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Sunday, February 26 • 12:45pm - 1:30pm
ARCHES - [Oral Presentation] 2. Diversity and inclusion competencies for faculty educators

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1:00 PM - 1:15 PM

Diversity and inclusion competencies for faculty educators

H. Nishimura, P. O'Sullivan, A. Teherani, A. Jackson, A. Rincon, D. Davis, A. Martinez, E. Bautista, University of California San Francisco
Abstract Body: Introduction Educators have a significant impact on learner success by creating a learning environment that is inclusive of diverse students and perspectives. As we actively recruit students from diverse backgrounds, we must ensure that medical educators possess skills to effectively teach diverse learners. Based on recommendations by LCME to increase the culture of inclusiveness and results from the University of California Climate Survey, it became clear that the University of California San Francisco (UCSF) needed to improve the climate of inclusion. UCSF is well known for its success in increasing student body diversity, yet instructors still face challenges in effectively teaching and mentoring students from diverse backgrounds. We identified that the Multicontextual Model for Diverse Learning Environments (MMDLE model) was a useful framework for explaining the organizational, curricular and individual level factors that impact the campus climate and thus learners. This study sought to identify faculty educator competencies for creating an inclusive learning environment for educating diverse learners aligned with the MMDLE. Research question(s) What are competencies faculty must master to successfully teach diverse learners in a health care environment? Methods This study took a multi-step approach: 1) we conducted a scoping review of literature on teaching diverse learners for medical and health professions faculty to identify existing competencies; 2) we interviewed 12 key stakeholders; 3) we reviewed learning objectives for 7 existing diversity and inclusion curricula at UCSF targeting faculty, trainees, or staff. Lastly we clustered the objectives and mapped them to the domains of the MMDLE to ensure coverage. Results From our analysis, we developed 7 essential faculty educator competencies which were then mapped to the MMDLE. Domain 1: Instructor Identity Build foundational knowledge of key diversity concepts such as privilege, power, unconscious bias, cultural humility, microaggressions, intersectionality etc. Establish awareness of one’s own identity(ies). Develop ability to recognize, remedy and monitor conscious and unconscious bias and discrimination. Domain 2: Pedagogy and Teaching Methods Communicate effectively across racial, ethnic, gender, social other differences for learners and for patients. Develop educational skills for creating an inclusive learning environment for learners and for patients. Domain 3: Course Content Apply curriculum development skills to include diversity in course and curricular design and content. Represent and invite diverse perspectives in the structure of learning opportunities. Discussion Enabling a truly diverse and inclusive climate for learners requires faculty to be equipped with skills to teach diverse learners. This methodology for developing competencies may have implications for other academic institutions looking to enhance faculty development offerings related to diversity and inclusion in a manner that is contextually specific to the needs of the faculty, learners, and institution.


Sunday February 26, 2017 12:45pm - 1:30pm
ARCHES

Attendees (24)