Infusing Diversity into the Veterinary Curriculum

Inter-institutional Collaboration: Doing Inclusive Work on the System

Panel: Sandy Amass, Purdue Veterinary Medicine Kauline Davis, Purdue Veterinary Medicine Henry Green, Purdue Veterinary Medicine James Lloyd, CVM Michigan State University Pat Lowrie, CVM Michigan State University

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Concept

• Fundamental flaws in Bi-annual process • • Southern Region Climate Work The Bayer Project

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Inter-institutional Collaboration in Diversity:

The Value

 Collective Experiences  Inclusive Wisdom  Shared Resources  System Impact

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Program Design

 Welcome Lunch and Opening Sessions  Melissa Harris-Lacewell, Associate Professor , Princeton University –  Innovations in Diversity Curriculum Infusion for Veterinary Medicine Education  Kathy Wong (Lau), Assistant Professor , Western Michigan University –  Anatomy of Inter-Cultural Communications

Program Design

( con’t.)

 Billy E Hooper, Professor Emeritus , Purdue University, School of Veterinary Medicine  The Historical Perspective: The Iverson Bell Vision – Where Have We Been; Where Must We Go?  Peter Cowen, Associate Professor, NC State University, College of Veterinary Medicine and Ronnie Elmore, Associate Dean, Kansas State University, College of Veterinary Medicine  Bench Marks: Current ‘Best’ Practices

Program Design

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 James Lloyd, Associate Dean, Michigan State University  Assessment: Why This Matters: What do we know; how will we know we’ve made a difference?

Program Design

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 Tracks –

Working Groups

   Charge:  To develop meaningful examples of activities that may be infused in the short term (immediately)     Assess resource needs Barriers Additional curricula Additional personal  Professional development Track 1: Basic Sciences – Abnormal/Normal Track 2: Clinics  Track 3: Intercultural Communications for Veterinary Medicine

Defining Diversity

 Racial  Ethnic  Gender/gender identity  Sexual orientation  Disabilities • • • • • • Career Pathways Backgrounds Socioeconomic Geographic Religion Age

     Study abroad Service learning VOICE Application and Integration and Team-based learning DiSC

Pre-Clinical Current Practices

     Undergraduate interns International veterinary medicine courses VetCamp Diverse faculty Diversity Office in the College/School

        Team-based exercises Start with orientation Consider all courses with groups Facilitation is key – requires training Mix student cohorts if possible Include conflict management Survey course on careers in veterinary medicine Electives open to graduate students and faculty from across campus

Pre-clinical

New Idea Concepts          Service learning As part of clinical skills /animal handling/ husbandry course Work with shelters As part of public health course Co-curricular activities State, national, international Didactic teaching – include cultural dimension (when, why, how, who) Course on multiculturalism Elective &/or prevet (or equiv. exp.)

Pre-clinical

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Outcomes

  Representation – include retention  Competencies    Pre- and post-test Develop rubrics Consider 360-degree evaluation Socially aware/engaged graduates   Project-based portfolio Survey graduates 

Key Considerations

    Groups should not be self selected Reflective evaluation Develop a common language   Would facilitate evaluation Would allow materials to be shared AAVMC role re: KSU course

Clinical

 Identified Problems  Recurring Themes:  Lack of diverse clientele in the VTH modules  Lack of safe environment for discussion  Lack of/missed opportunities for diversity interactions:   Amongst staff, technicians, students and faculty Teaching opportunities to infuse into cases

Clinical

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con’t.)

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Where to infuse

    Every year of curriculum Pre-veterinary student curriculum or associations Student organizations State VMAs 

Lack of diverse clientele/consumers

  Activities:   Actors work through created scenarios    Student exchange between diverse environments Teaching hospitals Private practices Humane Society Increase diversity amongst clientele

Clinical

( con’t.)

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Increasing Diversity Interactions

 Activities:    Student Ambassadors Community outreach Recruitment     Facilitated Communications Recorded clientele interactions Rounds discussions Grand rounds presentations

Intercultural Communication Current Best Practices

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Incorporate critical race theory concepts

     Theories associated with good communication Why is intercultural communication important How veterinarian engages pet is just as important as how they engage client Discuss how we communicate with and perceptions of veterinarian, client, animal (context) “Who won’t make you look like a fool” that’s the veterinarian we went to-

Intercultural Communication Current Best Practices

( con’t.)

 Developed a “standard” course, presented by experts, that can be shared among institutions as a common resource   Distance (ICE) vs live Incorporate into existing framework, so it isn’t additive • • •  Problem-based learning courses  Incorporate into accreditation standards   Need AVMA assessment tool Need AAVMC cultural competency assessment tool “Archie Bunker’s neighborhood”–like activities Service learning projects Veterinary Students as One in Culture and Ethnicity (VOICE) activities • • Infuse into ethics courses KSU course- Practicing vet med in a multicultural society • Enhanced Bayer communication modules

Intercultural Communication Current Best Practices

( con’t)

   Client communications activities  Videotaped with faculty, student, and psychologist Mentoring programs   Faculty student matches Groups of 4-10 students and 2 faculty with required meetings and topics to cover Assessment pieces   Pre-post knowledge tests Reflective writing • • • Use business oriented • examples How will this impact your bottom line as a veterinarian Address generational issues • Develop pipeline Vets willing to provide experiences for interested students • • Facilitated dialogues Safe Zones-KSU

   Better utilization of guest lecturers Partner with Minority Serving Institutions – e.g. Historically Black Colleges and Universities (HBCUs) and Hispanic Serving Institutions (HSIs) Must hold everyone accountable    Explain expectations during hiring process Only hire people with these values  “We’d love to have you work here, but only if you believe in these things.” Reinforce accountability with supervisors and peers

Intercultural Communication Current Best Practices

( con’t.)

• Model Programs Developing scholar programs-KSU Access to Animal-Related Careers (A 2 RC) Purdue Food Animal VIP- UGA MSU- Vetward Bound Enrichment Summer Program Pre-vet Scholars Bridge Program Tuskegee Summer Enrichment and Reinforcement Program (SERP)-Tuskegee Boiler Vet Camp-Purdue Adventures in Veterinary Medicine-Tufts

Resources and Support

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For faculty, graduate students, interns, residents – ALL??

• • • • Training Access to experts — on and off campus Tools to assess cultural competency Faculty Enrichment • Need to get buy-in • • • Need additional staff/faculty for facilitating Train key faculty for group work Share materials • Rubrics, Course materials, Best practices

Resources and Support

( con’t.)

• Walk the talk • • Orientation to graduation Faculty and staff • Diversity in action • Recognize cultural competence in P/T • Review/reactivate diversity training • Financial support • Linking students with pipeline schools • Web presence

Immediate Next Steps

     Regional Iverson Bell Summit follow-up  List of participants with contact info.

 Presentations Obtain leadership buy-in   Dean, Associate Dean, Curr. Committee Define a process and objectives Identify point persons for training Develop training session for early 2011  Pre-Conference National Iverson Bell Symposium Plan for 2012 @ MSU (?)

Immediate Next Steps

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 Inventory of successful programs  Present summary at 2011 IB Conference  Actively share information  List-serve for Regional IBSummit participants   AAVMC blog/on-line technology Include electronic clearinghouse for course materials, etc .

 IB Summit 2012  Report progress

Short Term Action Plan-1

 Develop a multi-tactical approach  Develop content for shared course (resource) on ICC  Where to infuse     Every year of curriculum Pre-veterinary student curriculum or associations Student organizations State VMAs  Letter campaign from student groups encouraging deans to publically release data from AAVMC Comparative Data Report  Cohort groups at each college to get more training in this area and act as resource for their college and for each other

Short Term Action Plan - 2

 Develop resource repository   Assessment tools Curricular pieces  Emphasize values during admissions process   Understand cultural differences in preparation for veterinary students To select a class that reflects the demographics of our society, use a holistic admissions approach  Better balance in leadership roles

Short Term Action Plan - 3

 Assess and document the pipeline for the reasons below:   Capture information from wait-list population Work more closely utilizing information from the undergraduate admissions process   Capture and utilize data from applicants that were not admitted in enrichment summer programs and shared admissions processes Encourage AAVMC admissions and recruitment committees to help us think through what happens in our applicant pool to applicants that were not admitted

Short Term Action Plan - 4

  Collate Veterinary Leadership Experience (VLE)-related activities and format as experiences that colleges can use in curricular or extracurricular experiences to present information in forums that include both students and faculty Look at vet schools/colleges, other areas (industry-Pfizer, Disney, military, medical schools) and identify best practices, training programs, buy-in, hiring practices, challenges, and how challenges have been overcome

Short Term Action Plan - 5

 Explore the unspoken issues for the entire academic community   Gender imbalance Race       Ethnicity Gender expression (genderoddessey.org) Sexual orientation Parents Geographic separation from support systems Religious affiliation  Do not assume that every population has the same needs

Intermediate Term Action Plan - 1

 Develop standard and assessment tool  Use existing Council on Education (COE) communication and other standards  COE ask what are you doing in terms of ICC  What is your baseline  How will you address current issues  Just by asking you show this is a priority  Comment on standard/ send feedback

Intermediate Term Action Plan - 2

 Build a diverse population at SVM/CVM to build a climate conducive to recruitment of faculty, staff, and students  Collate best practices as to how to accomplish this  Use focus groups to get feedback on how welcoming environment is  Encourage vets to be positive role models, show them the value for profession, and give vets tool-kits to promote profession

Intermediate Term Action Plan - 3

 Encourage state and professional associations to push diversity as a driver of excellence and embed these values in their strategic plans/missions.

 More flexible curriculum so students could move through at their own pace (3yr-6yr?)  Write and submit work in this area to peer-reviewed journals  Conduct assessment/research

Take-Homes

 We hold these values so important that they cannot be compromised  We will not accept solutions of convenience  As we do within our profession around academic and ethical standards, we need to hold each other accountable … and All roads can not lead to Lisa

 Thank you