We developed a faculty development workshop that provides strategies and tools
for embedding equity into existing QI educational efforts and using QI methods to
address equity challenges. A recent call to address health care disparities has come from
the Accreditation Council for Graduate Medical Education’s (ACGME’s) Clinical
Learning Environment Review (CLER) program. The CLER program aspires that faculty and
residents will identify the disparities among the patient populations they serve and engage
in quality improvement (QI) activities designed to address them. We developed a four-step framework for integrating QI and health equity principles in graduate medical education to meet these ACGME expectations.
A case-based interactive workshop targeted towards faculty and program coordinators
involved in housestaff recruitment and evaluation. Facilitators guide participants
through simulated case-based exercises where groups serve as first the selection committee
and then a clinical competency committee. The cases are designed to reveal sources of
bias in the process of both selection and evaluation of trainees, as well as how
impressions formed of candidates who eventually match in a program during the
interview process may influence their performance evaluations.
A faculty development workshop designed to address and minimize health care disparities in quality improvement (QI) projects. It defines health equity and discusses health care disparities and some of the explanations for them. This interactive workshop gives faculty the opportunity to work collaboratively to solve a problem. We provide a problem solving framework, using QI methods, to improve a problem concerning health equity. The Clinical Learning Environment Review (CLER) program pushes faculty to effectively engage in QI to identify unequal treatment and health disparities.
Conferences, Grand Rounds, Lectures
This workshop examines how cultural humility and implicit bias impact and create health care disparities. The workshop gives an in-depth explanation on the critical difference between striving to achieve equity versus equality. Facilitators discuss implementable strategies to address unconscious bias such as P.A.U.S.E. Using an equity lens, this workshop teaches best practices for promoting inclusion and addressing bias to minimize healthcare disparities.
This MPH course explains culture and its role in health care and public health. Culture can vary by location and individual. It is a dynamic concept which shapes health, health disparities, and the institutions responsible for these. It can also play into our biases, further perpetuating disparities that exist. We clarify the significance of cultural humility, rather than cultural competency, and why it is important to health. This workshop encourages self-reflection and implementing strategies to address implicit assumptions.
Diversity and inclusion are often broadly discussed in the workplace. This workshop delves into the importance of inclusion on an institutional, group and individual level. We discuss the disparities that exist in recruitment, before an employee is hired, and evaluation, while they are employed. Using an analysis of narratives from Penn employees, we outline the major contributors to inclusion. We provide several strategic interventions to improve inclusion, including Unconscious Bias Training Workshops and campaigns to mainstream inclusion.