IU Indianapolis ScholarWorks :: Browsing by Author "Sotto-Santiago, Sylk"

Browsing by Author "Sotto-Santiago, Sylk"

Now showing 1 - 10 of 32

192. Health Equity Starts with Us: Recommendations from the Indiana Clinical and Translational Sciences Institute Racial Justice and Health Equity Task Force
(Cambridge University Press, 2022) Sotto-Santiago, Sylk; Tucker Edmonds, Brownsyne; Wiehe, Sarah; Moe, Sharon
OBJECTIVES/GOALS: The Indiana CTSI Strategy Committee charged the Racial Justice and Health Equity Taskforce to identify priorities with short-term and long-term goals consistent with the I-CTSI mission. In addition, I-CTSI leadership asked for a general description of current state and the resources necessary to achieve the proposed goals. METHODS/STUDY POPULATION: The Taskforce applied an inclusive excellence model to the way we look at the I-CTSI structure, policies, and programs while performing an environmental scan within and across I-CTSI partner institutions. In order to reach equitable solutions and consensus, listening tours were held with partner stakeholders guided by the SOAR framework for strategic planning. This approach allowed us to assess current resources, needs, and gaps across the system, along with a baseline of measures currently monitored. Taskforce members openly discussed strengths and opportunities for enhancement of current programs and services. In addition, these conversations offered an opportunity to disrupt existing practices and through collective agency we identified priority areas that promote equity, diversity and inclusion. RESULTS/ANTICIPATED RESULTS: The Taskforce identified recurring themes in conversations with all partners, which led to the formation of three working groups that examined recruitment broadly: workforce, staffing, and research participation; professional development across all stakeholders from community members to I-CTSI staff; and data-centered metrics informing current state, decision-making, and accountability. Recommendations included these priorities, content, and implementation strategies. The Taskforce delivered a report to the I-CTSI leadership fostering the promotion of diversity, equity and inclusion along with a systematic collection of gender, race, and ethnicity data for individuals utilizing I-CTSI services and resources requiring additional metrics and tracking. DISCUSSION/SIGNIFICANCE: The pandemic shed light on the manner in which marginalized groups are rendered particularly vulnerable to death and disease by systemic and structural racism. The I-CTSI recognized that we cannot advance population health without attending to root causes of inequity and that includes our internal structure. We offer a potential model for other CTSAs.
Addressing Mental Health Needs of Health Care Workers through Peer Support Groups During the COVID-19 Crisis
(Indiana University, 2020-12) Thornsberry, Tanner; Nault Connors, Jill; Welch, Julie; Hayden, Julie; Hartwell, Jennifer; Ober, Michael; Sotto-Santiago, Sylk; Draucker, Claire; Wasmuth, Sally; Boustani, Malaz; Overley, Ashley; Monahan, Patrick; Kroenke, Kurt
All Faculty Matter: The Continued Search for Culturally Relevant Practices in Faculty Development
(New Forums Press, Inc., 2019-09) Sotto-Santiago, Sylk; Tuitt, Frank; Saelua, Natasha
The evidence appears to be strong that faculty development programs increase retention, productivity, interest in leadership positions, and promotion for faculty. However, the spaces developed for historically marginalized faculty (HMF) are still limited and not focused enough. This study examined tailored programs and perspectives amongst faculty developers regarding the advancement or furthering minoritization of historically marginalized faculty via institutional based and national programs. Findings include best practices in HMF tailored programs, curriculum topics for faculty developer preparedness, and address an “all faculty matter” perspective.
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.
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.
“Am I Really Good Enough?”: Black and Latinx Experiences with Faculty Development
(Michigan Publishing, 2020) Sotto-Santiago, Sylk
This study focuses on the experiences of Black and Latinx faculty in academic medicine in relation to their educational and faculty development. Narratives by participants reflect on their career path and refer to faculty development programs as valuable but also as dominant group-centric, counter to their cultural backgrounds and the underrepresented faculty experience. Findings reveal the need for faculty development to be spaces for affirmation, validation, and accountability and suggest the need for tailored programs. Furthermore, implications on the research and practice of faculty affairs within higher education and academic medicine are outlined.
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.
Community Engagement, Motivation and Participation in Health Advisory Boards
(Indiana Medical Student Program for Research and Scholarship (IMPRS), 2022) Stamper, Gavin; Sotto-Santiago, Sylk
Purpose: All IN for Health is dedicated to helping improve the lives of Indiana residents through community engagement by increasing health research literacy and promoting health resources. It also provides opportunities to participate in research and clinical studies, hosting a state-wide participant registry. All IN for Health is made possible by the Indiana Clinical and Translational Sciences Institute, combining the research expertise of Indiana University, Purdue University and University of Notre Dame. Its health advisory board is composed of community members and provides advise, feedback and recommendations. Objective: This study aims to provide health advisory boards (HABs) in Indiana information to understand the motivations and interests of potential board members to be used for recruitment and community outreach. Methods: In looking for new members of the All IN for Health HAB, 488 applicants answered questions about their motivations for and interests in becoming a part of the HAB. In order to identify what motivates people to get involved, answers were analyzed for common themes via a thematic analysis. All answers remained anonymous, and no personal data was used in the analysis. Results: Analysis revealed six recurring themes in the motivation to join the HAB and 9 recurring themes were identified about interest in the position. These themes can be grouped by previous diagnosis (family, friends, and self), being a caregiver, the greater good/change and advocacy, and personal experience. Discussion: These themes are tied together by experience in the healthcare system whether it be as a patient, a caregiver, provider, or researcher. HABs are important as they help connect with communities by listening to community needs, addressing specific topics, helping to build consensus and coordination, among many other benefits. By understanding motivation and interests of potential HAB members we can genuinely put the communities’ interest first in public and population health.
Culturally Appropriate & Socially Responsive Care [CASRC] Thread
(2018) Price, Mary; Sotto-Santiago, Sylk; Lazarus, Ken; Christy, Lisa
Medical Education Objectives for the Social Science Thread (Now:Culturally Appropriate & Socially Responsive Care [CASRC] Thread): 1) The primary goal of the CASRC Thread is not to develop specific sessions for presentation of thread material but to work on identifying gaps and working with course and clerkship management teams to integrate thread content to cover those gaps. 2) There is a need to add emotional behavioral health to the medical student curriculum to help students develop communication skills, rapport with patients, develop ways to interact with patients and how to understand, treat, and build a relationship with patients and those with chronic diseases. 3) Incorporate thread objectives into courses and clerkships from first year through fourth year.
Defining Student Success in Academic Medicine
(Brieflands, 2018) Tori, Alvaro; Sotto-Santiago, Sylk; Sharp, Sacha; Mac, Jacqueline
Background: The U.S. healthcare delivery system must increase the number of physicians who will deliver health care, as well as increase the number of scientists who will analyze and address the ailments that challenge diverse populations. Because medical schools are responsible for the education and preparation of diverse professionals, medical school administrators are working to create and maintain programs that recruit and retain students from underrepresented groups in medicine. Methods: This study follows A Student Success Ad-hoc Committee (SSAC) charged with a) defining student success, b) exploring the success of underrepresented students in medicine based on this definition, and c) drafting recommendations based on data and evidence collected. This self-study evaluates and assesses medical student experiences, their educational attainment, and outcomes at Indiana University School of Medicine. This aim is explored through the application of higher education theories to undergraduate medical education. Results: This paper demonstrates how an interdisciplinary team of academic medicine professionals endeavored to critically study the perceptions of student success in medicine. The study showcases the institution’s progress towards defining student success informed by literature on student retention and persistence, learning environments, and student outcomes. The paper includes recommendations based on a reflexive process about three areas: admissions and pre-matriculation, academic promotion, and the educational environment. Conclusion: The authors challenge professional schools in conducting self-studies that expand the utilization of theoretical and conceptual frameworks external to medicine, and reinforce the application of higher education research into professional school settings.

Browsing by Author "Sotto-Santiago, Sylk"

Results Per Page

Sort Options