Einstein/Montefiore Department of Medicine

6-2-2011: Medicine Grand Rounds

Inclusion to Engagement: Opportunities to Achieve Health Equity in Translational Research

Einstein-Montefiore Department of Medicine Grand Rounds

Thursday, June 2, 2011

8:00 am
Forchheimer 1st Floor Lecture Hall, Einstein

12:15 pm
Cherhasky Auditorium, Montefiore


Giselle M Corbie-Smith, MD

Giselle M Corbie-Smith, MD
Professor with Tenure, Department of Social Medicine and Department of Medicine
Division of General Medicine and Clinical Epidemiology
University of North Carolina at Chapel Hill School of Medicine

Dr. Giselle Corbie-Smith is nationally recognized for her scholarly work on the practical and ethical issues regarding involvement of minorities in research.  She directs the Program on Health Disparities at the Sheps Center for Health Services Research at UNC-Chapel Hill and has been a member of several national and regional committees including Institute of Medicine committees examining the ethical issues of involving minority communities and underserved groups in housing-related research and on standards for systematic reviews in comparative effective research. Her empirical work, using both qualitative and quantitative methods, has focused on the methodological, ethical, and practical issues faced by mandated inclusion of minorities in research and the need for this research to address racial disparities in health. In all of her studies, she has built multidisciplinary research teams to conduct research in conditions with health disparities. Her work on community members’ expectations and perceptions of benefits of research emphasizes the principles and expected outcomes of community-based research. She has effectively developed and conducted research across systems to address the health needs of vulnerable populations with the goal of eliminating health disparities, while providing support to pre-doctoral, post-doctoral and junior faculty trainees.

Dr. Corbie-Smith has been the principal investigator (PI) of grants funded through the National Heart Lung and Blood Institute, the Robert Wood Johnson Foundation, the National Center for Minority Health and Health Disparities, the National Institute of Nursing Research and the National Human Genome Research Institute. She was PI on two studies that examined investigator-specific factors and attitudes regarding minority participation in research. She is co-investigator for the Center for Excellence in ELSI Research (CEER), whose goals are to develop an infrastructure to maximize collaborative research, create partnerships with relevant constituencies, identify critical issues, and collect sufficient pilot data to propose a well-integrated center in which state-of-the-art ELSI research can be conducted to inform public policy She is also the Director of the Community Engagement Core (CEC) of the NC Translational and Clinical Sciences Institute. The CEC engages communities, faculty, and health care providers as partners in clinical and translational research and ultimately transforms the way that academic investigators and community members work together while boosting public trust in research. Her recent line of inquiry has focused on developing methods and interventions to engage minority and underserved communities in research. She has focused on interventions to increase minority participation in clinical research and the use of engaged research methods, like community based participatory research, to work collaboratively with communities to address the issues of most concern.  In addition, she has used each project to mentor young scholars from a variety of disciplines and from undergraduates to junior faculty members and currently holds a K24 to support her mentoring efforts.


After attending this activity, participants will:

  1. Be familiar with barriers and facilitators of recruitment of minority individuals into research studies
  2. Understand the role of engaged scholarship in addressing health equity in translational research


Albert Einstein College of Medicine designates this educational activity for a maximum of 1 credit towards the AMA Physician’s Recognition Award. Each physician should claim only those credits that he/she actually spent in the educational activity.


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