Browsing by Author "Gist, Amanda"

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    Business of Medicine: Developing Leaders in Academic Medicine and Learning Health Systems
    (Dove Press, 2024-06-24) Sotto-Santiago, Sylk; Neal, Chemen; Caudill, Darren; Gist, Amanda; Eastwick, Susannah; Palmer, Megan M.; Geraci, Mark W.; Aronoff, David M.; Medicine, School of Medicine
    Purpose: To develop healthcare professionals as clinical leaders in academic medicine and learning health system; and uncover organizational barriers, as well as pathways and practices to facilitate career growth and professional fulfillment. Methods: The Department of Medicine strategic plan efforts prompted the development of a business of medicine program informed by a needs assessment and realignment between academic departments and the healthcare system. The business of medicine leadership program launched in 2017. This descriptive case study presents its 5th year evaluation. Competencies were included from the Physician MBA program and from specific departmental needs and goals. Results: The program hosted a total of 102 clinical faculty. We had a 37% response rate of those retained at Indiana University School of Medicine. Overall, responses conveyed a positive experience in the course. Over 80% of participants felt that they gained skills in professional reflection, professional socialization, goal orientation, critical thinking, and commitment to profession. Financial literacy was overwhelmingly the skill that was reported to be the most valuable. Finance and accounting were mentioned as the most difficult concepts to understand. Familiar concepts included communication, LEAN, and wellness related topics. One hundred percent of participants said they are utilizing the skills gained in this program in their current role and that they would recommend the course to others. Conclusion: Business of medicine courses are more common now with programs describing elements informed by health system operations. However, few programs incorporate aspects of wellness, equity, diversity, inclusion, and health equity. Our program makes the case for multiple ways to develop inclusive leaders through a focused five-month program. It also recognizes that to really impact the learning health system, health professionals need leadership development and leaders suited to work alongside career administrators, all aiming towards a common goal of equitable patient-centered care.
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    URiM Faculty Retention through Stay Interviews: Should I Stay or Should I Go?
    (2023) Sotto-Santiago, Sylk; Gist, Amanda
    Academic medical centers can improve the quality of care and address health inequities by recruiting and retaining faculty historically underrepresented in medicine and STEM (URiM). Extant literature has reported the experience and limited number of URiM faculty in academic medicine. Scholars and practitioners have identified retention of URiM faculty as a significant concern in part because URiM faculty are less likely to remain in academia and be promoted when compared with their white-majority peers. While exit interviews can be beneficial, they might not provide the most accurate feedback. For example, if an employee is leaving an organization, they might not want to burn bridges by offering negative feedback.10 In academia, where the networks are broad, but the specialties and research niches are small, burning bridges is not an option. Given the state of URiM faculty in academic medicine and the departmental commitment to its faculty, the department leadership decided to conduct stay interviews with URiM faculty as the first phase of a retention effort. What follows is not only a descriptive account of experiences of URiM in the department of medicine, but also an exploration if stay interviews should be implemented across all divisions for faculty and staff.