What role can leaders in strategic planning, operations, and finance have in working toward diversity, equity and inclusion? One component of developing an inclusive, welcoming culture is ensuring campus aesthetics, space, and resources reflect the institution’s values, including diversity. Being mindful of who has allocated which resources, space, and how much is important since these all have financial implications. Institutional leaders have an opportunity to strategically rethink the way campus space, as well as other institutional resources like staff and salaries, are distributed among faculty and staff to create a truly inclusive culture. In this session, we will explore how institutions can think creatively about the ways in which physical and financial resources are assigned, as well as how to adapt campus aesthetics that communicate the institution's values around diversity and inclusion.

Learning Objectives:

• Articulate foundational information on campus aesthetics, space, resource allocation, and compensation.
• Understand why reconsidering current campus aesthetics, resource allocation, and compensation is critical to achieving both the diversity and inclusion mission as well as overall organizational excellence.
• Implement solutions from institutions and thought leaders on tangible ways organizational leaders can improve campus aesthetics, space, resource allocation, and compensation structures to further institutional success.

Amy S. Gottlieb, MD, FACP
Chief Faculty Development Officer, Baystate Health
Associate Dean for Faculty Affairs
University of Massachusetts Medical School – Baystate
Professor of Medicine and Obstetrics & Gynecology
University of Massachusetts Medical School-Baystate

Paul Spaulding
Senior Space Planner
Space Planning
University of Rochester Medical Center

Katy Stevenson, MPP
Program Administrator, Strategy, Planning and Development
Office of the CEO and Dean
University of Rochester School of Medicine and Dentistry

The AAMC is registered with the National Association of State Boards of Accountancy (NASBA) as a sponsor of continuing professional education on the National Registry of CPE Sponsors. State boards of accountancy have final authority on the acceptance of individual courses for CPE credit. Complaints regarding registered sponsors may be submitted to the National Registry of CPE sponsors through its website:  www.nasbaregistry.org 

Attendance at this webinar – “GBA/GIP Virtual Programming: Reimagining How We Allocate Space and Financial Resources to Achieve Diversity and Inclusion Webinar” will provide 1 hour of Continuing Professional Education credits in the area of Business Management and Organization. The program level for this meeting is basic. The delivery method is Group-Live – presented online due to COVID-19. No prerequisites or advance preparation is required. Participation in this webinar is free.  For questions about CPE credit, please contact Heather Sacks at hsacks@aamc.org

• Articulate foundational information on campus aesthetics, space, resource allocation, and compensation.
• Understand why reconsidering current campus aesthetics, resource allocation, and compensation is critical to achieving both the diversity and inclusion mission as well as overall organizational excellence.
• Implement solutions from institutions and thought leaders on tangible ways organizational leaders can improve campus aesthetics, space, resource allocation, and compensation structures to further institutional success.

Please note that you will be required to participate on this webinar for at least 50 minutes in order to receive the full CPE credit.

In this 75-minute webinar, we will discuss the results from the 2020 AAMC/SullivanCotter Survey on Physician Faculty Compensation Methodologies. This is the third survey conducted by the AAMC and SullivanCotter to help members understand how compensation methodologies for faculty physicians and community physicians employed by AMCs and Advanced Practice Providers are evolving. Organizational characteristics of participants will be provided and topics covered include an overview of work effort methodologies, market benchmarking and compensation strategies. Perspectives from AAMC member institutions will also be shared during this webinar.

Speakers:    

Ivy Baer, JD, MPH 
Senior Director and Regulatory Counsel Regulatory and Policy Group 
Association of American Medical Colleges (AAMC)  

Darrell Allen Griffith, MPH, CMPE
Senior Associate Dean for Finance & Administration, Virginia Commonwealth University School of Medicine
Chief Operating Officer, MCV Physicians

Jason Tackett, MBA, MS 
Principal
Physician Workforce Solutions and Strategic Growth Leader
SullivanCotter

The AAMC Faculty Salary Survey (FSS) collects data on the total compensation of full-time medical school faculty broken out by rank, degree, department/specialty, school ownership, and region. In addition, the most recent iterations of the survey collect work RVU and clinical fund data for the second year in a row and race/ethnicity data for the first time this year. This 75-minute webinar will feature an overview of the FSS by AAMC staff on how to access the data, how to use the data, and other operational considerations. Following this overview, two institutions – the University of Minnesota Medical School and Wake Forest Baptist Medical School – will offer real-world examples of how they utilize the FSS data, including the creation of special reports that meet the specific needs of their institutions and their institutional leadership.

Dave Rickelton, Jr., MBA
Director, Clinical and Faculty Compensation
Wake Forest Baptist Health

Angie Simonson
Finance Director, Department of Medicine
University of Minnesota

Sarah Rogers, MS
Senior Research and Data Analyst
Association of American Medical Colleges

Stefanie Wisniewski, MPH, MSW 
Manager, Faculty and Compensation Data
Data Operations and Services
Association of American Medical Colleges

The AAMC is providing these forums as a platform for sharing important policy updates and other timely information with the GREAT Group and GRAND communities. Topics are selected by AAMC staff with input from the GREAT Group and GRAND Steering Committees, and suggestions are invited from the membership.

Please send topic suggestions to Amanda Field, PhD, AAMC Science Policy Specialist, at afield@aamc.org.

Rebekah Corlew, PhD, AAMC Director of Constituent Engagement for Research Education and Women in Medicine and Science. 
Dr. Corlew is the constituent engagement director and contact for the GREAT group, GRAND, and GWIMS.

Join Mike Lauer, MD, NIH Deputy Director for Extramural Research, for an update on key NIH policies for the extramural research and research training community. 

Dr. Lauer welcomes discussion during a question and answer period to follow the presentation. You may also submit questions ahead of time to AAMC staff at GREAT@aamc.org.

The AAMC looks forward to providing this platform for interaction with the GREAT and GRAND communities on these and future topics. Please send topic suggestions to AAMC staff (above).

Please use Google Chrome, Firefox, Edge or Safari on this registration site.  Internet Explorer will not function properly as it is too old to be compatible with the registration system. 

ERAS will host a 45-minute Q&A session on Thursday, December 10th at 12 p.m. ET regarding the Program Director's WorkStation (PDWS). This webinar is open to all program contacts. During the Q&A, ERAS staff will answer frequently asked questions and questions submitted during the live event. Attendees are encouraged to watch the PDWS Webinar Series on the ERAS Community Site Webinars Section prior to attending the Q&A session.

Please use Google Chrome, Firefox, Edge or Safari on this registration site.  Internet Explorer will not function properly as it is too old to be compatible with the registration system. 

Richard Peng
ERAS Senior Training Specialist

Curriculum Development Lessons Learned from the Newly Launched Kaiser Permanente Bernard J. Tyson School of Medicine.  

The Kaiser Permanente Bernard J. Tyson School of Medicine opened in July 2020. Opening a new medical school has provided an amazing opportunity to apply best practices and lessons learned from the educational literature, environmental scanning, and the wisdom of experience of the school’s leaders who came from various institutions across the country. This presentation will describe the curriculum including its guiding principles and lessons learned from the curriculum development process.

Please visit http://www.aamc.org/cir/webinars for a complete list of past and future events. 

If you would like to register for the entire series, please click here. Check back for additional webinars that are added to the series.

The AAMC Building Better Curriculum monthly one-hour webinar series is an opportunity for curriculum deans, leaders, administrators, teaching faculty, and staff to learn about and explore innovations in curriculum and curriculum mapping. It also provides a venue for AAMC to provide updates on Curriculum Inventory developments. Attendees can see show demonstrations of new reports, preview upcoming publications, brainstorm issues related to gathering, entering, aggregating, reviewing, and reporting on curriculum data, and provide input regarding next steps in reports and publications. 

Registration is required.

Please join us for part 1 of this workshop on allyship and responding to microaggressions through bystander intervention, sponsored by the GBA Department Administrator Interest Group. Experiences of bias, harassment and microaggressions is an expanding area of focus for faculty, administrators and leaders in the health professions as awareness of the enormous prevalence of these experiences has increased. Research on microaggressions and bias has shown to have significant negative impacts on individual confidence, physical health, and overall wellbeing. Therefore, more education and training on responding to microaggressions through bystander intervention is sorely needed in academic medicine. 

This two-part series will present foundational information on how to enact one’s allyship, respond effectively to microaggressions, and create inclusive and respectful environments for all faculty and learners. Taking an inclusive approach to traditional bystander intervention training, this workshop equips leaders with tools and strategies they can bring back to their institution to begin addressing bias, harassment, and microaggressions in the moment they occur.   

Part 1 (December 8, 2020) The first part of this workshop will begin with basic information on implicit bias as a function of power and privilege, as well as behavior strategies for developing allies. Participants will learn that a culture of respect and accountability is created and maintained through everyday acts of allyship, small and large.  

Part 2 (TBD, 2021) Explore bystander intervention methodologies, barriers and implicit biases to overcome as a bystander, as well as strategies to respond to microaggressions. Participants will also learn organizational strategies for implementing and maintaining bystander intervention and allyship programs (within departments, centers, and Institutes) and at the institutional level. Participants will gather both bystander intervention skills as well as generate ideas for how to institutionalize allyship behaviors for maximum impact.   

Diana Lautenberger, MA 

Director, Faculty and Staff Studies and Services 
Women in Medicine & Science 
Association of American Medical Colleges 

"Emory Healthcare Physician Group Practices" is a case study and success story more than a decade in the making. Emory Healthcare has created a comprehensive, interconnected medical practice that spans the state of Georgia. During this webinar, two leaders from the Emory Healthcare effort will talk about their challenges and successes as they worked to develop this practice plan. Their journey included organic growth and the acquisition of both private practices and whole health systems to create a cohesive group of more than 1,700 medical school faculty members and 380 non-faculty physicians in 280 locations.  

Learning Objectives:

• Attendees will be able to describe Emory’s strategies and lessons learned.
• Attendees will be able to identify the cultural and financial implications of large scale growth and integration