Detroit-specific ZIP code populations, along with their cumulative COVID case counts, deaths, and rates. Data provided by Detroit Health Department. The public-facing COVID Cases Dashboard is hosted at: detroitmi.gov/healthUPDATE* July 29 2021:The underlying calculation for disease date was updated to allow for individuals to appear on the curve in multiple locations if they experienced more than one case of COVID-19 that was at least 90 days apart.Geospatial information analysis was also improved and additional criterial for address clean up were implemented, which leads to more accurate case counts within Zip Codes. Some unverified addresses that may have appeared in previous Zip Code counts are now excluded.This change discourages direct comparison of dashboard visualizations and counts prior to the new calculation, and non-significant shifts in numbers will be noticed.Case numbers represent Detroit residents only. Some ZIP codes with very low case counts are excluded to protect privacy. Case counts are totals per ZIP code and are not adjusted for population. ZIP code totals are preliminary; addresses are updated as new information becomes available and counts are subject to change. Not all cases have an accurate location; only cases with a known ZIP code are represented. Where a ZIP code is split between cities, only the Detroit portion is shown (48203, 48211, 48212, 48236, 48239). The counts exclude cases among prisoners at the Wayne County Jail and known hospital or laboratory locations.ZIP_Code: The USPS ZIP postal code Clipped_ZIP_Population: The 2010 population of the ZIP code, clipped to include Detroit City residents only.ZIP_Case_Count: The current cumulative count of Confirmed COVID cases within the ZIP code, since the beginning of the pandemic. (Have a "Confimed" case status in MDSS)ZIP_Death_Count: The current cumulative count of Confirmed COVID cases within the ZIP code, since the beginning of the pandemic. (Have a "Confimed" case status in MDSS and are deceased)ZIP_Case_Rate: Rate of confirmed cases per 100 thousand residents in the ZIP code. For each zip, the rate was calculated by (C/P)*100000 C = the count of confirmed (MDSS case status = Confirmed) cases with a resident address in the ZIP code P = the population count of the ZIP codeZIP_Death_Rate: Rate of confirmed cases that were marked deceased, per 100 thousand residents in the ZIP code. For each zip, the rate was calculated by (D/P)*100000 D = the count of confirmed (MDSS case status = Confirmed) cases marked as deceased, with a resident address in the ZIP P = the population count of the ZIP code

The single biggest need in the parts of Detroit that have been the hardest hit by the coronavirus is food. That's according to data available in a recently released COVID-19 Dashboard put together by Michigan 211.

This dataset provides a single table of historical outbreak data as reported by public health departments to the Michigan Department of Health and Human Services from August 22, 2020 to February 11, 2021. Additional information about the dataset and more current data tables can be found here: https://www.michigan.gov/coronavirus/0,9753,7-406-98163_98173_102057---,00.html.

Program Description DoT was founded in 2012 with a mission to increase diversity amongst medical professionals by preparing students from underrepresented communities in Detroit to successfully pursue careers in healthcare. Our program builds on a partnership between Cass Technical High School (CTHS) and the University of Michigan Medical School (UMMS). The CTHS student body is reflective of the Detroit population with more than 80% of students identifying with racial and ethnic minority backgrounds. Students with an interest in healthcare apply for the program as ninth graders. In recent years, the program has received over 60 applications for approximately 30 positions in each grade.

 DoT’s unique strength lies in its longitudinal structure. There are three branches of the program – Foundations (ninth and tenth grade), Rising (eleventh and twelfth grade) and Succeed (undergraduate). Ninth graders start out in DoT Foundations. Each student is paired with a first-year medical student mentor at UMMS for the entire academic year. DoT students travel to UMMS every month for a visit day, with activities designed to give students hands-on experiences in healthcare, such as suturing and ultrasound skills in the simulation center, and clinical shadowing. Students then meet with their medical student mentor over lunch. The latter part of the day is dedicated to working on their capstone projects. For the capstone projects, students work in small teams led by medical student leaders to identify a community health issue, partner with a local organization, and present their proposed solutions at a formal symposium at the end of the year.

;Transition to Virtual Programming In light of the recent COVID-19 pandemic, a growing number of universities cancelled all campus events including those of pipeline programs. We felt that our programming offered an important service to our students that would be greatly missed, so our team worked to quickly create and implement a virtual program. We ensured that each of our students had access to technology at home and those who did not were offered scholarships. During our introductory student session and new parent meeting, our leadership team discussed how to set up a Gmail email address for weekly communications and taught the students how to use Zoom, Google Drive, Google Docs and Google Sheets for online learning collaboration.

 For the virtual Foundations program, we offered 1-hour seminars each month, where a physician was invited to give a 30-minute presentation about different organ systems, followed by a 30-minute case-based session where students worked with medical student mentors to apply their new knowledge. We also created novel sessions such as “The Path to College and Medical School” and collaborated with members of the Black Medical Association (BMA) and Latin American and Native American Medical Association (LANAMA) to host a panel session where students could learn from medical students who identified as URiM. 

 For the mentorship aspect, we created “pods” of Foundations, Rising, and Succeed students along with medical student and physician mentors. The Foundations students and mentors met every month for an hour on Zoom, a virtual communication platform, to work on their Capstone project. Rising and Succeed students joined the group for three full-pod meetings. The goal was to increase near-peer mentorship and connections between DoT students at all levels. ;Study Population 
Due to the virtual nature of the 2020-2021 program, we accepted 100% of 9th grade applicants from CTHS. We also expanded our reach to a new school, The School at Marygrove (TSM), which is also located in Detroit, Michigan. TSM is involved in the Detroit-20 Partnership with the University of Michigan College of Education and includes a novel three-year residency program for novice teachers.

 During the 2020-2021 school year, 108 students participated in the Foundations programming with 72 of them being 9th graders and 36 being 10th graders. The students were mostly from CTHS with 12 students out of the 108 total being from TSM. Students were predominantly from an African American/Black racial background (68.4% from N=98 respondents). The students were representative of their respective schools. The majority of students at CTHS identify as black, come from low-income homes, and have variable levels of parental education.