Taking Healthcare by Storm: Industry Insights with Jane Wallis

In this captivating episode of Taking Healthcare by Storm, delve into the world of expert insights as Quality Insights Medical Director Dr. Jean Storm engages in a thought-provoking and informative discussion with Jane Wallis, MPH, Executive Director of Grassroots Health.

If you have any topics or guests you'd like to see on future episodes, reach out to us on our website. 

Publication number QI-50-013125-GK

Transcript

Welcome to "Taking Healthcare by Storm: Industry Insights," the podcast that delves into the captivating intersection of innovation, science, compassion, and care. 

In each episode, Quality Insights’ Medical Director Dr. Jean Storm will have the privilege of engaging with leading experts across diverse fields, including dieticians, pharmacists, and brave patients navigating their own healthcare journeys. 

Our mission is to bring you the best healthcare insights, drawing from the expertise of professionals across West Virginia, Pennsylvania and the nation.

Subscribe now, and together, we can take healthcare by storm.

 Hello everyone and welcome to another episode of Taking Healthcare by Storm. I am Dr. Jean Storm, the Medical Director at Quality Insights, and today we have a very special guest. Jane Wallace is the Executive Director of Grassroots Health. Jane leads an organization that is transforming health education in middle schools by using sports to engage students and mobilizing NCAA athletes as health educators.

I love this idea. It is so innovative and creative. Grassroots Health is dedicated to advancing health equity, particularly in underserved communities, and creating lasting change in how youth learn about and engage with health topics. Grassroots Health has received a grant from Quality Insights as part of our 50th anniversary celebration.

And we're going to be talking about the valuable work. Um, that this grant helped enable today, where Jane is also going to share insights into the organization's mission and their innovative program. So I am so excited to hear about them and get started. Jane, thank you so much for coming on the podcast and welcome.

Thank you. It's an honor to be here and having listened to a few episodes, I, I feel really excited to have this conversation. Um, great part of this community. , I'll say it's, it's, uh, probably my favorite, the favorite part of my job. So, um, yeah, I'm, I'm really lucky that I, um, get to talk to so many inspiring individuals like yourself.

So can you start by telling us about the mission of Grassroots Health and what inspired the organization's creation? Absolutely. So, um, you know, as you gave a great introduction here, um, but our mission really is to reimagine and rethink what health education looks like and how important health education is, um, to youth nationwide.

And we've really started, um, With a community focused mobilization in Washington, D. C. And now we're beginning to look at how do we make this something that is, you know, broader across our nation? Um, so it was inspired truly by student athletes. So in 2009, there was a group of 40 student athletes that got together, um, with our founder, Tyler Spencer.

And they recognized that they had a platform, right? Like student athletes, um, at the collegiate level, 97 percent of them will not go professional yet. They've been dedicated to their sport and academics for so long. And they have this real opportunity to use that platform to influence young people, um, and particularly young people that are interested in health and wellness.

Um, but I think from that, there, this was also a time where. You know, health education wasn't talked about, or people had a perception of what health education might be, is that kind of like boring class you take one quarter of middle school or high school, um, and realizing that we had some major health challenges out there.

So, this was an opportunity to do something different, to try an innovative approach, to think about health from a different perspective, um, and now it's really amassed into something much bigger with a more specific public health approach, um, that I'm excited to talk about today. Yeah, I am, too. So Grassroots health has a unique model.

It involves, as you said, using college athletes to deliver health education in middle schools. So how did you arrive at this approach and what makes it so effective? Do you feel? Yeah. So. I mean, using college athletes, right? There's, there's a mentorship, a leadership, a role model status of a college athlete.

But even more, our programming is all designed in a kinesthetic approach. So we don't just teach in a classroom. Um, it's not walking in and saying, okay, these are some Some health knowledge topics. We're going to give you some facts, um, but we play games, use sports and activities to help young people connect and have fun while learning about health, um, which I think is key to destigmatizing, um, some of these topics that maybe we aren't used to talking about or don't feel comfortable talking about, particularly in a school setting.

Um, and honestly, we arrived from this with this approach of like, kind of unique ways of providing education really coming from, um. Roots in, in how we do health education abroad, um, our organization's founder, what had been working in sport for development in South Africa. Um, I also have, um, had a stint living and working in Zambia doing health education and something that's so stark in how we do health prevention and promotion in, You know, countries and places that don't have as robust medical systems is that there's a huge emphasis on not only education, but also on building up community resilience through people that have, you know, immense leadership roles in their communities.

So college athletes. Are that right? Like they are leaders. Um, they are fun. They are cool. They are closer in age to young people than I am now, although I did start out as an athlete at this organization. Um, so this concept of using these youth leaders to then teach something and really empower people to make their own choices, um, felt like a really easy, um, you know, molding together of, of two, like, really important things that commonly just don't go together.

Um, and it makes it, it's effective because young people want to go to these classes, right? If you're, if anybody here has worked with six, seven, eight, nine, To eighth graders. So 10 to 14 year olds. There's a lot of apathy, right? You're kind of like, okay, you're going through the motions. And if you then have a class where you've got some cool 18 to 24 year old athletes coming in and they're playing games and having fun and making the class exciting, then you're going to pay attention, right?

So I think we can see that from the outside, but then we also now have years of data to show that that really is an effective approach. Yeah, I love that. And I love it. Like so innovative. Some people would say like certain things won't work because they haven't worked. But we really, I think, um, really need to get rid of that thinking that, you know, new things can work, you know, in the future.

So you've been working on health equity through sports for over a decade. How is the landscape of health education in schools? evolved since grassroots health was founded in 2009? I love this question. Um, so the landscape of education across our country has changed dramatically in the last 15 years. Um, 2009 was kind of a unique time period.

It was the first time that a, um, ban on sexual education in Washington, D. C. schools was lifted. So it was kind of the start of. Wow, we really need to do something about creating health education, um, within our schools. It was also, you know, in, in 2009, D. C. had the highest, um, prevalence of HIV in the country, with about 1 in 20 people living with HIV at that time.

So there were both these, like, Really stark health needs, as well as this, like, new opportunity to provide health ed in schools, um, and in these 15 years, I think we've seen a lot. We've seen, um, new curricula and schools really trying to recognize that it's a, a place where young people can trust adults and learn about their bodies, um, But we also have seen some really cool local changes.

So in 2018, there was a healthy schools amendment that now created a mandate for schools to teach health education. So for example, at the middle school level, students are supposed to are supposed to receive 75 minutes of health ed per week. And when you think about, you know, You know, one in five young people are considered obese in this city.

We have some of the highest teen pregnancy rates. Still, we have, you know, almost 25 percent of D. C. public school students thought to have an S. T. I. at any one time based on some 2017 data. Um, we have almost. A mental health crisis throughout our country for young people. So we realize there's kind of this growing need.

Um, and we talk about it all the time, but we don't talk a lot about those solutions and where we can really meet everybody. And schools is a place where we can meet the majority of people. Um, so I think, you know, from this 2009 where health education was just starting to then mandates and changes and then kind of a global pandemic, we're now seeing that not only Teachers and parents, but also school administrators, the Office of State Superintendent of Education, DC public schools.

We want to see health education valued. Now that's on kind of a local perspective, right? Nationwide, we know there's a lot of Um, politics around health education, so I think we can use this, you know, community approach and our data to hopefully influence what's being done nationwide around health education and really open people up to recognize, um, that young people are capable of learning more and we just need to find innovative ways to make that happen.

Yes. I love it. You're, I feel like you're speaking my language. It's like, we really, they, they need. Schools, students, individuals in school, students need to know more. They don't need to know less. Exactly. In your programs, you focus on key health topics, nutrition, sexual health, mental health. And I will say these have become somewhat controversial or whatever reason.

Why do you choose these? medicals, medical, middle school students? Yeah. Um, another great question. So we started out, as I mentioned, you know, really focused on the HIV epidemic and giving young people, you know, information about HIV. And then that morphed into a more holistic sexual health education approach, hitting the national health education standards.

So we are very age appropriate in the way that we teach. And then it was really parents and teachers that came to us and said, You know, our kids are learning so much in 10 weeks of sexual health education with you. Like, why not do other topics? I have a very distinct memory, and this was probably in 2013 or 2014, where a parent came to one of our graduation ceremonies when, you know, students finish the program and we get to celebrate them, and said, like, One, I don't know this, can you do this for me?

So we were like, oh wow, maybe we need parent programming. And then they said, and what about nutrition? What about mental health? And that was kind of the spark. Um, and then in 2017, 18, we, we really worked on, um, developing out the curriculum. There are more areas to focus on for sure. Um, but within the nutrition, sexual health, and mental health, national education standards, we can hit a lot of the key topics, um, and it's what our parents are asking for.

It's what young people are asking for. Um, so we constantly try to mix the, you know, what a public health literature tell us, what are the education standards, and then what is it that the community really wants so that we can, you know, create things that people are actually going to benefit from. Yeah, that makes sense.

So can you walk us through the impact your programs have had in the schools you've worked with so far? Do you have any success stories that you can share? Because we love to hear success stories. Yes, um, so we've worked with over 12, 000 youth, um, in 60 plus middle schools and we've trained about 2, 200 NCAA athletes to be our health facilitators over the last 15 years.

Um, right now we are really focused on quality impact of our programs. So every young person that goes through what we consider to be like a full grassroots health term. Um, Receives three years of health education. So it's nutrition and sixth grade Uh sexual health and seventh grade mental health and eighth grade um, and then they We also offer programming for their families and evening sessions where we provide childcare and food for the whole family, and we review a lot of the same messages with parents.

Um, and then we also introduce all students to local, uh, community health service providers, so we bring in 10 to 12, you know, youth friendly health services so that they can meet and recognize where they could access services once they're done with their grassroots programming. So that's kind of the, like, overall impact that we are looking for.

Um, we I would say like the The success stories that tend to, um, like shine to me or really, um, like stick out in my memory over the years. And I've been here for over a decade, so there are plenty. Um, but I think it's really that eighth grader who has been through three years of grassroots. Um, maybe they've had the same athlete two years in a row, but they've also gotten to meet several different athletes in their programming, um, Um, and they're really starting to not just talk about the health knowledge, right?

We do give the facts. So in nutrition, we talk about the nutrient groups and, you know, healthy amounts of fats and sodium and sugar and all of these, you know, the health knowledge component and, you know, in sexual health, we go over what an STI is and, um, you know, how hormones work in your body. And then in mental health, we give the facts.

information about emotional regulation and stress responses in your body. But I think it's that eighth grader that is then connecting it all together. Um, and talking about how healthy relationships influence your mental wellness and your ability to have conflict resolution skills and your self esteem as you go into high school.

And then that can influence. You know what food and nutrients you put into your body because it you know Your the mind body connection is real and that is taking health to the next level, right? We can talk about education all we want but we want to provide a space for young people to have discussions and like really get into the nuance and I have personally had those conversations with eighth graders.

I think we see it in the data that we collect But it's really that That, um, process of working with students over multiple years and giving them the space to not only learn but also analyze, um, and I think, you know, with that, right, we also have stories of parents going through that journey and that process and being able to be so close to communities and work with the same schools year after year allows us to really, you know, see this growth, see this progress and see families Um, really take ownership and accountability of their own health and their, their family's health.

Yeah. I think any initiative, any initiative, most initiatives, I'll say take time. So, you know, working with the same school, the same families, I think that's wonderful. So grassroots health emphasizes reducing the teacher to student ratio, which is become a little bit of a challenge in our country and integrating health education with physical education.

How is this approach? improve the quality of health education in the schools you work with? Yeah. I mean, I think teacher to student ratio is something that's obviously being talked about a lot. Um, we have incredible educators in our country, but we also know that our schools are understaffed and maybe our teachers aren't valued in the way that they should be.

So teachers that are day in day out with classes of 20 to 30 students. Yeah. don't have as many opportunities to have those one on one interactions. So part of our solution and part of utilizing these NCAA student athletes is that we can send four to six is typically our average, but some of our programs even have eight athletes going in.

And then we create a teaching model where these athletes aren't leading a classroom by themselves. They're co teaching with a physical education teacher or a health education teacher, and then they're creating small groups of four to five students who then learn, do discussion questions, play games, compete against other teams in this small group setting.

And there's a huge difference when you think about talking about health and the personal things going on in a, you know, five students with one, one adult, um, then there is 25 students with one adult. Um, so that's key to our programs and I think key to that, uh, success and like true fidelity of what we are, um, trying to complete with our curriculum.

Um, but we also recognize that it builds. Um, sustainability within our school buildings. So teachers are also then able to have more moments with individuals, right? Because you can imagine we have a teacher in the room and then we're bringing four to six aides and it's the same athletes week in week out and they develop those relationships.

So it's not just okay, these kids in this 12 week program are going to Increase their health knowledge. It's also the effect that it has on teachers and a helping, um, in the school building and getting to know administrators, the math teacher, the science teacher, bringing people together to think about, you know, how, how we influence young people.

Collectively. Um, so that's it's something that we find really important. We also recognize scaling that model is challenging. Um, and, and that teacher student ratio is a challenge nationwide. So this is kind of like a snapshot of what could happen or how we could operate in schools or how we could continue to bring incredible community adults into school buildings to assist in this collective education approach.

Yeah, I'm not a creative solution. So you I talked a little bit about the grant that you received from quality insights for the 50th anniversary celebration. And the grant was for the college athlete health education program for medical middle school students in Philadelphia. So can you tell us more about this project and how it will make a difference in those that community?

Yes, this grant was really exciting for us. We've been planning expansion and growth, um, over the last five years, um, with, you know, teachers and school systems asking for programming, but we haven't totally figured out what the funding model looks like in order to expand elsewhere. Um, so this grant gave us the opportunity to pilot and kind of create a Um, a case for support.

So we trained 60 athletes at Temple University in Philadelphia, and then we had four school sites as well as two campsites, um, where young people were getting to experience our programming for the first time in another city. Um, not only did we see impact data on the first set of programs, Um, meaning that we had improvement from the baseline to an after program survey, but we also had some great buy in from community members, some other service providers in the area, from schools that Um, are consistently now asking for programming.

So I think what we were able to prove with the support from quality insights was that this model works elsewhere. Um, you know, we, we've operated in Washington DC for a long time with a variety of schools and students, but to be able to prove now that, okay, this works elsewhere, now we can create a model.

We can scale, we can show that. You know, we can reimagine health education nationwide, not just in one, um, geographical context. So this was really, this is big for us, um, and hopefully will continue to help us raise more money to be able to make that Philadelphia program more permanent. Yeah, I think it's amazing that you're expanding and I would love to see you expand across the country.

It's just a fantastic program. So talk a little bit about, um, the role that NCAA athletes play in the program. How do you recruit and train these athletes to become effective health educators for you? That is a question we receive all the time. And, and sometimes it's like, well, It takes a lot to do this, like, how are you getting these really busy division one student athletes to do this work?

Um, and I think there's kind of, I would say there's like a mix of ingredients, so there isn't one special thing that allows us to recruit student athletes. I mean, first and foremost, we were built by student athletes. Um, a lot of our staff were former student athletes. Um, so I think it's an organization that understands athletes and, and what motivates them.

Um, but I think maybe the most exciting thing, The most interesting thing is that we make it challenging. Like, you, we don't think that an athlete can just go into a school and immediately teach health. Like, you have to learn these concepts first. So we have a pretty robust training of 12 to 16 hours, um, where we go through the curriculum and really give the athletes the tools and resources to not only lead a classroom, but, um, you know, increase their facilitation skills, their public health skills.

leadership skills, their public speaking skills, uh, as well as the health knowledge that's necessary and, you know, the specifics of our curriculum. So it's hard. And I think when you help, uh, you know, athletes respond to that, right? Like this is a challenge to really do community work that is impactful. Um, I think that concept of like, yeah, not everybody can do this, right?

Like I have to put something into it and then the reward is really big on the other side. You know, our athletes come in and your first program, you're going to be paired with some athletes that are really experienced and you will quickly realize that it is hard to teach kids. And then, you know, you have that growth and you go to the next classroom and the next classroom and semester after semester, you have this opportunity where you're really building your skills.

You have something to put on your resume. You're bonding with the community. You're getting outside your campus. Um, it's fun. There's obviously a big social component to our athletes and, you know, people getting to meet athletes from different teams in different schools. It's, it's kind of this like complexity.

I think that athletes are really interested in, um, And, and in general, this excitement around a service opportunity that isn't just checking a box, but is actually developing relationships and, and creating something that's meaningful and long lasting. And, and we have a robust alumni group of more than 2000 athletes that, you know, continue to check in and give back and support our growth because I think there is something special in all of these ingredients mixing together.

I mean, uh, 2000, that's a lot say. Um, so, you know, you talked a little bit about the, the training. How do you ensure they are prepared to discuss sensitive topics? And I, and I will say I'm a teenager or I'm a mother of three teenagers. So sensitive topics are even hard, you know, for parents. So how do you ensure that these athletes are prepared to discuss sensitive topics?

Um, and how do you deal with the sensitive topics like mental health and sexual health? Yeah, not, that's a really important question. Um, this is something that I think we've worked on over a long period of time and, and developed. Um, one major, uh, asset that we have is that our curriculum is, um, really well laid out, really easy to facilitate.

Um, there is a guide with pictures and objectives and everything. Um, that an athlete needs in order to be successful in schools, including like a, okay, we asked this question and this question. If students are asking this, this is how you would respond. Um, and in training, we go over a lot of these scenarios so that we can make sure that an athlete is prepared and ready to facilitate.

Um, but also to humbly facilitate is something we talk a lot about in this space. So if an athlete doesn't know the answer to a question, we tell them to say, I don't know. And I will come back. Um, we, we want our middle school students to know that these are college students also learning this material, which I think levels the playing field and allows for really real discussion.

Um, but we also put a lot of emphasis into the research that goes into our curriculum design. We use all evidence based tools. Um, we are grade appropriate. So we use the national health education standards as well as. You know, some of the local standards in both Philadelphia and Washington, D. C. are even more detailed, um, that make sure that we are sticking to the 6th to 8th grade, um, you know, grade band, so that this material not only makes sense for our middle school students, but is also appropriate for where they're at.

And then the last piece is, I think having this, um, these conversations with parents as well helps us to make sure that we are, you know, rooted in what our, where our community is at. So we have the, what we call grassroots fam, which are evening programs with parents and caregivers. We also bring some of our college athletes to, to those events, but they are primarily led by our more trained staff.

Um, and we, Talk about some really sensitive issues because the reality is you can't make change in mental health and sexual health if you aren't going to understand where your values are. And we're not trying to change anybody, right? Like, we almost want to get away from the division and the polarizing sense of these topics in our communities and recognize that We can't just shy away from conversation, but we have to be able to understand one another and those sessions are, again, like you asked earlier about success stories like they are some of the most powerful, um, opportunities to talk with parents and families.

But I think this, like, kind of collective approach and really thinking about. Focusing and centering it on the community allows us to have the right information to make sure that as we are teaching this sensitive, um, the sensitive topics that we, we really understand the full picture, not just the public health side or the community side or the.

You know, education based side, but that we're really putting these pieces together so that the education that we're providing is holistic, um, and something that our community can be proud of and feel like they contributed to. Yeah. So how do you measure the success of your program? What outcomes do you track to determine the effectiveness of the education and the overall impact on the students?

Yes, another really important question. Evaluation is something that is key to us. It's also key to I think the growth as we talk about expanding. Um, so we use a pre post survey where we're looking at different scales each year. So as we mentioned, you know, we're working with the same students in 6th, 7th, 8th grade, so we're actually able to find follow that student and they're learning from their baseline in the fall of their sixth grade year when they're typically about 10 years old all the way through to the end of eighth grade when they're 14.

So we are looking at health knowledge, we're looking at attitudes and beliefs, self efficacy, their values, particularly nutrition and mental health values. Um, their communication and their communication willingness with adults around these topics. And then I think probably most importantly, stigma reduction.

Um, so we're able to obviously collect this baseline data, then at the end of programs, um, see where they're at and then revisit that each year. So we've recently looked at about 4, 000 students worth of data over the last few years. And we were seeing statistically significant growth in all of our areas, specifically sexual health and mental health.

We see the largest growth. The nutrition curriculum is taught in sixth grade, so our reading comp is still a little low. So we're working on what our metrics are there so that we can collect even better data from our sixth grade students. Um, But I think what we've been able to see is that we are making grounds and what we consider these intermediary factors, like what are these things that will eventually influence behavior change, right?

A lot of young people are not engaging in sex yet, or maybe, you know, some anxieties or stressors, but aren't really faced with that stress until high school. So we want to see what are those factors that will lead to healthy behavior decisions that they will then make when they move on to high school.

Um, and in time, it will be really cool to be able to think about how do we, you know, follow these students even longer? How do we continue to amass this massive set of data and create an evaluation plan that really could, you know, Influence the system, right? And, and start to make that systems level change and, and, and disrupt, um, education and, and say that like this type of health education really is, um, impactful and can be impactful in a lot of different areas.

Yeah, I can see that happening, most definitely. So, health education, you know, we kind of touched on, it often faces barriers in schools, particularly in under resourced areas. So what challenges have you encountered while implementing the, these programs, and how have you overcome them? Yeah, again, it's, it's a really important question and we have focused, um, primarily in under resourced areas over the years as we strive for health equity.

We recognize, you know, these are the populations that need and deserve health education even more. Um, but it's difficult. Um, the biggest barriers, I would say, like, kind of boils down to three things in schools. One being staff, right? Staff shortages. Um, there aren't a ton of, um, primary health educators out there.

It's typically a physical health education, or a physical health teacher, or, Ah, I am tripping on my words. A physical, um, Education is like a PE teacher is being asked to teach health ed as opposed to there being someone that's trained in these health topics. So that staffing piece is huge. Um, the second is space.

A lot of our schools, especially in under resourced areas, are in really small, overcrowded buildings. There typically isn't a lot of room for physical activity. Maybe there's one. We call it gym, not auditorium. So it's like a gym, but also an auditorium, but also a cafeteria all in one. Right. So it can be challenging to, um, to have a program where you want to teach through kinesthetic learning, through physical activity.

And then the last one is scheduling or time. So you think about all the competing things. You know, we want to increase math scores. So maybe we have an additional math class every day, but we're also trying to change reading. So we have enrichment of reading and then we still have science and history and art and all of these incredibly important things that we are trying to teach in a school day.

So being able to carve out time and space for, you know, This concept of health and social emotional learning is challenging. So as we look at those barriers, um, and we think about how we overcome them, I think. The primary thing that we have done is build relationships with these schools to help mitigate whatever barrier is, you know, at the forefront of that school.

If we treat every school the same, we're not going to really get over those barriers, right? Each school has a different set of, of primary obstacles. In order to implement any successful, innovative approach to education. So, I think that, like, concept of figuring out what's going on in each school, building relationships over time, working with schools, adapting to their needs is how we've been able to be successful.

And now the next trick is how do we. Continue that success on a larger scale and work with more schools, but continue to maintain that relationship building mentality and culture that I think has made us so successful over the last 15 years. Yeah, I talk a lot about meeting individuals, communities, where they are, and that's what you're doing.

You're meeting each school where they are. End. You know, going from there, and I think that's key to success. So looking forward, what are some of the key goals for grassroots health over the next five years, especially in terms of national expansion, which I would love to see, and broadening the reach of your health education model?

Yeah, I think first and foremost is that evaluation piece. Um, we, we know that data is what's going to drive change. So the more data, the better story we have to tell will allow us to expand into different markets. Um, I think the second is funding, right? We, you know, it's hard to rely on government funding, even though our education system is largely government funded, um, because it's changing so quickly.

And, um, so we do rely. On kind of a diverse funding model that brings together a foundation and corporate and some government and then individual support as well. And so continuing to think about what that funding strategy looks like to be able to expand. Um, and then that last piece is a strategy of approach that really centers community.

And so we look at a lot of organizations, and we've done some, some analysis of really successful organizations and also organizations that didn't succeed in growth. Um, and one of the key factors is stakeholder management and, and how you really connect to individuals and communities. So we're really excited, um, these, I think focusing in on these goals of evaluation and community and a funding model that's sustainable will allow us to not only Grow nationwide, but also grow in the way that makes the most sense for young people.

So we have a lot to do a lot to accomplish, but, um, we have a really cool special team here that I think is is really dedicated to continuing to create curricula and programming and. innovative approaches to, to make health education something that is valued in the same way math and science are, right?

Um, and hopefully in the next five years, that's the conversation that we're having. I will say I'm very excited to see you, um, where grassroots health is in the next, um, five years. So I'll be watching. Last question. If someone, uh, wanted to find out more information about the organization, where could they do that?

Absolutely. So we have our website grassroots health dot us. Um, and then we also are on all the social media platforms. Um, our young people love and particularly our student athletes love, um, our social media sites. So they are fun and bright and energetic. So I recommend looking us up on, um, Instagram, apparently tick tock.

I don't use tick tock, but people love it. Um, and, and then follow us on LinkedIn or Facebook as well. Excellent. Jane Wallace from Grassroots Health. Thank you so much for being with us today, and I, um, wish you and your organization continued success. Thank you so much. We really appreciate Quality Insights, all that you're doing to highlight, um, the work in this space and really innovatively looking at the future of health.

Thank you for tuning in to Taking Healthcare by Storm: Industry Insights with Quality Insights Medical Director Dr. Jean Storm. We hope that you enjoyed this episode. If you found value in what you heard, please consider subscribing to our podcast on your favorite platform.

If you have any topics or guests you'd like to see on future episodes, you can reach out to us on our website. We would love to hear from you.

So, until next time, stay curious, stay compassionate, and keep taking healthcare by storm.