Activating the DEIJ Values of Medical Students for a Career in Academic Medicine
Maranda C. Ward, The George Washington University School of Medicine
LEARNER OUTCOMES:
1. Describe the importance of teaching as part of a career trajectory in academic medicine (e.g., residency, fellowship, specialty and career choice).
2. Identify DEIJ values and interests that can be used as an academic physician educator who engages in teaching.
3. Explain how promoting academic teaching for physicians is one way to translate the social mission into tangible metrics of accountability to meet the nation's health goals.
Keywords:
Medical Education, DEIJ, Academic Medicine
Key Statement:
The DEIJ values of medical students can be tapped for an career interest in academic teaching to advance health equity.
TRANSCRIPT:
The Association of American Medical Colleges reports that pre-med students are choosing
medical schools that create and foster inclusive environments but that also provide opportunities
for advocacy and research to eliminate health disparities. These are naturally some of the same
interests and values that trainees rely on when selecting residency programs and clinical
specialties. Yet, physicians in academic medical centers are expected to teach students with
little, if any, training in teaching and pedagogy. We secured funds from Building the Next
Generation of Academic Physicians to design and lead a series of three workshops to introduce
medical students with self-reported DEIJ values to what an academic career entails, its value for
their own career trajectory and the broader field of medicine to eliminate health disparities, as
well as the requisite skill sets and capacities necessary to lead social change. We will connect
the self-identified DEIJ values that up to 60 medical students report to the value of an academic
career as a physician educator. We plan to publish our curriculum on MedEdPORTAL. Our
workshops are timely and will likely be well received given the vast number of medical students
joining affinity groups and national social justice organizations and seeking out mentors and
mission-driven projects to leave their mark on their institutions, clinics, communities, and the
discipline at large.
Questions
Join the discussion!
Q&A with Presenters / Poster Reception
Thursday, January 9th, 2025
5:30 - 6:30 PM
Brickstone
Hosted bar + light hors d'oeuvres served.
Name badge required
References:
Coe C, Piggott C, Davis A, et al. (2020). Leadership pathways in academic family medicine: Focus on underrepresented minorities and women. Fam Med;52(2):104-111. https://doi.org/10.22454/FamMed.2020.545847.
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Konopasky A, Gadegbeku AB, McCrea L, McDonald P, Corr PG, Ward MC. (2023). Teaching at the convergence of pandemics and historically excluded patient populations: The challenges, and importance, of culturally responsive communication. Teaching and learning in medicine. Published online:1-7. doi:10.1080/10401334.2023.2245382
Khuntia J, Ning X, Cascio W, Stacey R. (2022). Valuing diversity and inclusion in health care to equip the workforce: Survey study and pathway analysis. JMIR formative research;6(5):e34808-e34808. doi:10.2196/34808