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DEI Forward: Strategies and Showcases for Faculty Transformation�

February 21, 2025

ADFM Innovation Showcase

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Sarah Kureshi, MD, MPH

Associate Professor & Vice Chair for Education

Department of Family Medicine

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Michelle Roett, MD, MPH, FAAFP

Professor & Chair

Department of Family Medicine

Disclosures

• DC AHEC at Georgetown University Medical Center and the Georgetown University Center for Health Equity are supported by the Health Resources and Services Administration of the U.S. Department of Health and Human Services as part of award U7731120 totaling $3.5 million with 50% financed with non-governmental sources. The content of this presentation does not necessarily represent the official views of, nor an endorsement, by HRSA, HHS, or the U.S. Government. For more information, please visit HRSA.gov.

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• NIH funding from NIMHD. The content of this presentation does not necessarily represent the official views of, nor an endorsement, by the NIH. For more information, please visit NIH.gov.

Acknowledgements

Susan Cheng, EdLD, MPP

Ishani Joshi, MD

Kristi Graves, PhD

Rebecca Evangelista, MD

Randi Williams, PhD

Claire Standley, PhD

Tobie Smith, MD, MPH, MEd

J. Corey Williams, MD

Andrea Cammack, MA

Sneha Daya, MD

MC Chan, PhD

Joselyn Lewis, MA

Carrie Chen, MD, PhD

Samuel Chan

Amy Caruso Brown, MD, MSc, MSCS

Racial Justice Curricular Reform Subcommittee

Center for Health Equity Advisory Committee

Faculty Diversity & Inclusion Subcommittee

Center for New Designs in Learning and Scholarship

Objectives

1. Discuss the importance of faculty development in inclusive excellence and health equity
2. Identify various ways in which your Department can help support and train faculty to become more anti-racist and inclusive
3. Predict potential challenges and recommend skills/tools for success in this type of faculty development work

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Please download and install the Slido app on all computers you use

What challenges does your Department currently have to ensure that your faculty are trained in principles of anti-racism, inclusion, and equity?

ⓘ Start presenting to display the poll results on this slide.

Collaborative Programming

Student Driven Context & Guiding Principles

• Challenging isms and privilege is everybody’s work
• We ALL have implicit biases - they can be unlearned but this requires continual and intentional self-work
• Societal/Institutional isms can be addressed through continual and intentional organizational and community work
• Important to create a common language and framework to guide this work
• Building relationships across difference is not the same as confronting systems of oppression. Both are needed
• We encourage continuum language. We ALL have areas of growth

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How Bias/-isms can affect the learning environment

From Dr. Amy Caruso Brown’s Talk on DeBiasing Medical Education: A Checklist Metholdology.

https://sdoheducation.org/community-hub/de-biasing-medical-education-a-checklist-methodology/

Inclusive Curriculum Feedback Form

Inclusive Curriculum Feedback Excerpts

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• Learning Styles: “Would appreciate required readings be offered in printable or PDF format to allow for annotation and promote education equity.”
• Racial Microaggression: Briefly makes a joke about his experience growing coronavirus, "but not in Wuhan or anything like that.”
• Sexual Orientation Bias: Video excerpt – In the video, the physician says something like “what made you come here” and the patient calls him a homophobic slur and says that’s something he only does in bed with his girlfriend. It’s a very old video and the people in it are actors, not real patients.
• Race Misrepresented as a Biological Factor: In a reading assigned to us on Hematuria, the above listed reading included a differential table with the following: “Sickle cell trait or disease in Blacks.”

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Course evaluation: “GUSOM has prioritized ongoing efforts to improve how inclusivity, implicit bias, health disparities, and race in medicine are addressed in the curriculum. Please provide feedback on where it was either addressed well, could be improved, or where opportunities were missed.”

Bias Checklist

Key Takeaways

• Checklist added value to lecture content and/or professional development, and recommended faculty usage
• Major barriers to completion were length of the checklist and demands made on faculty time
• Checklist was long, but comprehensive, and they would not shorten it
• Able to navigate and understand checklist language
• Overall institutional culture set by higher leadership matters
• A “strong recommendation” was preferable to a mandate
• Desired additional DEI support to use the checklist.

Upstate Bias Checklist for GUMC Educators: ://researchdata.medstar.net/redcap/surveys/?s=XP7WMYL7KANJY997

Upstate Bias Checklist for GUMC Educators: A Checklist for Assessing Bias in Health Professions Education Content

Health Equity Longitudinal Thread

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• Why is content on health equity not routinely longitudinally integrated into medical education?

Health Equity Longitudinal Thread

Creative solutions to identify gaps in medical education on anti-racism and vulnerable populations

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Inclusive Curricular Feedback Form

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New Innovations Feedback

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Lay groundwork for the development of curricula rooted in an understanding of inequities, resilience factors, and contributions of vulnerable and minoritized populations

Hospital name or service line (optional)

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Examples from Clerkships

Hospital name or service line (optional)

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Equity Forward Faculty Workshops

https://centerforhealthequity.georgetown.edu/equity-forward-faculty-campaign/

2023-24 Workshops: Equity in Assessment

• Strategies for Equity in Assessment in Narrative Comments
• Foundational Relationship Building with Learners
• Trauma Informed Teaching

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2025 Workshops: Building Foundational Knowledge in Health Equity and Cultivating Inclusive Learning

• Addressing Disability Health Inequities
• Stigma in Medicine: The Power of Language
• Apologizing When You’ve Done Harm in the Learning Environment
• Language Access Services and Health Equity

Equity Forward Faculty Workshops

https://centerforhealthequity.georgetown.edu/equity-forward-faculty-campaign/

Diversity and Resilience Institute of El Paso (DRIEP) Anti-racism Faculty Development

*Numerous Georgetown and clinical education groups have used the original DRIEP training

DRIEP Pilot Results

Faculty Knowledge & Training Experience:

• Increased awareness of how bias and racism affect how we view and experience the world
• Demonstrated how structural policies and procedures perpetuate inequities in health care
• Indicated training was worth their time

Application of Skills:

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• Reported they could apply skills to Georgetown-MedStar medical education

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• Reported increased knowledge about strategies and tactics to mitigate bias and racism in the clinical learning environment

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Bias Reduction and Improvement Coaching (BRIC)

Train-the-trainer professional development opportunity for a diverse cohort of faculty and staff

• Recruiting and hiring
• Team dynamics and workplace culture
• Career development, mentoring, promotions, and retention
• Learning how to train and educate others about addressing their everyday biases

Lessons Learned

• Know your WHY
• Embrace Growth with Grace
• Meet People Where They Are
• Foster Interdisciplinary Collaboration
• Commit to Continuous Reflection & Improvement
• Practice Patience & Persistence
• Adapt to the Landscape

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