Community Conversation Between GIP & GDI: Building a Shared Commitment When Creating Anti-Racist Institutions
The Group on Diversity and Inclusion (GDI) and the Group on Institutional Planning (GIP) gathered for a community conversation on "Building a Shared Commitment When Creating Anti-Racist Institutions." The groups convened in real-time and discussed challenges and opportunities that arise when creating an anti-racist institution. The goal of this forum was to share approaches and best practices. In addition, we hoped to enhance institutional collaborations by encouraging participants to invite their colleagues in planning and diversity, equity, and inclusion offices.
The GDI Steering Committee and AAMC Chief Diversity and Inclusion Officer presented important updates and conversations. We honored the inaugural GDI Exemplary Leadership Award recipient and the Herbert W. Nickens Faculty and Student Scholarship award recipients.
Understanding Intersectionality: Bringing Visibility to the Experiences and Perspectives of Women of Color
The AAMC Group on Women in Medicine and Science (GWIMS) and the Group on Diversity and Inclusion (GDI) hosted an informative and powerful webinar on defining intersectionality and had over 900 participants join. During this first part of a longer webinar series on various aspects of women of color, speakers from both inside and outside academic medicine introduced foundational elements of intersectionality theory, shared experiences, and created dialogue on how institutions can maintain an intersectional lens as they continue their diversity, equity and inclusion journeys.
AAMC Townhall: Leadership in Diversity, Equity, and Inclusion: Getting to the New Normal for Learners, Faculty, and Staff
The AAMC Chief Diversity and Inclusion Officer, Dr. David Acosta, facilitated a national conversation focusing on key leadership issues during the COVID-19 pandemic. This townhall provided a space to:
- Identify common challenges experienced by leaders in equity, diversity and inclusion brought to the surface by the COVID-19 response
- Share strategies and tactics to keep equity, diversity and inclusion at the forefront of institutional planning and responses
- Explore opportunities that emerge when leading in times of crisis and anticipated key steps for the recovery phase
The best physicians are prepared to meet the needs of a diverse and ever-changing patient population. Medical advances and an aging population guarantee that all clinicians will interact with patients with disability. Building clinical knowledge and confidence working with people with disability can help medical students competently and respectfully meet the needs of all patients. This presentation provides specific, practical methods and tools to incorporate disability into existing courses and clinical experiences for medical students.
This 70 minute webinar provides a general overview of strategic planning, identifies the groundwork necessary to create institutional buy-in and commitment, identifies champions: the crucial leaders needed to endorse and support the strategic planning process, and discusses the value of metrics in establishing rationale for change and evaluation method for success.
This 90-minute webinar will update leaders and other stakeholders at academic health centers on the facilitators and barriers to providing quality access to LGBT-competent services and to building a LGBT inclusive academic medicine workforce. This interactive webinar includes 45 minutes of Q&A and encouraged institutions to facilitate group discussions.
Navigator to Excellence: Publishing the Results of Scholarly Work in Medical Education: The Art of Writing and Getting Published
This 60-minute webinar includes an overview of the review processes, essential components of scholarly articles and publications, and submission guidelines for both Academic Medicine and MedEdPORTAL.
This multimedia webcast, created in collaboration with experts in the field of institutional culture, walks participants through the Diversity 3.0 Framework, explains what elements should be included in a comprehensive assessment of institutional culture and climate, and provides examples of how institutions might best utilize their findings to effect change.
What are some components of a successful strategic plan for diversity and inclusion? Should you integrate a new or existing strategic plan for diversity and inclusion into the institution’s main plan? The GDI Steering Committee organized this Webinar to respond to questions and address key elements for strategic planning.
This webinar featured Sally Rockey, Ph.D., NIH Deputy Director for Extramural Research, discussing the future of the biomedical research workforce in the United States.
To help raise awareness of the importance of diversity and inclusion in academic medicine, the AAMC hosted a Webinar featuring Scott E. Page, Ph.D., a leading scholar in the role diversity plays in organizations and society.
Element 3.3, Diversity/Pipeline Programs and Partnerships, formerly known as IS-16 in the older LCME standard formatting has neither changed in its intent nor changed in the challenge of explaining and understanding how the LCME approaches this important aspect of the academic and learning environment.
The LCME introduced two new diversity standards (MS-8 and IS-16) in 2009. Barbara Barzansky, Ph.D., M.H.P.E, AMA Co-Secretary, LCME, and other academic medicine leaders shared insights from institutions that were among the first to take part in the new standards.
In this short video, the AAMC’s Diversity Policy and Programs cluster shines a spotlight on the social determinants of health and how they shape an individual’s opportunity for quality health and healthcare.
This session aims to empower leaders to ensure LGBT diversity and inclusion by providing an overview of LGBT health disparities and their cost to healthcare, increase awareness of the current gaps in LGBT academic medicine, highlight the role of leadership in LGBT initiatives, outline ways for leadership to integrate and evaluate LGBT initiatives at their own institutions.