on bridging healthcare accessibility gaps, particularly in resource-limited settings, while also applying these ideas locally to improve health outcomes here in Rhode Island.
For example, I’m currently working with an HIV research team in Uganda, where my role includes developing a codebook, coding interview transcripts in NVivo, and analyzing qualitative data. We’re studying how traditional differentiated service delivery models compare with private retail/drug shop models for HIV treatment. This work has given me valuable insight into how structural factors influence patient outcomes, and it’s reinforced my commitment to pursuing a career in public health.
Why did you choose to conduct your Practicum with CODAC?
I was drawn to CODAC’s mission of expanding access to high-quality behavioral healthcare and supporting patients in recovery from substance use disorders and mental health challenges. When I researched the organization, I was impressed by the breadth of services they provide and their patient-centered approach.
During my first interview, my supervisor’s approachable and supportive manner made me feel immediately welcome. I knew CODAC would be a place where I could learn, contribute and apply public health principles in a meaningful way.
Walk us through how you analyzed CODAC’s Patient Satisfaction Survey data, and how your findings influenced service improvements at CODAC.
One of my main projects at CODAC was analyzing patient satisfaction survey data collected from multiple sites across Rhode Island, including Providence, Newport, South County and CODAC’s mobile recovery unit.
I reviewed and organized responses, then sorted and analyzed the data to identify demographic insights, levels of patient satisfaction and recurring themes—such as strengths in provider relationships, as well as challenges with wait times and communication clarity.
I translated these findings into recommendations, which I presented in a report to my supervisor and leadership team. These insights helped guide service improvements by highlighting both areas of excellence and places where adjustments could better support patient experience and outcomes.
What challenges did you encounter while developing the language assistance guidelines, and how did you address them?
A major challenge was the gap between policy and practice. CODAC offered language services for patients with limited English proficiency, but in reality, staff were mostly comfortable assisting English and Spanish speakers. Many were less confident helping patients who spoke other languages, and some weren’t fully aware of the translation resources available.
There were also structural barriers, such as limited funding for interpreter services, since Medicaid does not reimburse these costs. This created risks like delays in care and communication breakdowns.
To address this, I conducted interviews with six office managers across CODAC sites to better understand barriers and strengths. Based on their input, I recommended cost-effective solutions such as recruiting more bilingual staff, partnering with community organizations and exploring collaborations with Brown University for cultural and language support.
Could you describe one of the policy or training recommendations you developed to strengthen cultural and linguistic competency among staff?
One initiative I proposed was a “Lunch and Learn” training program on culturally and linguistically appropriate services [CLAS]. This would occur annually for current staff and quarterly for new staff.
The training includes an overview of CLAS standards and their importance, followed by small-group exercises. Staff would reflect on their own cultural identities and practice active listening with one another, building skills they can bring into patient care. My goal was to create a safe space for reflection while fostering respect, empathy and inclusivity in staff-patient interactions.
