Browsing by Author "Neal, Chemen"

Now showing 1 - 7 of 7
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    Allies Welcomed to Advance Racial Equity (AWARE) Faculty Seminar Series: Program Design and Implementation
    (Sage, 2021) Tucker Edmonds, Brownsyne; Neal, Chemen; Shanks, Anthony L.; Scott, Nicole; Robertson, Sharon; Rouse, Caroline E.; Bernard, Caitlin; Sotto-Santiago, Sylk
    Introduction: In the wake of George Floyd’s murder, White faculty in our department began to express the desire to gain a greater understanding of structural racism and racial inequity. To facilitate this learning, support allyship, and mitigate the emotional labor and taxation that frequently falls on faculty of color to respond to these appeals, we developed AWARE (Allies Welcomed to Advance Racial Equity), a faculty seminar series primarily designed for and led by a majority White faculty to tackle the topics of structural racism, Whiteness, and Anti-racist action. Methods: We developed a 6-session seminar series, identifying 5 White faculty as lecturers and a cadre of Black and White volunteer facilitators, to lead 60-minute sessions comprised of lecture, facilitated small group reflection, and large group sharing, that reviewed key topics/texts on structural racism, Whiteness, and Anti-racism. Results: Attendance ranged from 26 to 37 participants at each session. About 80% of faculty participated in at least 1 session of the program. The majority of participants (85%) felt “more empowered to influence their current environment to be more inclusive of others” and were “better equipped to advocate for themselves or others.” Most (81%) felt “more connected to their colleagues following completion of the program.” Ultimately, faculty thought highly of the program upon completion with 26/27 (96%) stating they would recommend the program to a colleague. Discussion: We offer a reproducible model to improve departmental climate by engaging in the shared labor of educating our colleagues and communities about structural racism, Whiteness, and Anti-racism to create a point of entry into reflection, dialogue, and deliberate actions for change.
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    Allies Welcomed to Advance Racial Equity (AWARE) Faculty Seminar Series: Program Design and Implementation
    (Sage, 2021-07-24) Tucker Edmonds, Brownsyne; Neal, Chemen; Shanks, Anthony L.; Scott, Nicole; Robertson, Sharon; Rouse, Caroline E.; Bernard, Caitlin; Sotto-Santiago, Sylk; Obstetrics and Gynecology, School of Medicine
    Introduction: In the wake of George Floyd's murder, White faculty in our department began to express the desire to gain a greater understanding of structural racism and racial inequity. To facilitate this learning, support allyship, and mitigate the emotional labor and taxation that frequently falls on faculty of color to respond to these appeals, we developed AWARE (Allies Welcomed to Advance Racial Equity), a faculty seminar series primarily designed for and led by a majority White faculty to tackle the topics of structural racism, Whiteness, and Anti-racist action. Methods: We developed a 6-session seminar series, identifying 5 White faculty as lecturers and a cadre of Black and White volunteer facilitators, to lead 60-minute sessions comprised of lecture, facilitated small group reflection, and large group sharing, that reviewed key topics/texts on structural racism, Whiteness, and Anti-racism. Results: Attendance ranged from 26 to 37 participants at each session. About 80% of faculty participated in at least 1 session of the program. The majority of participants (85%) felt "more empowered to influence their current environment to be more inclusive of others" and were "better equipped to advocate for themselves or others." Most (81%) felt "more connected to their colleagues following completion of the program." Ultimately, faculty thought highly of the program upon completion with 26/27 (96%) stating they would recommend the program to a colleague. Discussion: We offer a reproducible model to improve departmental climate by engaging in the shared labor of educating our colleagues and communities about structural racism, Whiteness, and Anti-racism to create a point of entry into reflection, dialogue, and deliberate actions for change.
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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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    Equity + Wellness: A Call for More Inclusive Physician Wellness Efforts
    (MedEdPublish, 2021) Sotto-Santiago, Sylk; Ansari-Winn, Dianne; Neal, Chemen; Ober, Michael; Obstetrics and Gynecology, School of Medicine
    The challenges, importance, and state of physician wellness and burnout have been well documented throughout the literature.Research continues to prove the value of tools and interventions while institutions appear to be listening and adapting important practices. However, although the wellness literature encourages a review of organizational challenges, local needs, and individual solutions, organizations may fail to align these efforts along with equity, diversity, inclusion, and belonging (EDIB). A pandemic and recent events in our society heightened awareness about health inequities, structural violence and racism, and demand that we look within our institutions and health systems. It also demands that we speak of wellness and equity together. We cannot engage in conversations about wellness without asking about equity...because equity and inclusion lead to wellness. We simply cannot expect our healthcare workforce, faculty, and physicians of color to be "well" if they are experiencing exclusion and inequality. In this article, we present the concepts of inclusive excellence and leading with wellness in mind while calling for more inclusive physician wellness efforts.
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    Integrated Case-Based Learning Sessions in Anatomy are an Effective Teaching Method for Pre-Matriculating Medical Students
    (2023-04-19) Merritt, Emily; McNulty, Margaret; Neal, Chemen; Deane, Andrew; Haywood, Antwione; Byram, Jessica
    Objective or Purpose of Innovation: To assess the effectiveness of case-based learning (CBL) sessions in promoting study techniques for integrated anatomy content. Background: Medical students are frequently introduced to medical school curricula through anatomy coursework, which often includes histology and embryology content. The LEAD Scholars pre-matriculation program introduces anatomy content and study skills to facilitate adjustments to medical school and reduce existing achievement gaps for under-represented students. Recent changes in medical education emphasize integration of content areas, resulting in greater use of activities such as CBL sessions. Little work has demonstrated the effectiveness of CBL sessions integrating anatomy, embryology, and histology on first year medical students’ ability to improve content mastery and adapt their study techniques. Innovation Design- Methods and Measures: Three CBL sessions that each included anatomy, embryology, and histology content covering the upper extremity and thorax were written and taught to LEAD Scholars (n=18). Each session involved: completion of an individual pre- and post-quiz, group completion of clinical cases involving image interpretation, matching exercises, and construction of diagrams, flow charts, or tables, and a post-session survey with Likert-style and free response questions about preparation and session effectiveness. Quiz scores were compared using Wilcoxon signed-rank tests and free responses evaluated using content analysis. Outcomes: Post-quiz scores were significantly improved for all CBLs (p < 0.01). Innovation Strengths and Limitations: Students enjoyed the real-life application and integration of the cases and commented that the sessions improved their understanding of the connections between content areas. Other comments demonstrated that students evaluated and adapted their study approach in preparation for the sessions, often using techniques included in the sessions. Limitations include the low-stakes nature of this summer program, which likely influenced students’ study outside of scheduled program time. Feasibility and Transferability: CBL sessions can be tailored to an individual medical school’s curriculum to provide opportunities to incoming first-year medical students to practice, adapt, and evaluate study techniques while delivering integrated content.
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    Integrated Case-Based Learning Sessions in Anatomy are an Effective Teaching Method for Pre-Matriculating Medical Students
    (2022-07-21) Merritt, Emily; McNulty, Margaret; Neal, Chemen; Deane, Andrew; Haywood, Antwione; Byram, Jessica
    Introduction: Medical students are often first introduced to fast-paced, high-volume curricula through anatomy coursework. The LEAD Scholars pre-matriculation program introduces incoming students to anatomy content and study skills to facilitate adjustments to medical school and reduce existing achievement gaps for under-represented students. Little work has demonstrated the effectiveness of case-based learning (CBL) sessions integrating anatomy, embryology, and histology on first year medical students’ ability to problem solve and improve content mastery. To address the lack of research, the goal of this study was to implement such CBL sessions to assess their effectiveness in promoting study techniques while integrating anatomy content Methods: Four fully integrated CBL sessions that each included anatomy, embryology, and histology content covering the upper extremity and thorax were written. For each session, LEAD Scholars (n = 25) completed an individual pre- and post-quiz and worked in groups through cases consisting of clinical scenarios and questions that required students to interpret images, complete matching exercises, and make diagrams, flow charts, or tables. Students completed a post-session survey with Likert-style and free response questions about preparation and session effectiveness. Pre- and post-quiz scores were compared using Wilcoxon signed rank tests. Free responses were analyzed using thematic analysis. Results: Analyses revealed significant improvements on post-quiz scores for all CBLs (p < 0.01). In the post-session survey, students strongly agreed the sessions effectively improved their understanding of course material and appropriately connected anatomy, embryology, and histology content. Students commented that they enjoyed the real-life application of the material and that the sessions encouraged them to keep up with the content, were helpful for making connections between the topic areas, and helped illustrate whether their study habits were effective or needed to be changed. They suggested additional cases and more pre-work to guide preparations as ways to improve the sessions. Conclusion: These results suggest that CBL sessions are a viable means for providing opportunities to practice and adapt study techniques while delivering integrated medical anatomy content to first year medical students. Session modifications will focus on expanding the sessions to provide more opportunities to practice the content and study techniques and including specific pre-work activities to guide preparation.
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    Leading with Wellness in Mind: Lessons in Academic Leadership During a Pandemic
    (2021-12-15) Sotto-Santiago, Sylk; Ober, Michael; Neal, Chemen; Geraci, Mark
    PURPOSE: COVID-19 pandemic impact on healthcare providers has been immense, making it clear that the pandemic demands even more out of our leadership and wellness efforts. METHODS: We ground this work in the phenomenology of leadership. Our team evaluated programmatic interventions of virtual community wellness sessions. RESULTS: Ninety-eight percent of respondents strongly agreed that wellness initiatives in the department are critical. Qualitative results focus on one of the lessons learned; what it means to lead with wellness in mind. CONCLUSION: Now, more than ever, leading with wellness in mind becomes a high priority. We present its seven key domains.