infusing diversity into the veterinary curriculum inter-institutional collaboration: doing inclusive...
TRANSCRIPT
Infusing Diversity into the
Veterinary Curriculum
Inter-institutional Collaboration:
Doing Inclusive Work on the System
Panel: Sandy Amass, Purdue Veterinary Medicine
Kauline Davis, Purdue Veterinary Medicine
Henry Green, Purdue Veterinary Medicine
James Lloyd, CVM Michigan State University
Pat Lowrie, CVM Michigan State University
Concept
• Fundamental flaws in Bi-annual process
• Southern Region Climate Work
• The Bayer Project
Inter-institutional Collaboration in Diversity: The Value
Collective Experiences
Inclusive Wisdom
Shared Resources
System Impact
Program Design
Welcome Lunch and Opening Sessions Melissa Harris-Lacewell, Associate Professor,
Princeton University – Innovations in Diversity Curriculum Infusion for
Veterinary Medicine Education Kathy Wong (Lau), Assistant Professor, Western
Michigan University – Anatomy of Inter-Cultural Communications
Billy E Hooper, Professor Emeritus, Purdue University, School of Veterinary Medicine The Historical Perspective: The Iverson Bell Vision –
Where Have We Been; Where Must We Go?
Peter Cowen, Associate Professor, NC State University,
College of Veterinary Medicine and Ronnie Elmore, Associate Dean, Kansas State University, College of Veterinary Medicine Bench Marks: Current ‘Best’ Practices
Program Design (con’t.)
James Lloyd, Associate Dean, Michigan State University Assessment: Why This Matters: What do we know; how
will we know we’ve made a difference?
Program Design (con’t.)
Tracks – Working Groups Charge:
To develop meaningful examples of activities that may be infused in the short term (immediately) Assess resource needs Barriers Additional curricula Additional personal Professional development
Track 1: Basic Sciences – Abnormal/Normal Track 2: Clinics Track 3: Intercultural Communications for Veterinary
Medicine
Program Design (con’t.)
Defining Diversity
Racial Ethnic Gender/gender identity Sexual orientation Disabilities
• Career Pathways• Backgrounds• Socioeconomic• Geographic• Religion• Age
Pre-Clinical Current Practices
Study abroad Service learning VOICE Application and Integration
and Team-based learning DiSC
Undergraduate interns International veterinary
medicine courses VetCamp Diverse faculty Diversity Office in the
College/School
Pre-clinical
Team-based exercises Start with orientation Consider all courses with
groups Facilitation is key – requires
training Mix student cohorts if possible Include conflict management Survey course on careers in
veterinary medicine Electives open to graduate
students and faculty from across campus
Service learning As part of clinical skills /animal
handling/ husbandry course Work with shelters As part of public health course Co-curricular activities State, national, international Didactic teaching – include
cultural dimension (when, why, how, who)
Course on multiculturalism Elective &/or prevet (or equiv.
exp.)
New Idea Concepts
Pre-clinical
Outcomes
Representation – include retention
Competencies Pre- and post-test Develop rubrics Consider 360-degree
evaluation Socially aware/engaged
graduates Project-based portfolio Survey graduates
Key Considerations
Groups should not be self-selected
Reflective evaluation Develop a common language
Would facilitate evaluation Would allow materials to be
shared AAVMC role re: KSU course
Clinical
Identified Problems Recurring Themes:
Lack of diverse clientele in the VTH modules
Lack of safe environment for discussion Lack of/missed opportunities for diversity
interactions: Amongst staff, technicians, students and faculty Teaching opportunities to infuse into cases
Clinical (con’t.)
Where to infuse Every year of
curriculum Pre-veterinary student
curriculum or associations
Student organizations State VMAs
Lack of diverse clientele/consumers Activities:
Actors work through created scenarios
Student exchange between diverse environments Teaching hospitals Private practices Humane Society
Increase diversity amongst clientele
Clinical (con’t.)
Increasing Diversity Interactions Activities:
Student Ambassadors Community outreach Recruitment
Facilitated Communications Recorded clientele interactions Rounds discussions Grand rounds presentations
Intercultural Communication
Current Best Practices
Incorporate critical race theory concepts
Theories associated with good communication Why is intercultural communication important How veterinarian engages pet is just as important as how
they engage client Discuss how we communicate with and perceptions of
veterinarian, client, animal (context) “Who won’t make you look like a fool” that’s the veterinarian
we went to-
Intercultural Communication Current Best Practices
(con’t.)
Developed a “standard” course,
presented by experts, that can be
shared among institutions as a
common resource Distance (ICE) vs live Incorporate into existing framework,
so it isn’t additive
Problem-based learning courses
Incorporate into accreditation standards Need AVMA assessment tool Need AAVMC cultural competency
assessment tool
• “Archie Bunker’s neighborhood”–like activities
• Service learning projects
• Veterinary Students as One in Culture and Ethnicity (VOICE) activities
• Infuse into ethics courses
• KSU course- Practicing vet med in a multicultural society
• Enhanced Bayer communication modules
Intercultural Communication Current Best Practices
(con’t)
Client communications activities Videotaped with faculty, student,
and psychologist Mentoring programs
Faculty student matches Groups of 4-10 students and 2
faculty with required meetings and topics to cover
Assessment pieces Pre-post knowledge tests Reflective writing
• Use business oriented examples-• How will this impact your bottom
line as a veterinarian
• Address generational issues
• Develop pipeline
• Vets willing to provide experiences for interested students
• Facilitated dialogues
• Safe Zones-KSU
Intercultural Communication Current Best Practices
(con’t.)
Better utilization of guest
lecturers
Partner with Minority Serving
Institutions – e.g. Historically
Black Colleges and Universities
(HBCUs) and Hispanic Serving
Institutions (HSIs)
Must hold everyone accountable Explain expectations during hiring
process
Only hire people with these values “We’d love to have you work here, but
only if you believe in these things.”
Reinforce accountability with
supervisors and peers
•Model ProgramsDeveloping scholar programs-KSUAccess to Animal-Related Careers (A2RC)-PurdueFood Animal VIP- UGAMSU- Vetward Bound Enrichment Summer ProgramPre-vet Scholars Bridge Program-TuskegeeSummer Enrichment and Reinforcement Program (SERP)-TuskegeeBoiler Vet Camp-PurdueAdventures in Veterinary Medicine-Tufts
Resources and Support
For faculty, graduate students, interns, residents – ALL??
• Training• Access to experts — on and off campus• Tools to assess cultural competency• Faculty Enrichment
• Need to get buy-in • Need additional staff/faculty for facilitating• Train key faculty for group work• Share materials
• Rubrics, Course materials, Best practices
Resources and Support(con’t.)
•Walk the talk•Orientation to graduation
•Faculty and staff
•Diversity in action
•Recognize cultural competence in P/T
•Review/reactivate diversity training
•Financial support
•Linking students with pipeline schools
•Web presence
Immediate Next Steps
Regional Iverson Bell Summit follow-up List of participants with contact info. Presentations
Obtain leadership buy-in Dean, Associate Dean, Curr. Committee Define a process and objectives
Identify point persons for training Develop training session for early 2011
Pre-Conference National Iverson Bell Symposium Plan for 2012 @ MSU (?)
Inventory of successful programs Present summary at 2011 IB Conference
Actively share information List-serve for Regional IBSummit participants AAVMC blog/on-line technology Include electronic clearinghouse for course
materials, etc. IB Summit 2012
Report progress
Immediate Next Steps (con’t.)
Short TermAction Plan-1
Develop a multi-tactical approach
Develop content for shared course (resource) on ICC Where to infuse
Every year of curriculum Pre-veterinary student curriculum or associations Student organizations State VMAs
Letter campaign from student groups encouraging deans to publically release data from AAVMC Comparative Data Report
Cohort groups at each college to get more training in this area and act as resource for their college and for each other
Short TermAction Plan - 2
Develop resource repository Assessment tools Curricular pieces
Emphasize values during admissions process Understand cultural differences in preparation for
veterinary students To select a class that reflects the demographics of
our society, use a holistic admissions approach
Better balance in leadership roles
Short TermAction Plan - 3
Assess and document the pipeline for the reasons below: Capture information from wait-list population Work more closely utilizing information from the
undergraduate admissions process Capture and utilize data from applicants that were not
admitted in enrichment summer programs and shared admissions processes
Encourage AAVMC admissions and recruitment committees to help us think through what happens in our applicant pool to applicants that were not admitted
Short TermAction Plan - 4
Collate Veterinary Leadership Experience (VLE)-related activities and format as experiences that colleges can use in curricular or extracurricular experiences to present information in forums that include both students and faculty
Look at vet schools/colleges, other areas (industry-Pfizer, Disney, military, medical schools) and identify best practices, training programs, buy-in, hiring practices, challenges, and how challenges have been overcome
Short TermAction Plan - 5
Explore the unspoken issues for the entire academic community Gender imbalance Race Ethnicity Gender expression (genderoddessey.org) Sexual orientation Parents Geographic separation from support systems Religious affiliation
Do not assume that every population has the same needs
Intermediate Term Action Plan - 1
Develop standard and assessment tool Use existing Council on Education (COE)
communication and other standards COE ask what are you doing in terms of ICC What is your baseline How will you address current issues Just by asking you show this is a priority Comment on standard/ send feedback
Intermediate Term Action Plan - 2
Build a diverse population at SVM/CVM to build a climate conducive to recruitment of faculty, staff, and students Collate best practices as to how to accomplish this
Use focus groups to get feedback on how welcoming environment is
Encourage vets to be positive role models, show them the value for profession, and give vets tool-kits to promote profession
Intermediate TermAction Plan - 3
Encourage state and professional associations to push diversity as a driver of excellence and embed these values in their strategic plans/missions.
More flexible curriculum so students could move through at their own pace (3yr-6yr?)
Write and submit work in this area to peer-reviewed journals
Conduct assessment/research
Take-Homes
We hold these values so important that they cannot be compromised
We will not accept solutions of convenience
As we do within our profession around academic and ethical standards, we need to hold each other accountable
… and All roads can not lead to Lisa
Thank you