Leah Ratner
Biographic Data
| ID | 7012797 |
|---|---|
| NAME | Leah Ratner |
| GIVEN NAMES | Leah |
| FAMILY NAME | Ratner |
| SIGNATURE | RATNER L |
| AFFILIATIONS | Brigham and Women's Hospital |
| ORCID | 0000-0001-6326-3543 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Modeling Growth Trajectories in Stunted Children Under 5 Years of Age: A Retrospective Analysis of Clinical Data from Guatemala
BackgroundStunting is a pervasive issue in low- and middle-income countries, particularly affecting rural and Indigenous populations. Little reported data is available on the growth of clinical populations of children with stunting, including those with more severe stunting.ObjectiveThis study examines growth trajectories of children under 5 years of age from a long-standing clinical care program to address childhood stunting that provides monthl…
Rethinking paediatric sepsis care through local provider voices and lived systems: A mixed-methods study in two hospitals in Ghana
BACKGROUND: Paediatric sepsis remains a significant cause of mortality in low- and middle-income countries (LMICs), where health systems are often resource-constrained. Global sepsis protocols, although effective in high-income settings, may not be well-suited to LMIC contexts. METHODS: We conducted a mixed-methods study in two hospitals in the Ashanti Region of Ghana: Komfo Anokye Teaching Hospital (KATH) and Presbyterian Hospital, Agogo (PreHA)…
Assessing content validity of learner milestones for decolonial global health education: A modified Delphi study
The field of global health is rooted in colonialism, and many global health partnerships perpetuate colonial power dynamics. To change this, knowledge and praxis in decoloniality must become a fundamental part of global health education and practice. Since there are no current tools in global health education specifically focusing on decolonial praxis, we drew on existing literature to develop a tool designed to measure a learner clinician’s prog…
Talk the talk and walk the walk: A novel training for medical students to promote decoloniality in global health
To date, the history of colonialism has permeated nearly every aspect of our conceptions, structures, and practices of global health; yet, there are no published medical school curricula aimed at promoting decoloniality in global health. We developed a pilot course for medical students to examine the history of colonialism, power, and positionality; promote self-reflection; and teach strategies for dismantling coloniality in global health. This f…
Child Migrants in Family Detention in the US: Addressing Fragmented Care
Our findings revealed significant gaps in documentation, particularly in medical decision-making and clinical reasoning. In a fragmented medical system, inadequate documentation can result in avoidable errors in diagnosis and management. Improving documentation practices is crucial to ensure that all children, regardless of immigration status, receive quality healthcare aligned with national and international standards
Understanding depression, anxiety and stress in young people living with HIV in Ghana
Ghanaians with perinatally acquired human immunodeficiency virus (HIV) infection now live into adulthood. It is known that adolescents and young adults living with HIV have a high risk of mental health comorbidity. Despite increasing global attention on HIV-mental health interactions, the field remains understudied in Ghana, with an attendant lack of national integrated care solutions. This study aimed to measure the burden and explore the contex…
Learning to walk the walk: Incorporating praxis for decolonization in global health education
Colonial history has deeply influenced the structures that govern global health. Though many curricula promote equity, few focus on developing competency in understanding and dismantling colonialism, and the structural barriers to global health equity. To dismantle colonial structures and create equitable collaborations, learners must be able to recognise how colonialism permeates global health practice. We propose a praxis cycle in education tha…
No prominent works on this page.
Learning to walk the walk: Incorporating praxis for decolonization in global health education
Colonial history has deeply influenced the structures that govern global health. Though many curricula promote equity, few focus on developing competency in understanding and dismantling colonialism, and the structural barriers to global health equity. To dismantle colonial structures and create equitable collaborations, learners must be able to recognise how colonialism permeates global health practice. We propose a praxis cycle in education tha…
Talk the talk and walk the walk: A novel training for medical students to promote decoloniality in global health
To date, the history of colonialism has permeated nearly every aspect of our conceptions, structures, and practices of global health; yet, there are no published medical school curricula aimed at promoting decoloniality in global health. We developed a pilot course for medical students to examine the history of colonialism, power, and positionality; promote self-reflection; and teach strategies for dismantling coloniality in global health. This f…
Child Migrants in Family Detention in the US: Addressing Fragmented Care
Our findings revealed significant gaps in documentation, particularly in medical decision-making and clinical reasoning. In a fragmented medical system, inadequate documentation can result in avoidable errors in diagnosis and management. Improving documentation practices is crucial to ensure that all children, regardless of immigration status, receive quality healthcare aligned with national and international standards
Understanding depression, anxiety and stress in young people living with HIV in Ghana
Ghanaians with perinatally acquired human immunodeficiency virus (HIV) infection now live into adulthood. It is known that adolescents and young adults living with HIV have a high risk of mental health comorbidity. Despite increasing global attention on HIV-mental health interactions, the field remains understudied in Ghana, with an attendant lack of national integrated care solutions. This study aimed to measure the burden and explore the contex…
Modeling Growth Trajectories in Stunted Children Under 5 Years of Age: A Retrospective Analysis of Clinical Data from Guatemala
BackgroundStunting is a pervasive issue in low- and middle-income countries, particularly affecting rural and Indigenous populations. Little reported data is available on the growth of clinical populations of children with stunting, including those with more severe stunting.ObjectiveThis study examines growth trajectories of children under 5 years of age from a long-standing clinical care program to address childhood stunting that provides monthl…
Rethinking paediatric sepsis care through local provider voices and lived systems: A mixed-methods study in two hospitals in Ghana
BACKGROUND: Paediatric sepsis remains a significant cause of mortality in low- and middle-income countries (LMICs), where health systems are often resource-constrained. Global sepsis protocols, although effective in high-income settings, may not be well-suited to LMIC contexts. METHODS: We conducted a mixed-methods study in two hospitals in the Ashanti Region of Ghana: Komfo Anokye Teaching Hospital (KATH) and Presbyterian Hospital, Agogo (PreHA)…
Assessing content validity of learner milestones for decolonial global health education: A modified Delphi study
The field of global health is rooted in colonialism, and many global health partnerships perpetuate colonial power dynamics. To change this, knowledge and praxis in decoloniality must become a fundamental part of global health education and practice. Since there are no current tools in global health education specifically focusing on decolonial praxis, we drew on existing literature to develop a tool designed to measure a learner clinician’s prog…
Global Health and Surgery (4 works) · Cultural Competency in Health Care (3 works) · Political science (3 works) · Sociology (3 works) · Curriculum (2 works) · Decoloniality (2 works) · Global Maternal and Child Health (2 works) · Medicine (2 works) · Praxis (2 works) · Psychology (2 works)