Our Responsibility: Courageous Conversations about Race, Equity and Inclusion in Academic Medicine

Our Responsibility: Courageous Conversations about Race, Equity and Inclusion in Academic Medicine Banner


Date & Location
Wednesday, July 18, 2018 - Thursday, July 18, 2019, 12:00 AM

Target Audience
Emergency Medicine, Hematology, Internal Medicine, Neurology, Psychiatry, Surgery General, Rheumatology

Overview

Pediatric Grand Rounds


Objectives

At the conclusion of this activity, participants should be able to:
  1. Define and recognize forms of racism; specifically: internalized racism and institutionalized racism;
  2. Define Inclusive Excellence and understand environments that advance IE; and
  3. Recognize conditions for racial equity leadership and facilitation.

Accreditation

Accreditation Statement

In support of improving patient care, Indiana University School of Medicine is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.

Physicians

Indiana University School of Medicine designates this enduring activity for a maximum of 1.0 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity. 

References for this presentation may be found here: 

AAC&U. (2015). Making Excellence Inclusive. Retrieved from https://www.aacu.org/making-excellence-inclusive
AAMC.  (2012).  The Role of the Chief Diversity Office in Academic Health Canters.Retrieved from https://members.aamc.org/eweb/upload/The%20Role%20of%20the%20Chief%20 Diversity%20Officer%20in%20Academic%20Health%20Centers.pdf
AAMC.  (2015).  Altering the Course of Black Males in Medicine.  Retrieved from https://www.aamc.org/download/439660/data/20150803_alteringthecourse.pdf
AAMC.  (2016).  Section I: Cultivating a Health Care Workforce that Increases Access to and Quality of Care : AAMC Interactive Report. Retrieved from http://aamcdiversityfactsandfigures.org/section-i-cultivating-health-care- workforce-that-increases-access-to-and-quality-of-care/
Ahmed, A. (2013). We are NOT all Trayvon: Challenging anti-black racism in POC communities. Retrieved from https://www.bgdblog.org/2013/07/2013716we-are-not-all-trayvon-challenging-anti-black-racism-in-poc-communities/
Alger, J.  R. (1999).  When color-blind is color-bland: Ensuring faculty diversity in higher education.  (Whose mosaic now? political devolution and the future of affirmative action).  Stanford Law & Policy Review, 10(2), 191.
Baez, B.  (2000).  Race-related service and faculty of color: Conceptualizing critical agency in academe.  Higher Education, 39(3), 363-391.  Doi: 10.1023/A: 1003972214943
Barrett, D.  (2008, September).  The Evolving Organizational Structure of Academic Health Centers: The Case of the University of Florida.  Retrieved from http://www.healthcarecan.ca/wp-content/uploads/2014/11/Barrett.pdf
Black Lives Matter. (n.d). A herstory of the #BlackLivesMatter movement. Retrieved from http://blacklivesmatter.com/herstory/
Bowleg, L., PhD. (2012). The problem with the phrase women and minorities: Intersectionality-an important theoretical framework for public health. American Journal of Public Health, 102(7), 1267-73. Retrieved from http://ulib.iupui.edu/cgi- bin/proxy.pl?url=http://search.proquest.com.proxy.ulib.uits.iu.edu/docview/10395 85307?accountid=7398
Campbell, K., & Rodriguez, J.  (2013).  Minority Faculty Face Challenges Similar to Those of Minority College Students.  Academic Medicine, 88(8), 1056-1057. doi:10.1097/ACM.0b013e318299265b
Campbell, K.M., Rodríguez, J.E., Brownstein, N.C.  et al.  J.  Racial and Ethnic Health Disparities (2016).  doi:10.1007/s40615-016-0210-7
Espino, R., & Franz, M. M. (2002). Latino phenotypic discrimination revisited: The impact of skin color on occupational status. Social Science Quarterly, 83, 612–623.10.1111/ssqu.2002.83.issue-2
Hunter, M. L. (2005). Race, gender, and politics of skin tone. New York, NY: Routledge.
Hurtado, S., Milem, J.  F., Clayton-Pederson, A.  R., & Allen, W.  R.  (1998).Enhancing campus climates for racial/ethnic diversity: Educational policy and practice.  The Review of Higher Education, 21,279–302.
Jones, C.  (2014). Allegories on race and racism. Retrieved from: https://www.youtube.com/watch?v=GNhcY6fTyBM
Milem, J.F., Chang, M.J., & Antonio, A.L.  (2005).  Making diversity work on campus: A research-based perspective.  Washington, DC: American Association of Colleges and Universities.
Nivet, M.  A.  (2010).  Minorities in academic medicine: Review of the literature. Journal of Vascular Surgery, 51(4, Supplement), S53-S58. doi:http://dx.doi.org/10.1016/j.jvs.2009.09.064
Pérez Huber, L. P., Johnson, R. N., & Kohli, R. (2006). Naming racism: A conceptual look at internalized racism in US schools. Chicano-Latino L. Rev., 26, 183–206.
Singleton, G. E., & Comer, J. P. (2013). More courageous conversations about race. Thousand Oaks, CA: Corwin Press.
Tatum, B. D. (1997). ‘Why are all the Black kids sitting together in the cafeteria?’ And other conversations about race. New York, NY: Basic Books.
Yu, P. T., Parsa, P. V., Hassanein, O., Rogers, S. O., & Chang, D.  C.  (2013).Minorities struggle to advance in academic medicine: A 12-y review of diversity at the highest levels of america's teaching institutions.  The Journal of Surgical Research, 182(2), 212.
Singleton, G. E., & Comer, J. P. (2013). More courageous conversations about race. Thousand Oaks, CA: Corwin Press.

For questions about accessibility or to request accommodations please contact the CME office at 317-274-0104 or cme@iu.edu. One week advance notice will allow us to provide seamless access. Please ensure to specify the accommodations you need in order to participate.