By Aaron J. Byzak, MBA, FACHE
Joselin Reyes had dreams of a career in the medical field, helping others and making a difference in the world. She was determined to accomplish her goal, but the odds were stacked against her. She is the youngest of four children and none of her siblings graduated from high school. Both of her parents are native Spanish speakers with limited English ability. Her family could give her emotional support, but she did not have the financial and educational support needed to make her dreams come true.
When we set out to create the HERE Initiative (Health + Education + Research = Empowerment), a community outreach program designed to address some of the unmet needs of San Diego’s south bay and southeastern regions, we had students like Joselin in mind. We wanted to address several of the key social determinants of health, namely health care access, education, and workforce development. Continue reading Empowering Communities, One Family at a Time
By Samantha Ngooi, MPP, and Vineet Arora, MD, MAPP
When we got an NIH grant last year to ascertain how teens could get their peers interested in research careers, we did not anticipate turning to Jimmy Kimmel for inspiration.
Kimmel’s “Lie Witness News” segment is notorious for asking unsuspecting pedestrians to share their opinions about ridiculous topics from a new “scented” iPhone to the “appointment” of Judge Judy to the U.S. Supreme Court. While the interviews are purely for amusement, at times they reveal an embarrassing lack of knowledge among members of the public, adding weight to the saying, “Don’t ask questions you don’t really want the answer to.” Continue reading Making Research Careers Sound Cool, Jimmy Kimmel-Style
By Anushka Shenoy
Larissa Guran wrote last month about our “Leadership, Education, and Structural Competency” course at OHSU, and I would like to add to her thoughts. As a reminder, we developed the course to learn facilitative leadership skills, strengthen our understanding of social determinants of health, and develop and facilitate five small-group sessions about structural competency for the new MS1 curriculum. After a session on implicit bias, we introduced the concept of taking an “Affective Time Out” to reflect on the emotional, mental, and intellectual preconceptions we bring to each patient encounter. As we approach our final MS1 session, I wanted to take my own “time out” of sorts and reflect on this experience. Continue reading Students Teaching Students: Passion, Collaboration, Innovation
By Utibe Essien, MD
I was the only one: I confirmed it with the organizers. Out of the 120 internal medicine residents in my program, out of more than 250 internal medicine residents at the combined Harvard-affiliated hospitals in the area, and out of thousands of resident trainees in the Boston area, I was the only resident attending the 3rd Annual Health Equity and Leadership (HEAL) conference, “Challenging Racial Injustice through Community Health,” hosted by the Harvard School of Public Health in February. Continue reading The Role of Residency Training in Ensuring Health Equity
By Marc Nivet, EdD, MBA, and Jennifer J. Salopek
As educational institutions seek to address the looming doctor shortage in the United States and to create a physician workforce that more closely resembles the patient population, programs that help to create diverse and inclusive environments—such as high and middle school pipeline programs—can help us to meet these goals. Medical students across the country have worked to create programs in their communities that open up the possibilities of careers in medicine. This work must be encouraged, promoted, and replicated.
Continue reading Innovative High and Middle School Programs Can Increase Pipeline Diversity
By Marc A. Nivet, EdD, MBA, and Jennifer Danek, MD
Imagine that you’re an admissions officer at a prestigious nursing or medical school. You’re considering the file of an applicant who has a 3.0 grade point average and an ACT score of 31. Would you admit the applicant? You might be hesitant.
What if you then learned that the applicant is a first-generation college student whose family is living below the poverty line and is socioeconomically disadvantaged? You might give the applicant’s file another look.
Continue reading Holistic Admissions Goes Beyond Test Scores to Increase Diversity
By Marc A. Nivet and Anne C. Berlin
Originally posted June 5, 2014
Often the discourse on the role of boards in diversity leadership begins and ends with board composition. This is still an important cause, as it brings broad perspective and signals inclusiveness from the top down, among other net positives. But, a board’s diversity charge should go beyond composition.
Diversity is increasingly embraced as a strategic imperative and driver of institutional excellence, and as a means for competitive differentiation in a crowded market, especially when it comes to attracting top students, faculty and staff.
Continue reading Trustees Can Improve Diversity Stewardship in Higher Education
By David Acosta, MD, FAAFP, and Paul G. Cunningham, MD, FACS
Hospital behaviors that may have been tolerated in the past are clearly viewed differently now, and can no longer be accepted in the future. Any form of mistreatment negatively affects the culture and climate of medical schools and teaching hospitals.
The Association of American Medical Colleges (AAMC) Council of Deans and the leadership of our academic medical institutions have placed a high priority on eliminating all forms of mistreatment toward students during medical education, emphasizing that students need to learn in a supportive environment.
Continue reading Restorative Justice to Resolve Learner and Differential Mistreatment