Group on Diversity and Inclusion GDI

GDI

Business Meeting

Group on Diversity and Inclusion

Learn Serve Lead

Association of American Medical Colleges

Association of American Medical Colleges Diversity Policy and Programs Marc Nivet, Ed.D. Chief Diversity Officer For questions contact: Juan Amador Director and GDI Program Leader [email protected] 202 862 6149 Angela R. Moses Diversity and Inclusion Senior Specialist [email protected] 202 862 6203 Jessica Vaughan Administrative Specialist [email protected] 202 828 0507

GDI Group on Diversity and Inclusion

Friday, November 1, 2013 12:30 - 1:30 Loews Philadelphia Hotel Room Commonweath A1, A2, B

Business Meeting

Group on Diversity and Inclusion (GDI) GDI Business Meeting Contents

Acknowledgements (and kudos!) ............................................................... 2 GDI Business Meeting Agenda .................................................................. 3 GDI National Priorities .............................................................................. 4 GDI Definitions ........................................................................................... 5 GDI Steering Committee ............................................................................ 6 GDI Annual Report .................................................................................... 8 Learner Mistreatment and Differential Treatment ................................. 11 AAMC Climate Survey for Second Year Medical Students ................... 12 Definitions from Disability Sessions .......................................................... 15 Liaison Committee for Medical Education (LCME) ............................... 16 GDI Diversity Strategic Planning Publication ......................................... 17 GDI Webinars and Webcasts ..................................................................... 18 2014 GDI/GSA/OSR National Spring Meeting ........................................ 19 GDI Steering Committee Leadership Transition ..................................... 22 AAMC Member Medical Schools .............................................................. 24 GDI Future Meetings .................................................................................. 25 Notes Page .................................................................................................... 26 Appendix: GDI Rules and Regulations .................................................... 30

Group on Diversity and Inclusion (GDI) Acknowledgment (and kudos!)

The GDI Annual Meeting Planning Committee is responsible for developing the GDI programming during the AAMC Annual Meeting. The GDI Chair-elect presides over the development and implementation of the programming. GDI Chair-elect

GDI Program Leader

Leon McDougle, M.D., M.P.H. The Ohio State University College of Medicine T 614 688 8489 E [email protected]

Juan Amador Diversity Policy and Programs Association of American Medical Colleges T 202 862 6149 E [email protected]

GDI Central Region Representative

GDI Northeast Region Representative

Susan B. Wilson, Ph.D., MBA University of Missouri-Kansas City School of Medicine T 816 235 1780 E [email protected]

Anthony R. Rodriguez, M.D. Drexel University College of Medicine T 215 817 4455 E [email protected]

GDI Southern Region Representative

GDI Western Region Representative

Andre L. Churchwell, M.D., FACC Vanderbilt University School of Medicine T 615 343 7985 E [email protected]

Ann-Christine Nyquist M.D., M.S.P.H. University of Colorado School of Medicine T 303 724 5280 E [email protected]

Issue-Based Representative

AAMC Staff

Lisa Iezzoni Harvard Medical School T 617.643.0657 E [email protected]

Angela R. Moses Diversity Policy and Programs Association of American Medical Colleges T 202 862 6203 E [email protected]

AAMC Staff Jessica Vaughan Diversity Policy and Programs Association of American Medical Colleges T 202 828 0507 E [email protected]

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Group on Diversity and Inclusion (GDI) GDI Business Meeting Friday, November 1, 2013 12:00 – 12:30 pm Lunch 12:30 – 1:30 pm Business Meeting Loews-Commonwealth A-D Agenda GDI Chair

David A. Acosta, M.D., FAAFP

GDI Chair-elect

Leon McDougle, M.D., M.P.H.

GDI Past Chair

Maria L. Soto-Greene, M.D.

GDI Program Leader

Juan Amador

I.

II.

Welcome and Introductions

GDI Annual Report

III.

AAMC Chief Diversity Officer Marc A. Nivet, Ed.D.

IV.

GDI Steering Committee Leadership Transition

V.

VI.

VII.

What Keeps You Up at Night and What Helps You Get to Sleep?

Summary Remarks

Adjournment

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Group on Diversity and Inclusion (GDI) GDI National Priorities

The GDI has three national priorities. Each priority has short-and long-term goals, which are being developed via the GDI membership and cross-group collaborations. Diversity and Inclusion in Faculty Short Term Priority 1 Identify GDI data needs and define a comprehensive data set

Priority 2

Integrate issues unique to underrepresented groups in medicine and biomedical sciences (UGMBS) faculty into the Group on Faculty Affairs (GFA) New Member Toolkit

Long Term Develop a GDI toolkit on underrepresented groups in medicine and biomedical sciences (UGMBS) faculty for our academic institutions Develop an academic medicine pipeline/activities for underrepresented groups in medicine and biomedical sciences (UGMBS) to enhance the diversity in our faculty workforce

Diversity and Inclusion in Graduate Medical Education (GME) Short Term Long Term Priority 1 Addressing learner mistreatment Develop collaborations with other professional development groups to address learner mistreatment

Diversity and Inclusion in Professional Development Short Term Priority 1 Provide professional development in collaboration with other AAMC Professional Development Groups Priority 2 Adding Lesbian, Gay, Bisexual, Transgender (LGBT) issues and concerns to national agenda at all levels Priority 3 Present GDI’s definition of diversity and inclusion to all AAMC memberships, organizations, and senior administration

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Long Term Develop a GDI Orientation Guide for the GDI Steering Committee and GDI members Continuous campaign to empower and engage GDI membership

Group on Diversity and Inclusion (GDI) GDI Definitions

About Diversity Diversity as a core value embodies inclusiveness, mutual respect, and multiple perspectives and serves as a catalyst for change resulting in health equity. In this context, we are mindful of all aspects of human differences such as socioeconomic status, race, ethnicity, language, nationality, sex, gender identity, sexual orientation, religion, geography, disability and age. About Inclusion Inclusion is a core element for successfully achieving diversity. Inclusion is achieved by nurturing the climate and culture of the institution through professional development, education, policy, and practice. The objective is creating a climate that fosters belonging, respect, and value for all and encourages engagement and connection throughout the institution and community. Health Equity* Health equity is when everyone has the opportunity to attain their full health potential and no one is disadvantaged from achieving this potential because of their social position or other socially determined circumstance. Source: Centers for Disease Control and Prevention*

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Group on Diversity and Inclusion (GDI) GDI Steering Committee

GDI Chair

GDI Chair-elect

David A. Acosta, M.D., FAAFP University of California Davis Medical Center T 916 734 5530 E [email protected]

Leon McDougle, M.D., M.P.H. The Ohio State University College of Medicine T 614 688 8489 E [email protected]

GDI Past Chair

GDI Program Leader

Maria L. Soto-Greene, M.D. Rutgers New Jersey Medical School T 973 972 3495 E [email protected] GDI Central Region Representative

Juan Amador Diversity Policy and Programs Association of American Medical Colleges T 202 862 6149 E [email protected] GDI Northeast Region Representative

Susan B. Wilson, Ph.D., MBA University of Missouri-Kansas City School of Medicine T 816 235 1780 E [email protected]

Anthony R. Rodriguez, M.D. Drexel University College of Medicine T 215 817 4455 E [email protected]

GDI Southern Region Representative GDI Western Region Representative Andre L. Churchwell, M.D., FACC Vanderbilt University School of Medicine T 615 343 7985 E [email protected]

Ann-Christine Nyquist M.D., M.S.P.H. University of Colorado School of Medicine T 303 724 5280 E [email protected]

Board of Directors (BOD) Liaison

Council of Deans (COD) Liaison

J. Lloyd Michener, M.D. Duke University Medical Center

Paul R. G. Cunningham, M.D., F.A.C.S. East Carolina University Brody School of Medicine

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Group on Diversity and Inclusion (GDI) 2013 GDI Steering Committee

Group on Faculty Affairs (GFA) Chair Steven Block, M.B., B.Ch. Wake Forest School of Medicine

GSA Committee on Student Diversity Affairs (GSA COSDA) Chair Wanda D. Lipscomb, Ph.D. Michigan State University College of Human Medicine

Issue-based Representative

Issue-based Representative

Edward J. Callahan, Ph.D. University of California, Davis School of Medicine

Lisa I. Iezzoni, M.D., M.Sc. Harvard Medical School Peter F. Rapp, M.H.A.

Issue-based Representative

Issue-based Representative

Peter F. Rapp, M.H.A. Oregon Health & Science University

Colin Stewart, M.D. Georgetown University Medical Center

AAMC Staff

AAMC Staff

Angela R. Moses Diversity Policy and Programs Association of American Medical Colleges T 202 862 6203 E [email protected]

Jessica Vaughan Diversity Policy and Programs Association of American Medical Colleges T 202 828 0507 E [email protected]

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Group on Diversity and Inclusion (GDI) GDI Annual Report

The GDI Steering Committee continues to devote its meetings to implementing and discussing outcomes for the three GDI priorities—diversity and inclusion in faculty, graduate medical education, and professional development/institutional climate. All priorities are being developed and implemented by the GDI membership and cross-Group collaborations. Diversity and Inclusion in Faculty  2013 Group on Diversity Inclusion (GDI) Professional Development Conference—The conference’s purpose was to highlight the next generation of work on diversity and inclusion necessary for achieving excellence. Conference objectives were: o Identify best practices and effective tools for enhancing minority faculty and resident recruitment, development, and retention. o Demonstrate successful interventions that promote minority faculty and resident vitality and generate optimal diversity and inclusion across the medical center. o Describe interventions that have the largest impact on changing institutional culture and climate towards a diverse and inclusive organizational culture. o Identify strategic diversity leadership approaches that empower diversity and inclusion officers and strengthen their effectiveness within their organization.

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In addition to GDI member participation, the GDI Professional Development Conference Planning Committee developed a conference program highlighting participation from the other AAMC professional development groups including: o Council of Deans (COD) o Council of Teaching Hospitals and Health Systems® (COTH®) o Group on Business Affairs (GBA) o Group on Educational Affairs (GEA) o Group on Faculty Affairs (GFA) o Group on Student Affairs (GSA) o Group on Women in Medicine and Sciences (GWIMS) GFA New Members Toolkit—The GDI and GFA Steering Committees established a new working group to revise the current GFA New Member Toolkit. Academic Medicine/MedEdPORTAL Collaborations—The collaborations with both Academic Medicine and MedEdPORTAL aim at helping GDI representatives submit scholarly work to increase the diversity and inclusion content. Academic Medicine Peer Reviewers—The designated GDI representatives were invited to become peer reviewers for Academic Medicine. Peer reviewers help with the essential element of scholarly publishing. The quality of every article printed in each issue of the Academic Medicine depends on the dedication and commitment of expert reviewers. Faculty Diversity and Inclusion in Academic Medicine—GDI representatives will soon receive an announcement for a call for papers for an upcoming collection in Academic Medicine focused on faculty diversity and inclusion in academic medicine. The final collection will consist of six peer-reviewed articles with an accompanying commentary.

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Group on Diversity and Inclusion (GDI) GDI Annual Report

Diversity and Inclusion in Graduate Medical Education (GME)  GME Advocacy—GDI continues to support AAMC advocacy efforts for preserving and expanding GME funding.  Learner Mistreatment and Differential Treatment—The GDI Steering Committee has been engaged in collaborations and discussions with various AAMC member communities to implement an initiative to address learner mistreatment and differential treatment, including the Council of Deans (COD), Council of Teaching Hospitals (COTH), Group on Faculty Affairs (GFA), Group on Student Affairs (GSA), Group on Women in Medicine and Sciences (GWIMS), Organization of Student Representatives (OSR), and Organization of Resident Representatives (ORR).  GDI/COD Collaboration—The GDI Steering Committee engaged the COD Advisory Board to request support for addressing learner mistreatment and differential treatment. The COD Administrative Board has drafted a statement that will be vetted with the full COD membership at their Business Meeting. Should the statement be adopted by the COD, the goal is to advance the statement for consideration and action by the AAMC’s Board of Directors.  Learner Mistreatment and Differential Treatment in Academic Medicine across the Continuum of Health Professions Training— GDI representatives will soon receive an announcement for a call for papers for an upcoming collection focused on learner mistreatment and differential treatment in academic medicine. The final collection will consist of six peer-reviewed articles with an accompanying commentary. Diversity and Inclusion in Professional Development/Institutional Climate  2013 AAMC Medical Student Life Survey—GDI continued to advance and discussed the next steps for the collection of data on sexual orientation and gender identity. Survey questions were included in the 2013 AAMC Medical Student Life Survey and data will be made available at this year’s annual meeting.  Disability—GDI and Council of Faculty and Academic Societies (CFAS) sponsored three disability sessions during the AAMC Annual Meeting on Friday, November 1, 2013. Sessions focused on institutional cultures, biases, and policies for addressing disability in academic medicine.  Addressing LCME Diversity Standards—GDI Steering Committee continues to provide opportunities and resources for supporting its members in addressing concerns and challenges in meeting the LCME diversity standards (IS-16 and MS-8) including another session at the annual meeting with both LCME Co-secretaries.  A Primer for Developing a Diversity Strategic Plan and Developing Benchmarks for Diversity and Inclusion in Academic Medicine—GDI is finalizing this resource and will be make it available soon.

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Group on Diversity and Inclusion (GDI) GDI Annual Report 

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Learning and Leadership: The GDI Navigator to Excellence Webinar Series has been developed to address important topics of interested to the GDI community for professional development: 1. Strategic Planning—A focused discussions on components of a successful strategic plan for diversity and inclusion. 2. Publishing the Results of Scholarly Work in Medical Education—An overview of the review processes, essential components of scholarly articles and publications, and submission guidelines for both Academic Medicine and MedEdPORTAL. 3. Promoting Scholarship Through Social Media—A discussion on the strategic use of social media in academia, such as tweeting and blogging, and how social media can help promote research activities and build a strong professional network. 4. U.S. Supreme Court’s Fisher vs. University of Texas—A national conversation about the implications for medical schools and how medical schools might use the decision to inform actions. Learn, Serve, Lead: The AAMC 2013 Annual Meeting Programming—GDI Annual Meeting Planning Committee developed jointly sponsored annual meeting sessions highlighting topics that cut across all AAMC member communities. Collaborators included COD, COTH, CFAS, GBA, GEA, GFA, GREAT, GRA, GRAND, GRMC, GSA, GWIMS, ORR, and OSR.

GDI Collaborative Conferences  2014: GDI/GSA/OSR Spring Meeting, April 26-29, San Diego, California.  2015: GDI/GFA Professional Development Conference.  2016: GDI is currently seeking partnerships for its 2016 conference. Key Issues Shared with the AAMC Board of Directors The GDI Steering Committee submits an annual report to the AAMC Board of Directors highlighting key issues for the group.  Lead the collaboration with other AAMC member communities to develop recommendations for expanding member capacity to effectively address learner mistreatment.  Enhance member education and develop a framework to address disability in academic medicine and create a more inclusive environment in collaboration with other AAMC groups.  Advocate for expanded diversity and inclusion content in all AAMC professional and leadership development programs. Over the next year, the GDI Steering Committee plans to develop and submit recommendations for inclusion in other AAMC activities and will continue to host joint steering committee meetings, spring meetings, professional development conferences, and annual meeting programming to be a resource for all AAMC member communities.  Create a strategic plan that will engage GDI representatives, the AAMC leadership team, and chairs of the other professional development groups to potentially revise the three GDI priorities at GDI’s five year anniversary in 2014. AAMC Annual Meeting, 2013 Philadelphia, PA

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Group on Diversity and Inclusion (GDI) Learner Mistreatment and Differential Treatment

The GDI Steering Committee continues to focus on diversity and inclusion in graduate medical education with a focus on learner mistreatment and differential treatment. Most recently, GDI Steering Committee presented a formal request to engage the COD in addressing learner mistreatment and differential treatment. The COD Administrative Board has drafted a statement regarding learner mistreatment, which it will vet with the full COD membership at their Business Meeting at the AAMC Annual Meeting. Should the statement be adopted by the COD, the goal is to advance the statement for consideration and action by the AAMC’s Board of Directors The GDI Steering Committee will continue to engage AAMC professional development groups by collaborating and discuss and document how to address this topic, offer possible solutions, and collaborate on developing resources. Contacts: David Acosta, M.D., FAAFP, GDI Chair, [email protected], or Leon McDougle, M.D., GDI Chair-elect, [email protected], or Juan Amador, GDI Program Leader, at [email protected].

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Group on Diversity and Inclusion (GDI) AAMC Climate Survey for Second Year Medical Students Survey Methodology for Pilot Year The AAMC administered the Medical Student Life Survey (MSLS) to second year students aimed at collecting information on personal wellbeing and the learning climate. In the pilot year of this survey we tested the validity and reliability of the questions.  The population for this survey was all active-status (i.e., not on leave from medical school for personal or research reasons) second year (“M2”) students from 136 M.D.-granting medical schools in the U.S. that are accredited by the Liaison Committee on Medical Education (LCME).  The MSLS was an anonymous survey. Students’ responses could not be associated with their personal identity. Nor could students be associated with their medical school.  The MSLS was launched on April 15th, 2013 and was closed on May 17th, 2013.  Below is a summary of the content of the MSLS 1. Curriculum 2. Learning environment and experiences a. Medical School Learning Environment Survey instrument (MSLES) b. Teamwork c. Hidden curriculum d. Cultural competency e. Satisfaction with medical education 3. Empathy (Interpersonal Reactivity Index) 4. Stress (Perceived Stress Scale) 5. Social support and integration a. Social support (LASA item) b. Social integration and mentoring 6. Quality of life and well-being a. Quality of life (Linear Analogue Self-Assessment Scale [LASA]) b. Time use 7. Stimulant use 8. Specialty choice 9. Demographics a. Socioeconomic status b. Race/ethnicity c. Gender identity d. Sexual orientation e. Marital status f. Dependents    

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Group on Diversity and Inclusion (GDI) AAMC Climate Survey for Second Year Medical Students

Analysis of the Data Survey participation The response rate for the MSLS was 18%, or 3,466 respondents from a population of 19,555 second-year students.  Specifically, 4,863 individuals opened the survey. This included 4,082 individuals who responded to the survey and 781 who were “non-respondents”. Non-respondents included 1) 194 individuals who selected “No” to the first question of the survey, “Are you a second-year medical student at a U.S. medical school?”; 2) 467 individuals who responded “Yes” to the first question but did not respond to any other question; and 3) 120 individuals who opened the survey but did not respond to any question.  Following the American Association of Public Opinion Research (AAPOR) guidelines for defining a survey sample, the 4,082 individuals were categorized into three groups of respondents – 1) break-offs, 2) partial surveys, and 3) complete surveys. Break-offs include those individuals who responded to less than 50% of the questions. Partial surveys include those individuals who responded to at least 50% of the questions. Complete surveys include those individuals who responded to at least 80% of the questions and at least one of the four “crucial” questions (first generation college status, sexual orientation, gender identity, and race/ethnicity).  Of the 4,082 respondents, 616 were break-offs, 161 were partial surveys, and 3,305 were complete surveys. After removing all break-offs, the final MSLS sample is 3,466. Respondents (complete surveys) took an average of 16 minutes to complete the MSLS. Representativeness The MSLS respondents are not representative of the population of second-year students. Specifically, female students (52%, compared to 47% of population) and white students (68%, compared to 57% of population) are overrepresented in the MSLS sample. Testing reliability of survey questions Included in the MSLS are four commonly used scales: Perceived Stress Scale (PSS), the Linear Analogue Self-Assessment Scale (LASA), the Interpersonal Reactivity Index (IRI), and the Medical School Learning Climate Survey (MSLES) instrument. In addition, three survey items measuring students’ perceptions that their school is training students to be culturally competent physicians were created by AAMC staff. Each of these scales were tested for their reliability. In addition, three of these scales – Perceived Stress Scale (PSS), the Linear Analogue SelfAssessment Scale (LASA), and the Interpersonal Reactivity Index (IRI) – were also included in the 2013 MSQ. Because of the MSQ’s very high response rate (above 70%), the results of these analyses serve as an additional check on the strength of the findings obtained from the MSLS data.

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Group on Diversity and Inclusion (GDI) AAMC Climate Survey for Second Year Medical Students

Based on statistical analyses (confirmatory and exploratory factor analytic techniques), findings show that all four scales mentioned above were consistent with existing research. These results from MSLS were supported by the same analyses of the same scales embedded in the 2013 MSQ. Relationships among measures of personal wellbeing and the learning climate As of October 2013, AAMC staff are examining the relationships among measures of personal wellbeing and the learning climate, and the extent to which these measures differ by demographics (i.e., first generation college status, gender, sexual orientation, and race/ethnicity). Preliminary results will be presented at the 2013 AAMC annual meeting. AAMC Contacts Henry Sondheimer, M.D., Senior Director, Admissions, at [email protected] Sue Bodilly, Ph.D., Senior Director, Data Resources and Studies, [email protected] Attend the AAMC Annual Meeting Session: The Medical Student Surveys Evolve: A First Look at the New Data Monday, November 4, 2013 11:00 AM - 12:00 PM Room – Center 123 This session will highlight findings from analyses of this year’s surveys with a particular emphasis on the two new pilot surveys. A revised Matriculating Student Questionnaire was piloted in 2013, with an increased focus on the personal characteristics, interests, and goals of entering students. Also this year all 2nd year medical students were invited to participate in an anonymous questionnaire, the Medical Student Life Survey (MSLS), which focused on the relation among medical school learning climate, personal characteristics and student well-being. This survey also included questions on gender identity and sexual orientation. The new PostMCAT Questionnaire (PMQ) was launched for the 2013 MCAT season. In anticipation of MCAT 2015, this survey will be used to examine how medical school aspirants prepare for the MCAT and what challenges are faced by aspirants. Finally, the transformation of the Graduation Questionnaire is beginning. In 2014 and 2015, the GQ will be trimmed down, allowing new questions to be piloted on topics such as medical student competencies and learning climate, in anticipation of a completely revised GQ in 2016.

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Group on Diversity and Inclusion (GDI) Definitions from Disability Sessions

At the Learn Serve Lead: 2013 AAMC Annual Meeting, the Group on Diversity and Inclusion and the Council of Faculty and Academic Societies (CFAS) sponsored three sessions exploring disability in academic medicine. Here are three important definitions for your reference. ADA Definition The Americans with Disabilities Act ( ADA) has a three-part definition of disability. Under ADA, an individual with a disability is a person who: (1) has a physical or mental impairment that substantially limits one or more major life activities; OR (2) has a record of such an impairment; OR (3) is regarded as having such an impairment. A physical impairment is defined by ADA as "any physiological disorder or condition, cosmetic disfigurement, or anatomical loss affecting one or more of the following body systems: neurological, musculoskeletal, special sense organs, respiratory (including speech organs), cardiovascular, reproductive, digestive, genitourinary, hemic and lymphatic, skin, and endocrine.“ Neither ADA nor the regulations that implement it list all the diseases or conditions that are covered, because it would be impossible to provide a comprehensive list, given the variety of possible impairments. Source: www.ada.gov Social Security Definition "Disability" under Social Security is based on your inability to work. They consider you disabled under Social Security rules if:  You cannot do work that you did before;  We decide that you cannot adjust to other work because of your medical condition(s); and  Your disability has lasted or is expected to last for at least one year or to result in death. This is a strict definition of disability. Social Security program rules assume that working families have access to other resources to provide support during periods of short-term disabilities, including workers' compensation, insurance, savings and investments. Source: www.ssa.gov World Health Organization Definition Disabilities is an umbrella term, covering impairments, activity limitations, and participation restrictions. An impairment is a problem in body function or structure; an activity limitation is a difficulty encountered by an individual in executing a task or action; while a participation restriction is a problem experienced by an individual in involvement in life situations. Disability is thus not just a health problem. It is a complex phenomenon, reflecting the interaction between features of a person’s body and features of the society in which he or she lives. Overcoming the difficulties faced by people with disabilities requires interventions to remove environmental and social barriers. People with disabilities have the same health needs as non-disabled people – for immunization, cancer screening etc. They also may experience a narrower margin of health, both because of poverty and social exclusion, and also because they may be vulnerable to secondary conditions, such as pressure sores or urinary tract infections. Evidence suggests that people with disabilities face barriers in accessing the health and rehabilitation services they need in many settings. Source: www.who.int

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Viewpoint

LCME’s Proposed Standards and Elements Aim to Clarify Intent By Dan Hunt, M.D., M.B.A., and Barbara Barzansky, Ph.D., M.H.P.E., LCME Co-Secretaries

Editor’s Note: The opinions expressed by the authors do not necessarily reflect the opinions of the AAMC or its members.

In the increasingly complex world of medical education, the Liaison Committee for Medical Education (LCME®) is rapidly moving to simplify the accreditation process while maintaining the rigor that ensures public safety and student advocacy. The last major review of accreditation standards took place in 2002, resulting in the transition from narrative text to 131 numbered standards that medical schools have grown accustomed to using. Over the past two years, in an effort to again examine these standards, the LCME initiated a “clustering” project designed to reduce redundancy and streamline the work that schools do when they prepare for their accreditation review every eight years. The work resulted in 12 standards and 94 elements. The elements are what were previously considered the “standards,” but they have been rewritten and combined to eliminate redundancy. This was a largescale effort involving input from medical school leaders who recently underwent accreditation, as well as careful scrutiny from the 19 members of the LCME. The end result is elimination of redundancy while maintaining the intent of the former standards. The elements that formerly were standards are now clustered under 12 broad headings that organize them into more educationally meaningful groupings. For example, all of the curriculum management elements are grouped together under one standard, providing a better context. In addition, the elements are now written as declarative sentences and the often misunderstood “should” and “musts” have been eliminated. As the former standards were reframed as elements, we ensured their intent was not altered. The single exception was element 1.1, which will require schools to have systems in place to ensure compliance with standards and elements takes place in a continuous quality improvement format rather than an accreditation cycle every eight years. Schools still will be reviewed by a survey team on an eight-year cycle, but they will now need to demonstrate how they monitor elements in an ongoing manner rather than once every eight years. New standards open to public comment The reformatted standards are on the LCME website (www.lcme.org/clustered-standards/call-forpublic-comment-June-2013.htm) and open to public comment. A public hearing to receive comments on these changes will take place at the AAMC Annual Meeting in Philadelphia on Nov. 5. The LCME will review all of the public testimony at its February 2014 meeting and decide whether the reformatted standards document is ready for finalization. If approved, these will be the standards as of July 1, 2014, and the first schools to experience this new format for full surveys will be those with a survey visit in academic year 2015–2016.

While the reformatting of the standards into elements is important, it is just the first step in the reorganization process. The change that may be even more visible for schools as they prepare for a survey visit is the documentation they provide to survey teams prior to a survey visit. For each standard (soon to be called an element), there is a set of questions schools must answer to document that they are in compliance. Previously referred to as the “medical education database,” this is now called the “data collection instrument” or DCI. Because of content redundancy of the 131 standards, schools had to duplicate information in this document many times, and over the years of use since its last overhaul, this document had become longer and longer. To simplify and wring out the duplication, we met to find ways to eliminate this redundancy in the questions. Prior to this meeting, we elicited suggestions for change from schools that recently had undergone a full-survey review and were familiar with what document preparation for a survey team visit entails. While simplification of the DCI is still in progress, we anticipate there will be at least a 25 percent reduction in the amount of information schools are required to compile. Planned Web-based format for document submission Parallel with this effort is a project funded and led by the AAMC to design a Web-based format for the submission of all documents related to a survey visit. The eight-inch stack of documents a school prepares for the survey team will be eliminated and that information will be prepared and submitted to the LCME and team members via a secure Web site. Ten schools are piloting this system, which is scheduled to be available for schools with a full survey starting in September 2015. This also will be the date that the first schools will use the new clustered standards. Opportunities for schools to interact with the LCME Secretariat or access information while they prepare for their survey visit have greatly expanded as well. In the past, the AAMC’s Annual Meeting provided a single two-hour session for these schools. Now schools have the option to attend a one-day workshop offered annually at the end of one of the regional meetings of the Group on Educational Affairs. In April 2013, more than 80 people from 40 schools worked with the Secretariat and others to review everything from the logistics of a survey visit to the nuances of the most frequently cited standards. In addition, for almost two years, the LCME secretaries have held a monthly two-hour webinar to answer caller questions about accreditation. More than 90 people participated in the August call. Changes in accreditation for medical education programs are ongoing, but the current period of change reflects the

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LCME’s desire to streamline the workload for medical schools. Please log on to the LCME Web site to review the proposed standards and take the opportunity to be heard via email or during the public hearing in November.

The AAMC Reporter (ISSN 1544-0532) is published monthly by the Association of American Medical Colleges. www.aamc.org/newsroom/reporter Managing Editor Amy Davis Associate Editor Sarah Mann Senior Writer Eve Glicksman Staff Writer Rebecca Greenberg Designer Kudirat Momoh Contributors Scott Harris Sarah Hawkins Kelly Mahon Editorial Board Jennifer Faerberg Health Care Affairs Anne L. Farmakidis Academic Medicine Kevin Grigsby Organizational Leadership Development Stephen Heinig Scientific Affairs David Moore Governmental Relations Norma Poll-Hunter Diversity Policy and Programs Alexis Ruffin Medical Education Jennifer Schlener Office of the President Henry Sondheimer Medical Education Eric Weissman Communications ——— Elisa K. Siegel, Chief Communications and Marketing Officer

Find the AAMC on Facebook, or follow us on Twitter @aamctoday. Changes to your Reporter subscription? Contact your AAMC professional development group, or email [email protected].

© 2013 Association of American Medical Colleges. Reproduced and distributed with permission.

Group on Diversity and Inclusion (GDI) GDI Diversity Strategic Planning Publication

The GDI Diversity Strategic Planning Working Group has developed a strategic plan resource for GDI members that will help build their capacity for integrating new or existing diversity and inclusion initiatives within their institutions. The GDI Diversity Strategic Planning Working Group was chaired by Maria Soto-Greene and GDI representatives from each region and who have the expertise in this area. “GDI Navigator to Excellence: A Primer for Developing a Diversity and Inclusion Strategic Plan in Academic Medicine” will be released in 2014.

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Group on Diversity and Inclusion (GDI) GDI Webinars and Webcasts

GDI regularly hosts live, recorded webinars on a variety of topics of interest to members. Here are some of the most recent webinars and more are planned for 2014. Navigator to Excellence: Promoting Scholarship Through Social Media The strategic use of social media in academia has many benefits. Tweeting, blogging, and other online activities can help you promote research activities and build a strong professional network. This webinar covers strategies and how-to instructions for establishing a social media presence. Navigator to Excellence: Publishing the Results of Scholarly Work in Medical Education: The Art of Writing and Getting Published This 60 minute webinar includes an overview of the review processes, essential components of scholarly articles and publications, and submission guidelines for both Academic Medicine and MedEdPORTAL. Assessing Institutional Culture and Climate Webcast This multimedia webcast, created in collaboration with experts in the field of institutional culture, walks participants through the Diversity 3.0 Framework, explains what elements should be included in a comprehensive assessment of institutional culture and climate, and provides examples of how institutions might best utilize their findings to effect change. Navigator to Excellence: Strategic Planning Webinar What are some components of a successful strategic plan for diversity and inclusion? Should you integrate a new or existing strategic plan for diversity and inclusion into the institution’s main plan? The GDI Steering Committee organized this Webinar to respond to questions and address key elements for strategic planning. Biomedical Research Workforce Webinar This webinar featured Sally Rockey, Ph.D., NIH Deputy Director for Extramural Research, discussing the future of the biomedical research workforce in the United States. Visit www.aamc.org/gdiwebinars

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Group on Diversity and Inclusion (GDI) 2014 GDI/GSA/OSR National Spring Meeting, San Diego

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Group on Diversity and Inclusion (GDI) 2014 GDI/GSA/OSR National Spring Meeting Planning Committee

GSA and Planning Committee Chair

GDI Central Region

W. Scott Schroth. M.D., M.P.H. George Washington University School of Medicine GDI Southern Region

Susan B. Wilson, Ph.D., M.B.A. University of Missouri-Kansas City

Andre L. Churchwell, M.D., FA.C.C. Vanderbilt University School of Medicine GDI Western Region

Anthony R. Rodriguez, M.D. Drexel University College of Medicine GSA Central Region

Ann-Christine Nyquist, M.D., M.S.P.H. University of Colorado School of Medicine GSA Southern Region

Angela Nuzzarello, M.D., M.H.P.E. Oakland University William Beaumont School of Medicine GSA Northeast Region

Hilit Mechaber, M.D. Miami Leonard M. Miller School of Medicine GSA Western Region

Mercedes M. Rivero Rutgers New Jersey Medical School

GDI Northeast Region

Donna D. Elliott, M.D., Ed.D., M.S.Ed. Keck School of Medicine of the University of Southern California OSR Central Region

GSA Committee on Student Diversity Affairs Chair Wanda Lipscomb, Ph.D. Michigan State University College of Human Medicine OSR Southern Region

Jeffrey Zabinski Wright State University Boonshoft School of Medicine OSR Northeast Region

Nicky Chopra University of Texas Southwestern Medical Center OSR Western Region

Katie Maurer New York University School of Medicine

Sofia Noori University of California, San Francisco School of Medicine

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Group on Diversity and Inclusion (GDI) 2014 GDI/GSA/OSR National Spring Meeting Planning Committee

GDI Program Leader

GSA Program Leader

Juan Amador Director and GDI Program Leader Diversity Policy and Programs [email protected]

Geoffrey Young, Ph.D. Sr. Director, Student Affairs and Programs Student Affairs and Programs [email protected]

OSR Program Leader Ally Anderson Director, Student and Community Service Programs Student Affairs and Programs [email protected]

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Group on Diversity and Inclusion (GDI) Steering Committee Leadership Transition 2014 GDI Steering Committee

GDI Chair

GDI Chair-elect

Leon McDougle, M.D., M.P.H. The Ohio State University College of Medicine T 614 688 8489 E [email protected]

Joan Y. Reede, M.D., M.P.H., M.S., M.B.A. Harvard Medical School T 617 432 2413 E [email protected]

GDI Past Chair

GDI Program Leader

David A. Acosta, M.D., FAAFP University of California Davis Medical Center T 916 734 5530 E [email protected]

Juan Amador Diversity Policy and Programs Association of American Medical Colleges T 202 862 6149 E [email protected]

GDI Central Region Representative

GDI Northeast Region Representative

Kevin Jerome Watt, M.D. Wright State University Boonshoft School of Medicine T 937 775 4574 E [email protected]

David McKnight, M.D., M.H.Sc. University of Toronto Faculty of Medicine T 416 978 2130 E [email protected]

GDI Southern Region Representative GDI Western Region Representative Jasmine Taylor, M.D. University of Mississippi School of Medicine T 601 984 1340 E [email protected]

Edward J. Callahan, Ph.D. University of California, Davis School of Medicine T 916 734 4610 E [email protected]

Board of Directors (BOD) Liaison

Council of Deans (COD) Liaison

To Be Announced

Paul R. G. Cunningham, M.D., F.A.C.S. East Carolina University Brody School of Medicine

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Group on Diversity and Inclusion (GDI) 2014 GDI Steering Committee

Group on Faculty Affairs (GFA) Chair Steven Block, M.B., B.Ch. Wake Forest School of Medicine

GSA Committee on Student Diversity Affairs (GSA COSDA) Chair Wanda D. Lipscomb, Ph.D. Michigan State University College of Human Medicine

Issue-based Representative

Issue-based Representative

John Davis, Ph.D., M.D. The Ohio State University College of Medicine

Lisa I. Iezzoni, M.D., M.Sc. Harvard Medical School

Issue-based Representative

Issue-based Representative

Peter F. Rapp, M.H.A. Oregon Health & Science University

Colin Stewart, M.D. Georgetown University Medical Center

AAMC Staff

AAMC Staff

Angela R. Moses Diversity Policy and Programs Association of American Medical Colleges T 202 862 6203 E [email protected]

Jessica Vaughan Diversity Policy and Programs Association of American Medical Colleges T 202 828 0507 E [email protected]

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Group on Diversity and Inclusion (GDI) AAMC Member Medical Schools

Illinois, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, North Dakota, Ohio, South Dakota, Wisconsin Connecticut, Delaware, District of Columbia, Maine, Maryland, Massachusetts, New Hampshire, New Jersey, New York, Pennsylvania, Rhode Island, Vermont Alabama, Arkansas, Florida, Georgia, Kentucky, Louisiana, Mississippi, North Carolina, Oklahoma, Puerto Rico, South Carolina, Tennessee, Texas, Virginia, West Virginia Alaska, Arizona, California, Colorado, Hawaii, Idaho, Montana, Nevada, New Mexico, Oregon, Utah, Washington, Wyoming Alberta, British Columbia, Manitoba, Newfoundland/Labrador, Nova Scotia, Ontario, Quebec, Saskatchewan

Central Region Northeast Region Southern Region Western Region Canada

AK

CANADA

WA

VT MT

MN

ID WY

CA

ME

ND

OR

NV

WI

SD

AZ

PA

IA

NE UT

IL

CO

WV

VA

KY

NC

TN AR

RI CT

DE DC

MD

SC MS

TX

NJ

OH

IN

MO OK

NM

MA

NY

MI

KS

HI

NH

AL

GA

LA FL

Puerto Rico

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Group on Diversity and Inclusion (GDI) GDI Future Meetings

Note: GDI Steering Committee Meetings are closed because meetings are for committee members only. 2014 January 2014

GDI Steering Committee Meeting

Washington, DC San Diego, CA

Closed Meeting

April 26-29, 2014

GDI/GSA/OSR National Meeting

July 2014

GDI Steering Committee Meeting

Washington, DC

Closed Meeting

November 7-12, 2014

AAMC Annual Meeting

Chicago, IL

Open to All

January 2015

GDI Steering Committee

Closed Meeting

July 2015

GDI Steering Committee Meeting

Washington, DC Washington, DC

Summer

GDI/GFA Professional Development Conference

TBD

Open to All

November 6-11, 2015

AAMC Annual Meeting

Baltimore, MD

Open to All

AAMC Annual Meeting

Seattle, WA

Open to All

Open to All

2015

Closed Meeting

2016 November 11-16, 2016

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Group on Diversity and Inclusion (GDI) Notes Page

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Group on Diversity and Inclusion (GDI) Notes Page

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Group on Diversity and Inclusion (GDI) Notes Page

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Appendix: GDI Rules and Regulations

Group on Diversity and Inclusion (GDI) Rules and Regulations

________________________ I. Name The name of the organization shall be the Group on Diversity and Inclusion of the Association of American Medical Colleges (AAMC), herein after referred to as the GDI. II. Mission The mission of the GDI is to serve as a national forum and recognized resource to support the efforts of AAMC member institutions and academic medicine at the local, regional, and national levels to realize the benefits of diversity and inclusion in medicine and the biomedical sciences. III. Purpose The purpose of the GDI is to unite expertise, experience, and innovation to inform and guide the advancement of diversity and inclusion throughout academic medicine and the community. IV. Membership A. Voting Members The voting membership shall consist of persons appointed by the deans of medical school members, including affiliate and provisional members of the AAMC that have matriculated at least one class of medical students. The person appointed will be the faculty member or administrator who is responsible for institutional multicultural/diversity affairs. Voting member(s) shall serve at the pleasure of the appointing authority. Each school shall be entitled to one vote, irrespective of the number of persons appointed to the group. B. Non-voting Members 1. Individual members. Medical school faculty members and administrators and representatives of AAMC member teaching hospitals and academic societies who have strong interests or expertise in minority/multicultural/diversity affairs may become nonvoting members of the GDI.

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2. Other members. Members appointed to the GDI by the deans of medical schools that have not matriculated a class of medical students will be non-voting members until such time as a first medical school class is admitted. C. Officers The officers of the GDI shall include a Chairperson, a Chairperson-Elect, an ImmediatePast Chairperson, and Group Program Leader. All officers, except the Group Program Leader, must be voting members of the GDI at the time of election. The Chairperson-Elect shall be elected to a two year term by a simple majority of the voting membership. At the end of this term of office the Chairperson-elect shall succeed to the office of Chairperson. The term of the Chairperson shall be for two years and shall commence at the adjournment of the GDI Business Meeting at which their term of office as ChairpersonElect expires. The Chairperson of the Group may not serve consecutive terms as Chairperson. The Group Program Leader shall be an AAMC staff member appointed by the AAMC President. The Group Program Leader shall coordinate the provision of appropriate staff support and assist in the general direction of the GDI. Contact with major related organizations outside the Group shall be coordinated with the GDI Program Leader. V. Committee(s) A. Steering Committee The GDI Steering Committee shall be composed of the Chairperson, the ChairpersonElect, and the Immediate-Past Chairperson and such additional members as described below. Additional members of the GDI Steering Committee shall be: Central Region Representative Northeast Region Representative Southern Region Representative Western Region Representative Council of Deans (COD) Representative Chair or Designee of an AAMC Member Community Group on Student Affairs Committee on Diversity Affairs (GSA-CODA) Chair AAMC Annual Meeting, 2013 Philadelphia, PA

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Issue-based Representative Issue-based Representative Issue-based Representative Issue-based Representative Issue-based Representatives shall be appointed to the Steering Committee at the discretion of the Chairperson for the purpose of either creating a liaison with organizations that hold a strong interest in the mission of the group or bringing in expertise or points of view. There shall be no more than four issue-based representatives on the GDI Steering Committee. A majority of the voting Steering Committee members shall be representatives appointed to the GDI by medical school deans. The GDI Steering Committee shall manage the affairs of the Group. A Steering Committee member who is no longer employed by the appointing medical school may complete an elected term on the Steering Committee only if he or she continues employment with an AAMC member medical school, academic society, or teaching hospital. B. Nominating Committee A Nominating Committee, appointed every other year by the Steering Committee, shall be chaired by the Immediate-Past Chairperson. The Nominating Committee shall make nominations for the Chairperson-Elect and other open positions, and such nominations shall be publicized in advance to the membership with specific date and time when balloting shall open and close. Members, providing the consent of the nominee has been received, may make additional nominations from the floor, unless the election is by electronic ballot, in which case, additional nominations must be made at least 30 days before for the election is held. The Nominating Committee will recommend to the Steering Committee any replacement Officer or Officer-Elect, if the previously elected person is unable to serve. The Steering Committee will then make such replacement appointment, and these will remain effective until the next Group election. C. Other Standing or Ad Hoc Committees Other Standing or Ad Hoc GDI Committees may be authorized by vote of the Steering Committee of the Group. AAMC Annual Meeting, 2013 Philadelphia, PA

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Appointment to Committees shall be made by the GDI Chairperson with the approval of the Steering Committee. Committee Chairpersons shall be appointed by the GDI Chairperson. The Standing Committees and their functions shall be reviewed periodically by the Steering Committee. Those committees no longer needed may be dissolved upon recommendation of the Steering Committee. Descriptions of the purpose and functions of each Group committee shall be appended to the Rules and Regulations. The committee description shall not be considered an official part of the Rules and Regulations. Major changes in the committee descriptions shall be made only by or with the approval of the GDI Steering Committee. VI. Meetings and Quorums. Meetings may be designated as opened or closed. Attendance at closed meetings is limited to AAMC members and persons specificially invited. A business meeting of the GDI membership shall be held at least annually. The Steering Committee shall meet in person or by conference call. Conference calls or electronic communication may be used to conduct business of the Steering Committee and may be used, when practical, in place of other regular meetings. Fifty percent of the Steering Committee will constitute a quorum. Fifty percent of the voting members attending a regularly scheduled meeting or conference that includes a business meeting shall constitute a quorum at the Group’s business meeting. Formal actions may be taken and elections held at meetings of the membership or the Steering Committee at which a quorum is present. At such meetings, decisions will be made by majority vote of those qualified to vote, or in the case of the Steering Committee by majority vote or by consensus. Action and elections may be held by electronic ballot using tools suitable for this purpose provided by the AAMC. In each such case, the forwarding communication shall specify the date and time when the balloting shall close. Where actions or elections are taken by AAMC Annual Meeting, 2013 Philadelphia, PA

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electronic ballot, the decision will be determined by a majority of votes cast within the specified timeframe. In the conduct of meetings, the order of business shall be under the direction of the Chairperson who shall make all parliamentary decisions. Such decisions may be reversed by a two-thirds majority of the voting members present and voting.

VII. Amendments Subject to the approval of the AAMC Board of Directors, these Rules and Regulations may be amended or repealed and new Rules and Regulations may be adopted by a twothirds vote of the voting members present at any regular meeting of the Group for which prior written notice of the proposed changes has been given. Appendices A. Committees, names, purposes, and functions B. Dates of Adoption and Amendment of the Rules and Regulations C. Rules of Procedures for Group if necessary

Approved by the AAMC Board of Directors, June 25, 2009 Amended and approved by the AAMC Board of Directors, December 2011

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