Preparing Culture Change Agents for Academic Medicine in a Multi-Institutional Consortium: The C - Change Learning Action Network

Pololi, Linda H.; Krupat, Edward; Schnell, Eugene R.; Kern, David E.

doi:10.1002/chp.21189

Cited by 18 publications

(13 citation statements)

References 37 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“… Develop an employee retention strategy [ 22 ] This could take the form of faculty development that focuses on: Institutional culture Networking Professional skill development Understanding the prevalence and acceptance of unconscious bias Teaching acceptable institution specific behaviors to address silent racism. Dealing with micro-aggressions and stereotype threat [ 24 ] Avoiding isolation and marginalization Mentoring [ 13 ] Develop and implement organizational culture-change activities in medical schools involving broad participation to provide the experience (for faculty and leadership) of learning and collaborating in an inclusive and humanistic culture [ 25 , 26 ]. …”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Addressing disparities in academic medicine: what of the minority tax?

Rodríguez

Campbell

Pololi³

2015

BMC Med Educ

553

435

View full text Add to dashboard Cite

BackgroundThe proportion of black, Latino, and Native American faculty in U.S. academic medical centers has remained almost unchanged over the last 20 years. Some authors credit the "minority tax"—the burden of extra responsibilities placed on minority faculty in the name of diversity. This tax is in reality very complex, and a major source of inequity in academic medicine.DiscussionThe “minority tax” is better described as an Underrepresented Minority in Medicine (URMM) faculty responsibility disparity. This disparity is evident in many areas: diversity efforts, racism, isolation, mentorship, clinical responsibilities, and promotion.SummaryThe authors examine the components of the URMM responsibility disparity and use information from the medical literature and from human resources to suggest practical steps that can be taken by academic leaders and policymakers to move toward establishing faculty equity and thus increase the numbers of black, Latino, and Native American faculty in academic medicine.

show abstract

Section: Discussionmentioning

confidence: 99%

“…Develop and implement organizational culture-change activities in medical schools involving broad participation to provide the experience (for faculty and leadership) of learning and collaborating in an inclusive and humanistic culture [ 25 , 26 ].…”

Section: Discussionmentioning

confidence: 99%

Addressing disparities in academic medicine: what of the minority tax?

Rodríguez

Campbell

Pololi³

2015

BMC Med Educ

553

435

View full text Add to dashboard Cite

show abstract

“…Tan et al ’s data charting form was adopted to categorise all publications by author, year of publication, purpose of the study/research question, practice setting, methodology, population characteristics, outcome evaluation (evaluation setting, evaluation responses, effectiveness of implementation, variables of evaluation, outcomes) 47. The data-charting form was piloted on the first 10 articles and reviewed by the research team to ensure its applicability 48–58…”

Section: Methodsmentioning

confidence: 99%

Training clinical ethics committee members between 1992 and 2017: systematic scoping review

et al. 2019

View full text Add to dashboard Cite

IntroductionClinical ethics committees (CECs) support and enhance communication and complex decision making, educate healthcare professionals and the public on ethical matters and maintain standards of care. However, a consistent approach to training members of CECs is lacking. A systematic scoping review was conducted to evaluate prevailing CEC training curricula to guide the design of an evidence-based approach.MethodsArksey and O’Malley’s methodological framework for conducting scoping reviews was used to evaluate prevailing accounts of CEC training published in six databases. Braun and Clarke’s thematic analysis approach was adopted to thematically analyse data across different healthcare and educational settings.Results7370 abstracts were identified, 92 full-text articles were reviewed and 55 articles were thematically analysed to reveal four themes: the design, pedagogy, content and assessment of CEC curricula.ConclusionFew curricula employ consistent approaches to training. Many programmes fail to provide CEC trainees with sufficient knowledge, skills and experience to meet required competencies. Most programmes do not inculcate prevailing sociocultural, research, clinical and educational considerations into training processes nor provide longitudinal support for CEC trainees. Most CEC training programmes are not supported by host institutions threatening the sustainability of the programme and compromising effective assessment and longitudinal support of CEC trainees. While further reviews are required, this review underlines the need for host organisations to support and oversee a socioculturally appropriate ethically sensitive, clinically relevant longitudinal training, assessment and support process for CEC trainees if CECs are to meet their roles effectively.

show abstract

“…A carefully designed multiinstitutional learning community can transform the way staff experience and view institutional culture as well as motivate and prepare them to be change agents in their own institutions. [21] People, structures, policies, and reward systems must be put into place to support cultural values, and broadbased support should be created in order for changes to persist when transitions occur. [22] Transforming academic medical culture includes embracing a system that supports and rewards tailored individual academic career plans, enhancing recognition for faculty; deepening administrative and team supports; and rewarding mentorship for junior faculty.…”

Section: While Communications and Feedbacks On Academic Medicine And Lementioning

confidence: 99%

Survey on academic medicine culture, enablers & barriers in a newly formed academic department in Singapore

Tan

Tey

et al. 2016

JHA

View full text Add to dashboard Cite

Objective: A positive culture of academic medicine is important for improving healthcare, research and medical education. This study seeks to assess academic medicine culture, enablers and barriers with a multi-dimensional structured survey, in a newly formed academic department from the perspectives of faculty and staff. Methods: Thirteen dimensions relating to academic medicine culture were identified after focused group discussions. Each dimension contains four relevant questions with answers on a 5-point Likert scale. This web-based questionnaire survey was con-

show abstract

Preparing Culture Change Agents for Academic Medicine in a Multi-Institutional Consortium: The C - Change Learning Action Network

Abstract: A carefully designed multi-institutional learning community can transform the way participants experience and view institutional culture. It can motivate and prepare them to be change agents in their own institutions.

Cited by 18 publications

References 37 publications

Addressing disparities in academic medicine: what of the minority tax?

Addressing disparities in academic medicine: what of the minority tax?

Training clinical ethics committee members between 1992 and 2017: systematic scoping review

Survey on academic medicine culture, enablers & barriers in a newly formed academic department in Singapore

Contact Info

Product

Resources

About