News and Announcements

Building the Next Generation of Academic Physicians (BNGAP) Conference

Saturday, September 21, 2019 at McGovern Medical School at UTHealth, Houston, Texas

BNGAP Flyer 2

What is BNGAP?

The University of Texas Medical Branch at Galveston School of Medicine in partnership with AAMC FIRST Program, Baylor College of Medicine, and McGovern Medical School at UTHealth is proud to announce the Annual Building the Next Generation of Academic Physicians Academic Medicine Career Development Southeast Texas Regional Conference for Diverse Medical Students and Residents to be hosted by McGovern Medical School at UTHealth, Saturday, September 21, 2019 in Houston, Texas.

The Leadership and Academic Medicine Conference: Opportunities for Diverse Medical Students and Residents.

This innovation will also be a conference OPEN TO ALL but tailored to encourage trainees (medical students, residents) who are underrepresented in academic medicine (women, LGBTQ, and racial and ethnic minorities) to consider leadership opportunities during medical school and residency and a future career in academic medicine career.

During the 1 day event, learners will be able to:

  • Describe the role and responsibilities of various medical school offices;
  • Navigate the array of leadership opportunities for medical students and residents in the various medical school offices or organizations;
  • Describe the benefits of engaging in leadership opportunities in the various medical school offices, especially as a diverse individuals;
  • Explore academic medicine career fit with their personal and professional interests;
  • Expand their network among academic medicine colleagues and role models.

 

Session 1.   “We Are All Leaders”

The current problem of lack of diversity in academic medicine will be discussed and why it is important.  The genesis of BNGAP and the mission of the organization will be discussed.  This will be followed by a description of  the current gender and race/ethnic make-up of academic medicine - students, residents, faculty and leaders (deans and chairs).   The empowering message of this session will be that, while there is lack of diversity in the LEADERSHIP POSITIONS on the organizational charts of academic medical centers, LEADERSHIP is a concept that is more than a title or position.   We, a diverse group of students and residents can be leaders if we learn how.

 Learners will be introduced to the idea that leadership is about INFLUENCE, not about title or position.  It will be framed around the definition of leadership by Yukl:

                 “ Leadership is the process of influencing the objectives and strategies of a group or organization, influencing people in the organization to implement strategies and achieve objectives, influencing group maintenance and identification, and influencing the culture of the organization.” ( Yukl and Van Fleet, 1990)

 Learners will also be introduced to the concept of self-leadership “as the ability to influence oneself to perform effectively” (Neck and Houghton, 2006) and as a process of redirecting one’s motivations towards optimistic standards of self-fulfillment and growth (Manz, 2010)

 As a diverse group of students and residents, you have the opportunity to  INFLUENCE the goals, objectives, strategies and culture of the organizations you are currently in. You can do this by finding opportunities to get involved in the various offices in your medical schools. If you can also hone your skills in SELF-LEADERSHIP (performing effectively) your ability to influence will increase and you will become LEADERS that can make big difference.

Exercise:

Students will take the Abbreviated Self Leadership Questionnaire.( 9 questions, 5 point scale)

They will score it themselves

They will learn their sub scores on three strategies for achieving self leadership

  • Behavior focused strategies
  • Natural Rewards
  • Constructive thought patterns. 

Each leaner will pair up with a partner and discuss which of these strategies they may be good at and which may be an area of improvement. 

The large group will debrief with some examples from the learners of how they might improve in the three areas.  The facilitator will then share some strategies from the literature that may reinforce what they came up with and introduce new ways to them. 

Learners will then be asked to write down 3 things they want to do when they get home improve their self-leadership skills.

 

Session 2: Office for Diversity and Inclusion:

Engagement and Leadership Opportunities for Medical Students, Residents, Fellows 

  • Describe the role of a diversity professional
  • Define the roles and responsibilities of diversity professionals and their respective committee roles
  • Define leadership structures and opportunities for involvement across the medical education continuum
  • Describe the relationship of diversity to other areas in medical education

 

Session 3. Office of Graduate Medical Education:

Engagement and Leadership Opportunities for Residents and Fellows 

  • GME Leadership Structure, roles, and responsibilities
  • GME Leadership Opportunities for medical students, residents, and fellows
  • Traits and attributes that make trainees competitive applicants for GME roles
  • Outline pathways to GME leadership

 

Sessions 4. Office of Medical Education:

Engagement and Leadership Opportunities for Medical Students, Residents, and Fellows 

  • Describe the structure of medical education administration and understand how to utilize this resource for career advancement
  • Understand the leadership structure of a standard medical education administration
  • Identify the various roles available within the realm of medical education to students, residents, and fellows
  • Envision a pathway for a successful, diverse career in medical education starting now and continuing through to a faculty appointment
  • Discuss the interdisciplinary approach to the creation of a successful medical education campaign

 

Session 5. Office of Admissions:

Engagement and Leadership Opportunities for Medical Students, Residents, and Fellows

  • Describe the roles and responsibilities of admissions/enrollment management (AEM) professionals
  • Describe the relationship of AEM to other areas in medical education
  • Understand the skills required of a trainee for engagement in AEM

 

Session 6. Office of Faculty Affairs:

Engagement and Leadership Opportunities for Medical Students, Residents, and Fellows

  • Recognize the Office of Faculty Affairs within an Institutional Structure
  • Identify the Mission, Duties, and Responsibilities of Faculty Affairs
  • Describe how the Office of Faculty Affairs assists faculty with professional advancement (The ABCs)
  • Understand Tenure and Promotion Process
  • List Skills and Characteristics needed to work in Faculty Affairs
  • Describe student involvement in Faculty Affairs and Development

 

Session 7 Office of Student Affairs:

Engagement and Leadership Opportunities for Medical Students, Residents, and Fellows

List the role and responsibilities of the Office of Student Affairs

  • Define guiding principles, skills, and behaviors required of student affairs professionals
  • Describe leadership opportunities for medical students, residents, and/or fellows through the Office of Student Affairs
  • Describe how medical students, residents, and/or fellows can become engaged in these leadership opportunities through the Office of Student Affairs
  • List the benefits of becoming engaged in leadership positions through the Office of Student Affairs

 

Session 8. National Medical Organization:

Leadership and Engagement Opportunities for Medical Students, Residents, and Fellows

  • Describe the role of national medical organizations in developing future diverse leaders 
  • Describe leadership structures and opportunities for trainee participation in national medical organizations
  • Describe examples of successful trainee-driven activities through national medical organizations
  • Define leadership
  • Describe the responsibilities of a dean
  • Outline a pathway to becoming a dean
  • Formulate your plan of action

Session 9. Wrap up session   Putting it all together

Learners spend 20  minutes of self reflection time working through a set of questions

  1. Review three items you identified in the first session to help you improve your self-leadership skills
  2. Based on what you learned today, what Office(s) in your medical schools would be a good fit with your own skill set and personal characteristics?
  3. Write down 1-3 potential activities you could do to engage with one of the offices you listed above
  4. What are you skills or personal characteristics that will help make you successful  in the activities listed
  5. What barriers exist that may keep you from being successful these activities
  6. What could you do to reduce those barriers?

Learners will break into small groups of 5-8 , each group will be assigned a faculty facilitator to them develop an individualized learning plan. There should be at least one initiative related to improving their self-leadership skills and at least one initiative related to seeking out a leadership opportunity at their school.

TENTATIVE SCHEDULE

8-8:30 Registration and Breakfast
8:30-9:30 We Are All Leaders
9:30-10:30 Diversity and Inclusion
10:45-11:45 Admissions GME
11:55-12:55 Med Education Student Affairs
1-2pm LUNCH
2-3pm Faculty Affairs National Medical Organizations
3:10-4:10pm Leadership Development Plan
4:15pm-4:30pm Closing

Michigan Medicine First Look Leadership Weekend: Becoming a Change Agent for Health Equity

The Michigan Medicine Office for Health Equity and Inclusion (OHEI) is pleased to announce the inaugural Michigan Medicine First Look Leadership Weekend - Becoming a change agent for health equity. This new OHEI initiative is for M4 students, from throughout the United States, with leadership potential to help advance diversity, equity, and inclusion.

We are excited that our keynote speaker is Camara P. Jones, MD, MPH, PhD.

Goals and Objectives

  • Students will develop leadership skills to become change agent for healthcare equity and explore ways to positively lead and influence healthcare inequities.
  • Students will learn how to define and understand health disparities and healthcare disparities.
  • Students will learn to address the social determinants of health in healthcare delivery, and explore how cultural humility, as a life-long skill development, leads to the delivery of equitable care.
  • Students will explore how institutional racism is a driver of healthcare disparities and learn how to lead organizational transformation around health equity and inclusion.
  • As part of their leadership journey, students will become aware of the intersection of inclusion and wellness through a dialogue on resilience.

Flyer

Application Link

The Office of Health Equity and Inclusion at the University of Michigan will cover room, board and meals for participants. Additionally, there is a stipend up to $400 for travel.

Deadline to apply: June 15, 2019, 5 PM (Eastern Standard Time)
Selected participants notified June 30, 2019

For additional information contact Dr. Marcia Perry at marciap@umich.edu

Camara P. Jones, MD, MPH, PhD