Sylk Sotto-Santiago

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https://hdl.handle.net/1805/32323

"I am interested in helping restore trust": Perspectives on Trust and Trustworthiness in Biomedical Research

Dr. Sylk Sotto is an Assistant Professor of Medicine and serves in several leadership roles across the Department of Medicine, the Indiana Clinical and Translational Science Institute and the IU Simon Comprehensive Cancer Center's Office of Community Outreach and Engagement. Dr. Sylk Sotto's career calling is about making people feel like they belong, that they are here for a reason, and that she is available to cheer them on. In her role, Professor Sotto makes sure people understand that not everyone has the same access, privilege, or has the same journey. Her service and research centers on the study of inequities in academic medicine. More broadly, Professor Sotto likes to examine the intersection of research, research ethics and health equity while making sure researchers practice cultural humility and relevance. She also studies and addresses structural barriers and opportunities for everyone's success within institutions. She works to enhance medical and STEM education while promoting inclusive learning environments. Lastly, Professor Sotto plans to expand and tailor faculty and professional development programs in ways that focus on historically marginalized groups. Her service is her research. She hopes that her work impacts more practice than theory. She wants to positively affect institutional practices and influence reflection and action. Professor Sotto's translation of research into educational and health equity for historically marginalized groups is another excellent example of how IUPUI's faculty members TRANSLATING their RESEARCH INTO PRACTICE.

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    (Dis)Incentivizing Patient Satisfaction Metrics: The Unintended Consequences of Institutional Bias
    (Mary Ann Liebert, 2019-02-04) Sotto-Santiago, Sylk; Slaven, James E.; Rohr-Kirchgraber, Theresa; Medicine, School of Medicine
    Background: Patient satisfaction surveys as a metric for quality-based financial incentives carry a risk of bias toward women and underrepresented physicians. Previous assessments in our department of medicine found that most women faculty were rated in the bottom quartile of patient satisfaction scores, whereas analysis of scores for underrepresented physicians had not been performed. To investigate, we compared patient satisfaction scores and relevant demographics of faculty physicians during 1 year when quality-related financial incentives were offered based on this metric. Methods: Patient satisfaction and communication scores collected during academic year 2015-2016 were obtained for 369 physicians (119 women and 250 men) at Indiana University Health system. Independent variables included physician gender, race, ethnicity, and subspecialty or division; 190 physicians constituted the study cohort for whom data were available for comparison. Statistical analyses were performed to determine if there were differences between gender and race in patient satisfaction scores (mean, median, t-tests, and Chi-square tests). A factorial analysis of variance model was performed to incorporate both main effects and to determine if there was a significant interaction between them. Results: Median and mean of scores were lower for women physicians and underrepresented physicians. Analysis demonstrated nonsignificant effect between gender-segregated cohorts. Racially underrepresented physicians had significantly lower mean scores than their white colleagues [F(4, 185)=2.46, p=0.046]. Conclusion and Relevance: Our results indicate a significant difference in patient satisfaction scores between underrepresented and white physicians. These data may suggest a potential bias, among patients and institutional practices, ultimately leading to pay inequities through differences in financial incentives toward underrepresented physicians.
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    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.
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    Reframing Academic Productivity, Promotion and Tenure As a Result of the COVID-19 Pandemic
    (Magna, 2021-01-01) Sotto-Santiago, Sylk; Dilly, Christen K.; O'Leary, Heather A.; Craven, Hannah J.; Kara, Areeba; Brown, Cynthia; Kressel, Amy B.; Rohr-Kirchgraber, Theresa
    Faculty members have been impacted in a multitude of ways by the COVID-19 pandemic. In particular, faculty seeking promotion and tenure have been impacted by the disruption and inconsistent levels of productivity. In this article, we consider academic productivity in the context of clinical, research, education and service missions within higher education and the academic medicine professoriate. We offer a series of recommendations to faculty members, to institutions, and to professional societies in hopes we can challenge pre-existing deficits in promotion and tenure processes, and academic worth.
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    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
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    The Power of Social Media in the Promotion and Tenure of Clinician Educators
    (Association of American Medical Colleges, 2020-08-10) Sotto-Santiago, Sylk; Sharp, Sacha; Mac, Jacqueline; Medicine, School of Medicine
    Introduction Social networking sites (or social media [SM]) are powerful web-based technologies used to bolster communication. SM have changed not only how information is communicated but also the dissemination and reception of a variety of topics. This workshop highlighted the benefits of SM for clinician educators. The use of SM was explored as a way to maximize opportunities for clinician educators to network, establish themselves as experts, and build a national reputation leading to promotion. The target audience for this submission is faculty developers who would like to implement a similar workshop, and clinician-educator faculty motivated by promotion and advancement. Methods The training workshop involved an interactive session, with approximately 20 minutes of content, 20 minutes of individual and small-group activities, and 15 minutes of large-group discussion. The effectiveness of the workshop was evaluated by asking participants to complete a postsession survey of SM knowledge, attitude, and action. Results Survey responses (n = 14) demonstrated an increase in participants’ knowledge of SM platforms, ability to identify benefits of SM, skills to disseminate their work, and eagerness to build their personal brand. Discussion This workshop provided a foundation for clinician educators to think strategically about SM use in ways that highlight access to a broader network of colleagues and potential collaborators and that influence the impact of publications and work.
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    “I Didn't Know What to Say”: Responding to Racism, Discrimination, and Microaggressions With the OWTFD Approach
    (Association of American Medical Colleges, 2020-07-31) Sotto-Santiago, Sylk; Mac, Jacqueline; Duncan, Francesca; Smith, Joseph; Medicine, School of Medicine
    Introduction Academic medicine has long faced the challenge of addressing health inequities, reflecting on how these contribute to structural racism, and perpetuating negative social determinants of health. Most recently, we have constructed opportunities for dialogues about racism, discrimination, and microaggressions (RDM). As such, we created a professional development program that encouraged participants to (1) openly discuss RDM and the impact they have in academia, (2) learn about tools to address and respond to RDM, and (3) move towards the creation of inclusive environments. The target audience included institutional leaders, faculty, trainees, professional staff, and health care teams. Methods We sought to meet workshop goals by integrating anti-racist dramaturgical teaching, introducing concepts knowledge, and practicing communication tools. To assess learning and evaluate our workshops, participants completed a pre- and postsurvey. Results Results showed that 30 participants were more comfortable with discussing issues related to race/ethnicity, gender identity/expression, sexual orientation, and spirituality after participating in the workshops. Prior to the two workshops, the percentage of learners who felt confident initiating conversations ranged from 29% to 54%. After the workshops, the percentage of learners who felt confident ranged from 58% to 92%. The greatest increase, 100%, was observed in the levels of confidence in initiating conversations related to race/ethnicity. Discussion Despite medical education's commitment to cultural competence and institutional mission statements that value diversity, equity, inclusion, and justice, professional development opportunities are limited. Participants strongly agreed their participation in such a workshop was relevant and important to their professional work.
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    Increasing Hispanic/Latinx Healthcare Workforce via Academic Medicine-Community Health Partnership
    (2021-06-15) Sotto-Santiago, Sylk; Sevilla-Martir, Javier
    As the Hispanic/Latino/x community grows exponentially and Hispanic/Latino/x physicians in academic medicine continue to be underrepresented, engagement in the community as learners and providers is needed to ensure a multiplying effort. In this article, the authors introduce a successful academic medicine-community health partnership to increase the Hispanic/Latinx healthcare workforce in Indiana and key curricular initiatives with proven outcomes in increasing the healthcare workforce serving this sector of the population.
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    A Framework for Developing Antiracist Medical Educators and Practitioner–Scholars
    (Wolters Kluwer, 2021-08-31) Sotto-Santiago, Sylk; Poll-Hunter, Norma; Trice, Traci; Buenconsejo-Lum, Lee; Golden, Sherita; Howell, Joy; Jacobs, Nicole; Lee, Winona; Mason, Hyacinth; Ogunyemi, Dotun; Crespo, Waleska; Lamba, Sangeeta; Medicine, School of Medicine
    With an increasing awareness of the disparate impact of COVID-19 on historically marginalized populations and acts of violence on Black communities in 2020, academic health centers across the United States have been prioritizing antiracism strategies. Often, medical students and residents have been educated in the concepts of equity and antiracism and are ready to tackle these issues in practice. However, faculty are not prepared to respond to or integrate antiracism topics into the curriculum. Leaders in faculty affairs, education, diversity, and other departments are seeking tools, frameworks, expertise, and programs that are best suited to meet this imminent faculty development need. In response to these demands for guidance, the authors came together to explore best practices, common competencies, and frameworks related to antiracism education. The focus of their work was preparing faculty to foster antiracist learning environments at traditionally predominantly-White medical schools. In this Scholarly Perspective, the authors describe their collaborative work to define racism and antiracism education; propose a framework for antiracism education for faculty development; and outline key elements to successfully build faculty capacity in providing antiracism education. The proposed framework highlights the interplay between individual learning and growth and the systemic and institutional changes needed to advance antiracist policies and practices. The key elements of the framework include building foundational awareness, expanding foundational knowledge on antiracism, embedding antiracism education into practice, and dismantling oppressive structures and measuring progress. The authors list considerations for program planning and provide examples of current work from their institutions. The proposed strategies aim to support all faculty and enable them to learn, work, and educate others in an antiracist learning environment.
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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.
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    Latinidad y Antirracismo: Fostering Antiracist Conversations in Medical Education
    (2021-12-15) Sotto-Santiago, Sylk; Bolivar, Alejandro; Hentz, Emily; Haywood, Jasmine; Hernandez-Mondragón, Ruben
    EDUCATIONAL OBJECTIVES: By the end of this activity, learners will be able to: 1. Develop antiracist healthcare workforce by increasing foundational awareness of health equity issues specific to the Hispanic/Latino/x community. 2. Develop upstanders that choose to intervene in situations where racism, discrimination, and microaggressions are present. 3. Describe concepts associated with antiracism, equity, diversity, and inclusion so that trainees speak a foundational common language. 4. Practice antiracist terminology in Spanish and associate this language with medical Spanish skills. INTRODUCTION: The purpose of the lecture series was to create a space for Hispanic/Latino/x learners to share their experiences and critically examine their own culture. In addition, an open invitation created a space for other minoritized and majority students to learn and engage in conversation. This series engages on a topic that is less discussed, racism in Hispanic/Latino/x communities. METHODS: This project consisted of three (3) virtual interactive sessions. Learners did not require prerequisite knowledge; however, we created a discussion guide, Glosario de Términos Asociados con Racismo, that served as a point of reference for students to use throughout the series. Participants rated their familiarity pre and post each session via survey. RESULTS: In total, 22 responses were received to the post-survey (n = 22). After all the presentations, 100% of the participants reported acquiring new information. Ten out of 22 participants informed that they learned a ‘great deal of new information. Furthermore, 95.45% of participants would recommend participating in the interactive sessions with a colleague. DISCUSSION: Through these sessions, we reflected on what it means to be Hispanic/Latino/x, how discrimination exists within the cultures that fall under this umbrella term, how they fit (and often do not fit) in the U.S. social construct of the term regardless of our geographical location, and how their identities are further complicated by intersectionality. We have created the precedent for future medical students to continue having and expanding on these conversations, to further provide nuance as to what it really means to “be” Hispanic/Latino/x.