The AAMC IDEAS Learning Series provides actionable information that you can put into practice to foster respect and belonging, respond to discrimination, and maximize individual potential within the academic medicine community.
This presentation explores the impact of perfectionism and shame in medical education. It examines personal and cultural tendencies towards perfectionism, the effects of leader perfectionism on both leaders and followers, and the impact of shame as a teaching tool.
This presentation explores the impact of perfectionism and shame in medical education. It examines personal and cultural tendencies towards perfectionism, the effects of leader perfectionism on both leaders and followers, and the impact of shame as a teaching tool. The presentation also discusses the negative consequences of perfectionism, such as burnout, anxiety, and imposter syndrome, and offers strategies to reduce these impacts. Participants will walk away with both a better understanding and practical tools of how to help others navigate perfectionism and shame in medical education.
After participating in this webinar, attendees should be able to
Examine personal and cultural tendencies for perfectionism
Consider alternatives to perfectionism such as self-compassion
Describe the impact of leader perfectionism on leaders and followers (including shame
Commit to strategies to decrease perfectionism and shame in medical education
About IDEAS
The AAMC IDEAS Learning Series provides actionable information that you can put into practice to foster respect and belonging, respond to discrimination, and maximize individual potential within the academic medicine community.
Jessica L. Bunin, MD, MHPE (she/her/hers)
COL(ret), United States Army Medical Corps Associate Dean for Community and Educational Culture Uniformed Services University of Health Sciences
COL(ret) Jessica Bunin is a graduate of the United States Military Academy at West Point. She attended Tulane University School of Medicine and completed her residency in Internal Medicine and Psychiatry at Walter Reed Army Medical Center. After residency, she served as a Psychiatrist prior to completing a fellowship in Critical Care Medicine. She has been involved in Academic Medicine as an Associate Program Director for an Internal Medicine Residency, a Program Director for a Critical Care Medicine Fellowship, an Assistant Dean of Faculty Development at the Uniformed Services University of the Health Sciences (USUHS), and an Associate Dean for Diversity, Equity and Inclusion. She has deployed to Iraq as a Psychiatrist and Afghanistan as an Intensivist. She is now a Professor of Medicine and Health Professions Education, Associate Dean of Community and Educational Culture at USUHS and Certified Executive Coach. She is a graduate of the American Association of Medical College’s Healthcare Executive Diversity and Inclusion Certificate Program. Her research interests are within the leadership realm in topics such as empathy, followership, mentorship, and faculty development.
Hava Haischer-Rollo, MD (she/her/hers)
Lt Col, USAF, MC Assistant Dean for Faculty Development Associate Professor, Department of Pediatrics Uniformed Services University of the Health Sciences
Hava Haischer-Rollo, MD, is the Assistant Dean of Faculty Development and Associate Professor of Pediatrics at the Uniformed Services University of the Health Sciences in Bethesda, Maryland. Dr. Haischer-Rollo graduated with a Bachelor of Arts degree from the University of North Texas, and her medical degree from University of Texas Medical Branch in Galveston. She completed her Pediatric Residency and Neonatal Fellowship at San Antonio Uniformed Services Health Education Consortium in San Antonio Texas.
During career she found a passion for medical education and using improv and art to help teach student’s medicine. As Assistant Dean for Faculty Development she travels around the military health system and teaches faculty development as well as teaching several classes aimed at improving health equity and communication. She is married with 3 children (Ari- 10th grade at JDS, Caleb- 6th grade at JDS and Zara- 2nd grade), 2 dogs and a wonderful stay at home husband who keeps it all together.
This session will highlight how implementation of CBME’s core components, including the EPAs, can be a driver for equity in the learning environment.
Competency Based Medical Education (CBME) is a paradigm shift that places individual and community health outcomes front and center. CBME provides a framework for educators to develop instructional and assessment approaches to achieve desired equitable patient outcomes. CBME implementation is ongoing in undergraduate and graduate medical education in the U.S. and internationally and is of broad interest to educators and learners across the medical education continuum as the health care community at large seeks to address the persistent inequities in our health care, education, and assessment systems.
As described by Van Melle et al (Acad Med 2019), authentic implementation of CBME involves 5 core components: 1) a set of outcomes, 2) sequenced progression of competencies, 3) learning tailored to competencies, 4) teaching tailored to competencies, and 5) programmatic assessment. Many medical specialties in the U.S. have defined the outcomes (core component 1) for their specialty using the Entrustable Professional Activities (EPAs)—observable activities expected of physicians—practicing in a given specialty.
This session will highlight how implementation of CBME’s core components, utilizing EPAs as outcomes, can be a driver for equity in the learning environment. Panelists will discuss the challenges that exist in the current clinical learning environment, with a focus on trust and its role in the implementation of CBME. Using one of the pediatric EPAs as a practical example (“Use of Population Health Strategies and Quality Improvement Methods to Promote Health and Address Racism, Discrimination, and Other Contributors to Inequities Among Pediatric Populations”), this session will conclude with a discussion of how the CBME outcomes framework, and specifically the EPAs, can be used to advance equity in patient care.
About IDEAS The AAMC IDEAS Learning Series provides actionable information about strategies that you can put into practice to become a more effective and successful leader, educator, and member of the academic medicine community.
David A. Turner, MD
Vice President, Competency-Based Medical Education American Board of Pediatrics
David A. Turner, MD is the Vice President for Competency-Based Medical Education (CBME) at the American Board of Pediatrics. He is also an Adjunct Professor in the Department of Pediatrics and Division of Pediatric Critical Care at Duke Children’s Hospital. Dr. Turner attended medical school and completed internship, residency, and a year as chief resident in pediatrics at Baylor College of Medicine and Texas Children’s Hospital in Houston, Texas. He then completed his fellowship in Pediatric Critical Care at Boston Children’s Hospital. Over the course of his career, Dr. Turner has published over 150 peer-reviewed articles and book chapters and presented at a wide range of national and international venues. He held a number of local, regional, and national education leadership roles prior to transitioning to his current role at the American Board of Pediatrics in September of 2020. In this role, he is committed to helping lead a thoughtful transition to a competency-based approach to learning and assessment across the education continuum in pediatrics.
Patricia Poitevien, MD, MSc, FAAP
Senior Associate Dean of Diversity, Equity & Inclusion The Warren Alpert Medical School of Brown University
Patricia Poitevien, MD, MSc, FAAP is an Associate Professor of Pediatrics in the division of Pediatric Hospital Medicine at Hasbro Children’s Hospital and Senior Associate Dean for Diversity, Equity and Inclusion at the Warren Alpert Medical School of Brown University. Dr. Poitevien’ s research focuses on inclusion and mentorship of underrepresented learners in academic medicine. She has served as a residency program director in Pediatrics for 10 years and was a founding member of the Association of Pediatric Program Directors (APPD) Learning Community on Underrepresented Minorities in Medicine (UIM) and is currently the immediate Past-President of the APPD. She has lectured nationally on disparities and inequity in medical education and assessment and has led numerous workshops on building diverse and inclusive environments within academic medicine. Her interests include recruitment and mentorship of UIM trainees and faculty, equity in assessment, and the impact of racism on graduate medical education and professional identity formation for UIM learners.
Jamiu O. Busari, MD, MHPE, PhD, CCPE, FRCPC (hons) (Moderator)
Associate Professor of Medical Education, Faculty of Health, Medicine & Life Sciences, Maastricht University Adjunct Professor & Scientist, Faculty of Health Sciences, Ontario Tech University Member, Diversity & Inclusivity Advisory Board, Maastricht University Consultant Pediatrician, Horacio Oduber Hospital, Aruba Commissioning Editor, BMJLeader
Jamiu Busari is an associate professor of medical education at Maastricht University (Netherlands) and an adjunct professor and scientist at the Institute for Disability and Rehabilitation Research, Faculty of Health Sciences, Ontario Tech University (Canada). He is also a consultant pediatrician at the Horacio Oduber Hospital (Aruba). Jamiu is a Certified Canadian Physician Executive, Harvard Macy Scholar, and an HBS executive education graduate in Managing Health Care Delivery. He is a former executive member of the Netherlands Association for Medical Education (NVMO) and a founding member of ‘sanokondu’ (an international community of practice dedicated to fostering health professional leadership education worldwide). Jamiu is a public speaker, writer, and clinician educator. As a healthcare leader, he is a fervent advocate for DEI and social justice. He is a member of the University of Maastricht’s advisory council on Diversity and Inclusion and associate editor for ICEnet Blog, Clinical Medicine and Research, and Commissioning Editor for BMJLeader. Jamiu’s activities as a clinician and educator have been recognized through various awards, which include the Educational Leadership Award 2015 (World Education Congress), Clinician of the Year Award 2015 (Maastricht University), and the International Residency Educator Award 2016 (Royal College of Physicians and Surgeons of Canada). In 2017, he received the Critics’ Choice Award (Association for the Study of Medical Education) and the Jan Heijlman Prize for Best Teaching Specialist in 2022 (Vrije Universiteit, Amsterdam). In 2023, Jamiu was awarded an honorary fellowship by the Royal College of Physicians and Surgeons of Canada. Jamiu is happily married and has two children, aged 15 and 12.
Former U.S. Health and Human Services Secretary, President Emeritus of Morehouse School of Medicine and Chairman of the Sullivan Commission The Honorable Louis W. Sullivan, MD, will deliver the annual Herbert W. Nickens Award lecture on the importance of institutions in our society.
Former U.S. Health and Human Services Secretary, President Emeritus of Morehouse School of Medicine and Chairman of the Sullivan Commission The Honorable Louis W. Sullivan, MD, will deliver the annual Herbert W. Nickens Award lecture on the importance of institutions in our society.
The Herbert W. Nickens Award was established by the AAMC in 2000 to honor the late Herbert W. Nickens, MD, MA, and his lifelong concerns about the educational, societal, and health care needs of racial and ethnic minorities. This award is given to an individual who has made outstanding contributions to promoting justice in medical education and health care. Learn more about the Herbert W. Nickens Award here.
About IDEAS The AAMC IDEAS Learning Series provides actionable information about strategies that you can put into practice to become a more effective and successful leader, educator, and member of the academic medicine community.
Louis W. Sullivan, MD
Founding Dean and President Emeritus Morehouse School of Medicine Former U.S. Secretary of Health & Human Services
Charles P. Mouton, MD, MS, MBA (Moderator)
Executive Vice President, Provost and Dean John Sealy School of Medicine Thomas N. and Gleaves T. James Distinguished Chair Professor, Family Medicine Physician The University of Texas Medical Branch
This webinar will showcase promising programs from academic medical centers that have established regular and embedded allyship efforts at their institutions.
In the third and final webinar of this series, speakers will share insights into how to institutionalize allyship efforts at your institution. This webinar will showcase promising programs from academic medical centers that have established regular and embedded allyship efforts at their institutions.
About IDEAS The AAMC IDEAS Learning Series provides actionable information about strategies that you can put into practice to become a more effective and successful leader, educator, and member of the academic medicine community.
Andreá N. Williams, PhD (she/her/hers)
Interim Associate Vice Provost for Diversity and Inclusion Director, The Women’s Place The Ohio State University
Andreá N. Williams is director of The Women’s Place. Since joining The Ohio State University in 2006, Dr. Williams has served widely on college and university committees and contributed to initiatives dedicated to diversity, inclusion and women’s advancement. She was recognized with the university’s Distinguished Diversity Enhancement Award in 2016. Dr. Williams is also an associate professor in the Department of English, specializing in African American and nineteenth-century American literature. As a literary historian, she is drawn to questions about the social and material conditions that historically have enabled or inhibited African Americans in producing literature and art. She is the author of Dividing Lines: Class Anxiety and Postbellum Black Fiction (2013).
Dr. Williams’ current work traces the lives and literature of unmarried African American women who helped to cultivate singleness as a viable long-term lifestyle in the twentieth century. Her research has been awarded grants and fellowships from Rutgers University, the National Humanities Center, and the American Council of Learned Societies (ACLS). Dr. Williams is an alumna of Spelman College, a historically black women’s college in Atlanta, and earned her PhD at the University of North Carolina at Chapel Hill.
Erin Stampp, MPP (she/her/hers)
Director, Programming and Professional Development Office of Diversity, Equity and Inclusion Washington University School of Medicine
Erin Stampp has been serving communities as a diversity and inclusion practitioner for over 15 years in both the U.S. and internationally. She is passionate about achieving equity in outcomes for all individuals and has seen that diversity and inclusion efforts play a key role in the larger work of addressing health disparities and other inequities. Ms. Stampp received a Bachelor of Science degree in Sociology with a Minor in Women Studies from Western Illinois University and then joined the United States Peace Corps where she served in Port Antonio, Jamaica for 3 years. After returning to the U.S., she earned a Masters of Public Policy and a Certificate in Non-Profit Management from the University of Maryland, Baltimore County, where she also designed civic engagement and diversity learning opportunities for students.
After positions with Baltimore City, Missouri University of Science and Technology, and the Center for Diversity and Cultural Competence at Barnes Jewish Hospital, Ms. Stampp joined the Washington University School of Medicine as a Diversity and Inclusion Leader in May of 2017. She also serves the St. Louis Region as a training specialist with the Anti-Defamation League to provide K-12 anti-bias education. She participates in the Forward Through Ferguson Racial Equity Roundtable and is an ambassador with Alive and Well STL.
Libby Ellinas, MD, MS
Professor of Anesthesiology Associate Dean for Women’s Leadership Director, Center for the Advancement of Women in Science and Medicine (AWSM) Medical College of Wisconsin
Dr. Ellinas is Professor of Anesthesiology and joined Medical College of Wisconsin (MCW) in 2000, specializing in Obstetric Anesthesiology. She has held clinical roles as diverse as Director of OB Anesthesia and Program Director for MCW’s OB Anesthesia Fellowship. As Associate Dean for Women’s Leadership, Dr. Ellinas advances the MCW community as it becomes a destination of choice for women in academic medicine, and assists the recruitment, retention, advancement, and leadership achievements of women faculty.
With MCW Provost Joseph Kerschner, Dr. Ellinas developed and initiated a plan for a women’s leadership center at MCW in conjunction with MCW’s Council for Women’s Advocacy and launched the MCW Center for the Advancement of Women in Science and Medicine (AWSM) as its inaugural director in 2018. As Center Director, Dr. Ellinas leads AWSM in its efforts to create an environment that allows all genders to grow and thrive in the health sciences. AWSM focuses its efforts particularly on culture initiatives through its IWill, WeWill, and MCWill goals and Women’s Leadership through its Women’s Leadership Learning Collaborative. Dr. Ellinas is currently chair of the AAMC Group on Women in Medicine and Science (GWIMS) and is honored to serve the women of academic medical centers in this role.
Building off the foundational practices shared in the first webinar, this webinar features a facilitated panel of experienced allies in academic medicine to share information for those new or experienced in their allyship practice.
Building off the foundational practices shared in the first webinar, this webinar features a facilitated panel of experienced allies in academic medicine to share information for those new or experienced in their allyship practice. In a fireside chat style conversation, leaders will share their allyship journeys of learning how to be allies, what behaviors best exemplify allyship, and what hard lessons they learned along the way. Facilitated by our first allyship speaker, this panel will feature diverse perspectives on allyship and how it connects deeply with identity and positionality. There will be ample time for questions from the audience to answer participants’ challenges related to allyship. Individuals identifying as men and/or as white are especially encouraged to attend to learn from these incredible leaders.
Learning objectives:
Learn allyship practices and behaviors as a leader
Reflect on ways to continuously improve your allyship skills as a leader
Explore individual identity to understand how to act as an ally authentically
About IDEAS The AAMC IDEAS Learning Series provides actionable information about strategies that you can put into practice to become a more effective and successful leader, educator, and member of the academic medicine community.
Sunny Nakae Ph.D., MSW (Moderator)
Associate Professor, Medical Education Senior Associate Dean-Equity, Inclusion, Diversity, and Community Partnerships California University of Science and Medicine (CUSM), Colton, CA
Dr. Nakae is dedicated to access and equity in medical education and healthcare through transformative leadership and practice. She collaborates with campus constituencies and community partners to build capacity for justice in medicine and society through teaching, mentorship, and innovation. Dr. Nakae began her career as a director for Diversity at the University of Utah School of Medicine in Salt Lake City, Utah, and later served in the same role at the Feinberg School at Medicine at Northwestern University in Chicago, Illinois. She then served as Assistant Dean for Admissions, Recruitment, and Student Life at the Loyola University Chicago Stritch School of Medicine. She also joined the academy as an Assistant Professor of Medical Education. Dr. Nakae moved to Southern California to serve as Associate Dean for Student Affairs and Associate Professor of Social Medicine, Population, and Public Health at the University of California, Riverside School of Medicine. She is the Senior Associate Dean for Diversity, Equity, Inclusion, and Partnership at CUSM.
Leon McDougle, MD, MPH
Chief Diversity Officer, The Ohio State University (OSU) Wexner Medical Center Associate Dean for Diversity and Inclusion, OSU College of Medicine Lead Physician - Research, OSU Family Medicine at Outpatient Care East Professor of Family Medicine The Ohio State University
Leon McDougle, MD, MPH is professor of Family Medicine with tenure and the first chief diversity officer for the Wexner Medical Center. He directs several workforce diversity programs, including the MEDPATH Postbaccalaureate Program. He has been a family physician on the Near Eastside of Columbus since 2001 and believes that lifestyle must be a focus of both the treatment and prevention of chronic diseases such as diabetes and high blood pressure. His research is focused on diversity and inclusion and eliminating health disparities.
Dr. McDougle is a past president of the National Medical Association (NMA) and a past chair for the AAMC Group on Diversity and Inclusion (GDI), and provides service for the AAMC as faculty for the Healthcare Executive Diversity and Inclusion Certificate Program (HEDIC) and Minority Faculty Leadership Development Seminar (MinFac). Dr. McDougle was appointed to serve as the NMA representative on the National Collegiate Athletic Association Coronavirus Medical Advisory Group in July 2020. He is a Diplomate of the American Board of Family Medicine, a Fellow of the American Academy of Family Physicians and a member of the Association of Military Surgeons of the United States.
Howard Y. Liu, MD, MBA
Chair, Department of Psychiatry Professor, Psychiatry University of Nebraska Medical Center
Howard Y. Liu, MD, MBA, is a nationally recognized psychiatrist, educator, workforce expert, social media innovator, and equity advocate at the University of Nebraska Medical Center. He serves as the chair of the UNMC Department of Psychiatry, a professor with tenure in the UNMC College of Medicine, chair of the American Psychiatric Association’s Council on Communications, co-chair of the World Psychiatric Association’s Working Group on Medical Students, and as the past president of the Association of Directors of Medical Student Education in Psychiatry. He is a Distinguished Fellow of the American Academy of Child & Adolescent Psychiatry and serves on the program committee of the American College of Psychiatrists.
Dr. Liu is a champion for gender equity in leadership and has served as an invited speaker at the Harvard Women’s Leadership Course, the Brave Enough Conference, and the Women in Medicine Summit. He is a leader in Asian American Pacific Islander (AAPI) inclusion in healthcare leadership and serves as faculty advisor to the UNMC AAPI Student Association and as the executive sponsor of the Nebraska Medicine AAPI Employee Resource Group. Dr. Liu is nationally known for expertise in developing mental health pipeline programs in rural and urban underserved communities.
John P. Cullen, PhD
Director of Diversity and Inclusion, Clinical and Translational Science Institute University of Rochester Medical Center Interim Director, Susan B. Anthony Center University of Rochester
John P. Cullen, PhD, is the Director of Diversity and Inclusion for the Clinical and Translational Science Institute at the University of Rochester Medical Center, and Interim Director of the Susan B. Anthony Center at the University of Rochester. He completed his postdoctoral fellowship in the Department of Surgery at the University of Rochester Medical Center, where he became a faculty member and NIH funded researcher spending 15 years conducting both basic science and clinical research on cardiovascular disease.
In 2013, he joined the University of Rochester Susan B. Anthony Center, a center focused on gender equity and social justice issues. Dr. Cullen has an extensive background in LGBTQ health disparities and advocacy and in 2014, he completed a Graduate Certificate in LGBT Health Policy and Practice at the George Washington University. In 2016, he was appointed Director of Diversity and Inclusion for the University of Rochester Clinical and Translational Science Institute. In 2017, Dr. Cullen was selected by the AAMC Group on Women in Medicine and Science (GWIMS) to serve as its steering committee’s new issue-based representative, bringing unique perspectives to the group on male allyship and the need to support women in academic biomedical research.
Linda Chaudron, MD, MS
Vice President and RG Bing-You Chair for Medical Education Maine Medical Center Visiting Professor, Department of Psychiatry Tufts University School of Medicine
After more than two decades as a faculty member at University of Rochester Medical Center (URMC), Linda Chaudron, MD, MS joined Maine Medical Center in August of 2021 to lead its Department of Medical Education, which includes undergraduate medical education (including Tufts University School of Medicine-Maine Track), graduate medical education, continuing professional development, interprofessional education, simulation laboratory and standardized patient training, Journal of Maine Medical Center, and library and knowledge services.
At URMC, Dr. Chaudron held many positions, including Vice Chair for Clinical Services, Co-Director of the Psychiatry Residency Program, Senior Associate Dean, and Vice President for Inclusion and Culture, to name a few. She also conducted research in perinatal depression and anxiety, and developed a specialized perinatal consultation clinic where she trained residents and medical students. In addition to her research and national and international work in perinatal depression, she has worked nationally on topics of diversity, equity and inclusion and is the immediate past chair of the AAMC Group on Women in Medicine and Science (GWIMS) Steering Committee.
This interactive webinar addresses the importance of foundational equity skills and why they are critical to organizational cultures of safety, inclusion, and wellbeing.
Inclusive cultures are the product of skill development and practice. It is critical that leaders and practitioners develop core equity skills that foster inclusive behaviors, and every individual must start with foundations. Core equity practice skills are an expanded interpersonal competency framework where all individuals engage and accept responsibility for inclusion, belonging, and anti-racism.
This interactive webinar addresses the importance of foundational equity skills and why they are critical to organizational cultures of safety, inclusion, and wellbeing. This learning opportunity outlines diversity, equity, and inclusion principles and values and establishes foundational behaviors that everyone can apply within their respective institutional roles.
The webinar has a practical focus and addresses:
How individuals can manage their activation and discomfort in challenging conversations.
Avoiding disruptive behaviors that may cause harm through foundational awareness and skills building.
Modeling of alternative value-aligned behaviors, including restorative interpersonal practices.
Supporting individuals impacted by harmful behavior.
Learning objectives:
Identify the need for foundational equity practice in medical education and healthcare.
Discuss the role of equity practice in transformational change for organizations.
Describe foundational equity practice behaviors.
Explore, apply, and review foundational equity practice skills.
About IDEAS The AAMC IDEAS Learning Series provides actionable information about strategies that you can put into practice to become a more effective and successful leader, educator, and member of the academic medicine community.
Sunny Nakae Ph.D., MSW
Associate Professor, Medical Education Senior Associate Dean-Equity, Inclusion, Diversity, and Community Partnerships California University of Science and Medicine (CUSM), Colton, CA
Dr. Nakae is dedicated to access and equity in medical education and healthcare through transformative leadership and practice. She collaborates with campus constituencies and community partners to build capacity for justice in medicine and society through teaching, mentorship, and innovation. Dr. Nakae began her career as a director for Diversity at the University of Utah School of Medicine in Salt Lake City, Utah, and later served in the same role at the Feinberg School at Medicine at Northwestern University in Chicago, Illinois. She then served as Assistant Dean for Admissions, Recruitment, and Student Life at the Loyola University Chicago Stritch School of Medicine. She also joined the academy as an Assistant Professor of Medical Education. Dr. Nakae moved to Southern California to serve as Associate Dean for Student Affairs and Associate Professor of Social Medicine, Population, and Public Health at the University of California, Riverside School of Medicine. She is the Senior Associate Dean for Diversity, Equity, Inclusion, and Partnership at CUSM.
The Uniformed Services University (USU) F. Edward Hebert School of Medicine has struggled with community building, communicating across differences, and managing harms to students and faculty, and they are not alone. In this webinar, USU faculty will introduce participants to the tenets of restorative practices and demonstrate the benefits of community circles.
The Uniformed Services University (USU) F. Edward Hébert School of Medicine has struggled with community building, communicating across differences, and managing harms to students and faculty, and they are not alone. In this webinar, USU faculty will introduce participants to the tenets of restorative practices and demonstrate the benefits of community circles. They will then introduce the principles of civil discourse to include the importance of psychological safety, active listening, finding common ground, being willing to rethink perspectives and beliefs, and practicing constructive conversational skills.
Speakers will walk participants through a curriculum developed and employed at the USU School of Medicine and share outcome data. Ultimately, they will demonstrate how the combination of restorative practice and civil discourse can serve as one starting point for healing our medical institutions and increasing connection between community members.
Learning objectives:
Define Restorative Justice and describe its foundational principles
Define Civil Discourse and discuss the challenges to engaging
Assess a Community Building for Civil Discourse curriculum
Reflect on how Restorative Justice and Civil Discourse could be implemented in other contexts
About IDEAS The AAMC IDEAS Learning Series provides actionable information about strategies that you can put into practice to become a more effective and successful leader, educator, and member of the academic medicine community.
Jessica L. Bunin, MD, MHPE (she/her/hers)
COL(ret), United States Army Medical Corps Associate Dean for Community and Educational Culture Uniformed Services University of Health Sciences
COL(ret) Jessica Bunin is a graduate of the United States Military Academy at West Point. She attended Tulane University School of Medicine and completed her residency in Internal Medicine and Psychiatry at Walter Reed Army Medical Center. After residency, she served as a Psychiatrist prior to completing a fellowship in Critical Care Medicine. She has been involved in Academic Medicine as an Associate Program Director for an Internal Medicine Residency, a Program Director for a Critical Care Medicine Fellowship, an Assistant Dean of Faculty Development at the Uniformed Services University of the Health Sciences (USUHS), and an Associate Dean for Diversity, Equity and Inclusion. She has deployed to Iraq as a Psychiatrist and Afghanistan as an Intensivist. She is now a Professor of Medicine and Health Professions Education, Associate Dean of Community and Educational Culture at USUHS and Certified Executive Coach. She is a graduate of the American Association of Medical College’s Healthcare Executive Diversity and Inclusion Certificate Program. Her research interests are within the leadership realm in topics such as empathy, followership, mentorship, and faculty development.
Hava Haischer-Rollo, MD (she/her/hers)
Lt Col, USAF, MC Assistant Dean for Faculty Development Associate Professor, Department of Pediatrics Uniformed Services University of the Health Sciences
Hava Haischer-Rollo, MD, is the Assistant Dean of Faculty Development and Associate Professor of Pediatrics at the Uniformed Services University of the Health Sciences in Bethesda, Maryland. Dr. Haischer-Rollo graduated with a Bachelor of Arts degree from the University of North Texas, and her medical degree from University of Texas Medical Branch in Galveston. She completed her Pediatric Residency and Neonatal Fellowship at San Antonio Uniformed Services Health Education Consortium in San Antonio Texas.
During career she found a passion for medical education and using improv and art to help teach student’s medicine. As Assistant Dean for Faculty Development she travels around the military health system and teaches faculty development as well as teaching several classes aimed at improving health equity and communication. She is married with 3 children (Ari- 10th grade at JDS, Caleb- 6th grade at JDS and Zara- 2nd grade), 2 dogs and a wonderful stay at home husband who keeps it all together.
During this session, a representative from the AAMC’s Group on Women in Medicine and Science (GWIMS) and the AAMC’s Government Relations Representatives (GRR) will discuss voting as a social determinant of health and the use of this legal, nonpartisan initiative to increase awareness of current issues relevant to academic medicine.
Medical schools and teaching hospitals can support an inclusive democracy by encouraging civic engagement among learners, staff, and patients. Nonpartisan voter registration is a simple yet effective way for these institutions to advance their commitment to health equity and is allowable under federal law. The AAMC has developed a fact sheet in collaboration with Vot-ER, a nonpartisan organization that works to integrate voter education and registration into health care settings.
During this session, a representative from the AAMC’s Group on Women in Medicine and Science (GWIMS) and the AAMC’s Government Relations Representatives (GRR) will discuss voting as a social determinant of health and the use of this legal, nonpartisan initiative to increase awareness of current issues relevant to academic medicine. GWIMS and GRR reps will answer questions from participants and engage in dialogue about how faculty, staff, and learners can engage meaningfully in the voter registration process.
About IDEAS The AAMC IDEAS Learning Series provides actionable information about strategies that you can put into practice to become a more effective and successful leader, educator, and member of the academic medicine community.
Allison C. Augustus-Wallace, PhD, MS, MNS, DEIC (moderator)
Associate Professor-Research Director, Undergraduate Academic Pathway Programs for Diversity Dept. of Medicine & Office of Diversity and Community Engagement LSUHSC New Orleans, School of Medicine
Dr. Allison C. Augustus–Wallace leads and has several roles regarding Diversity, Equity, and Inclusion (DEI) Affairs committees and educational initiatives in the LSU Health Sciences Center-New Orleans (LSUHSC-NO) Schools of Medicine and Graduate Studies for Faculty/Staff/Professional Students (Medical and Biomedical). Through leadership responsibilities that promote equitable inclusivity, she works to promote greater educational access, increase the presence of historically-excluded and marginalized groups of people in both medicine and biomedical research, and promote health equity and improved health outcomes for marginalized and overall collective communities.
In 2020, Dr. Augustus-Wallace earned Certification in Diversity, (Equity), and Inclusion from Cornell University. In addition to serving in active roles with Sigma Xi such as the Associate Director of the Research and Doctoral Universities Constituency Group, as well as a member of the 2022 and 2023 IFoRE Meeting Planning Committees, Dr. Augustus-Wallace is an active member of other professional organizations: the Maximizing Access Committee of the American Society for Biochemistry and Molecular Biology; the Health Professions Chapter of the National Association of Diversity Officers in Higher Education; the AAMC Group on Women in Medicine & Science Steering Committee; the Editorial Board of the AAMC’s peer-reviewed journal, Academic Medicine; the NIH-Women of Color Research Network; the Law Committee of the American Public Health Association; the Association of Women in Science-National & Southern Louisiana-LSUHSC Chapter; and others.
Ally Perleoni, MA
Director of Government Relations AAMC
Ally Perleoni, MA was named to Modern Healthcare’s inaugural 40 under 40 list. The award recognizes “rising stars” in health care and highlights their contributions and accomplishments. At the AAMC, Ally lobbies on behalf of all U.S. medical schools and 400 major teaching hospitals. Her issue portfolio focuses on clinical issues, patient care, physician payment, graduate medical education, and maternal mortality. Prior to her time at the AAMC, Ally was a federal lobbyist at the American Academy of Pediatrics, where she advocated for the health of infants, children, and adolescents. Previously, she served as the manager of government relations at the Healthcare Information and Management Systems Society, where she developed and enacted a government relations strategy for health information technology policy in their CapSite division. Ally also worked as a graduate assistant at the Women & Politics Institute at American University and as a lead research analyst for the Vermont Legislative Research Service. She is a graduate of the American University School of Public Affairs, where she earned her master’s degree in political science, and the University of Vermont College of Arts and Sciences, where she completed her bachelor’s degree with honors in political science.
As academic medicine begins to recognize how structural racism drives inequitable health outcomes, it must also acknowledge the effects of structural racism on its workforce and culture.
As academic medicine begins to recognize how structural racism drives inequitable health outcomes, it must also acknowledge the effects of structural racism on its workforce and culture. Black physicians comprise ~5% of the United States physician population. Unique adversities affect Black women physicians, particularly during residency training, and contribute to the lack of equitable workforce representation.
Eliminating racialized inequities in clinical care requires addressing these concerns. By applying historical context to present-day realities and harms experienced by Black women (i.e., misogynoir), academic medicine can identify interventions, such as equity-focused recruitment and retention strategies, that transform the profession.
Learning objectives:
Define the terms "weathering," "misogynoir," and "controlling images"
Identify controlling images (e.g., archetypes and tropes) that attempt to justify misogynoir by shaping and organizing societal expectations and mistreatment of Black women
Characterize examples of misogynoir and its impact on clinical care, academic medicine, and medical education
Discuss interpersonal and institutional strategies to mitigate misogynoir
About IDEAS The AAMC IDEAS Learning Series provides actionable information about strategies that you can put into practice to become a more effective and successful leader, educator, and member of the academic medicine community.
Brownsyne Tucker Edmonds, MD, MPH, MS
Professor of Obstetrics and Gynecology and Clinical Pediatrics IU Health Endowed Chair in Health Equity Associate Dean for Health Equity Research, Indiana University School of Medicine VP, Chief Health Equity Officer, Indiana University Health
Brownsyne Tucker Edmonds is the inaugural Vice President and Chief Health Equity Officer for Indiana University Health and the Associate Dean for Health Equity Research for Indiana University School of Medicine, where she holds an endowed chair for Health Equity Research. Dr. Tucker Edmonds is a Professor of Obstetrics and Gynecology and Clinical Pediatrics at Indiana University School of Medicine, with training in general OBGYN, health services research, public health, and clinical ethics. She studies health equity and shared decision-making in reproductive health care. She is interested in understanding the impact of racism, classism, and culture on patient preferences and risk perceptions; physician decision-making and counseling; and ultimately, variations in treatment provision and service delivery. Her research on periviable decision-making has been supported by the NICHD, Robert Wood Johnson Foundation, Greenwall Foundation, and is currently supported by an R01 from AHRQ.
Dr. Tucker Edmonds’ received an AB in Community Health and African American Studies from Brown University. She received her MD from Brown Medical School, and, concurrently, completed an MPH at the Harvard School of Public Health. Dr. Tucker Edmonds trained in OBGYN at Duke University Medical Center; then entered the Robert Wood Johnson Foundation Clinical Scholars Program fellowship at the University of Pennsylvania, where she received health services research training and an MS in Health Policy Research.
Dr. Tucker Edmonds previously served as an Assistant Dean for Diversity Affairs at IUSM, and co-directed Workforce Development for the Indiana CTSI. She has served on ACOG’s Committee on Ethics, Committee on Government Affairs, and now, the Committee on the care of Underserved Women. She led Legislative Affairs for Indiana ACOG for ten years and is now the Immediate Past Chair of the Indiana Section. She is an ‘ELUM’ of the Executive Leadership in Academic Medicine (ELAM) Program. In 2021, Dr. Tucker Edmonds was elected to the American Gynecological and Obstetrical Society and elected as a National Academy of Medicine’s Emerging Leader in Health and Medicine. Dr. Tucker Edmonds is married to Dr. Joseph Tucker Edmonds, an Associate Professor of Africana Studies and Religious Studies. They live in Indianapolis with their daughter, Zora, who is the delight of their lives.
Katrice D. Cain, MA
Director, Racial Equity and Public Health AAMC
Katrice D. Cain, MA serves as the Director of Racial Equity and Public Health at the Association of American Medical Colleges (AAMC). In this role, she leads initiatives to dismantle racism, advance health equity, and promote public health in medical schools, health systems, and teaching hospitals.
Ms. Cain is highly recognized as a passionate leader, focused on implementing strategies to advance racial equity through community, institutional, systems, and policy change. She has more than a decade of experience developing research, programs, training, and resources. Her work underscores the importance of centering the voices within communities and establishing equitable partnerships to create sustainable change. She also serves on national committees and has published peer-reviewed articles in her areas of expertise.
She demonstrates an unwavering personal and professional commitment to advocating for racial justice and public health. Ms. Cain is currently pursuing a Doctor of Public Health degree, with a concentration in Health Equity and Social Justice, at Johns Hopkins Bloomberg School of Public Health.
Given the need to provide high-quality care for increasingly diverse populations, it is essential for medical students to develop the skills and professional dispositions to identify and meet the needs of all patients. Indiana University School of medicine (IUSM) partnered with the Academy of Communication in Healthcare to develop the Achieving Inclusivity in Medicine (AIM) program for all incoming medical students.
Given the need to provide high-quality care for increasingly diverse populations, it is essential for medical students to develop the skills and professional dispositions to identify and meet the needs of all patients. Indiana University School of medicine (IUSM) partnered with the Academy of Communication in Healthcare to develop the Achieving Inclusivity in Medicine (AIM) program for all incoming medical students.
Launched in 2021, AIM is an eight-hour experiential, skills-based program designed to help matriculating medical students develop the foundational communication skills needed to create inclusive interactions. Informed by the Differences Matter program (Davis et al.), the curriculum uses a relationship-centered communication model with a diversity, equity, and inclusion lens with the goal of developing skills that could be used with peers and patients. The program, a mix of large and small group learning activities, is facilitated by trained IUSM faculty and staff.
Evaluation data suggests the program is highly effective in demonstrating an institutional priority to diversity, equity, inclusion, and justice (DEIJ) and yielded a positive impact on participant values and beliefs related to DEIJ. Additionally, faculty responses suggest the program aided in building an inclusive community amongst faculty participants.
About IDEAS The AAMC IDEAS Learning Series provides actionable information about strategies that you can put into practice to become a more effective and successful leader, educator, and member of the academic medicine community.
Matthew Holley, PhD
Assistant Dean, Faculty Affairs & Professional Development Assistant Professor of Clinical Family Medicine Indiana University School of Medicine
Matthew Holley, PhD, is an Assistant Dean for Faculty Affairs & Professional Development. He also serves as the Vice Chair for Faculty & Staff Affairs and Professional Development and as an Assistant Professor of Clinical Family Medicine for the Department of Family Medicine. Additionally, Dr. Holley serves as the Associate Director for the Academy of Teaching Scholars within Faculty Affairs and Professional Development (FAPD). His academic research is in the areas of medical student education, faculty development, inclusive teaching, organizational leadership, and healthcare disparities, with a particular emphasis on LGBTQ+ healthcare. Originally from Illinois, Dr. Holley graduated from Millikin University with a Bachelor’s degree in Speech and Debate and earned Master’s degrees in Higher Education and Philanthropic Studies along with his PhD from Indiana University.
Katherine Chartier, PhD
Instructional Design Consultant Indiana University School of Medicine
As an instructional design consultant, Dr. Chartier leads curricular innovation by consulting with faculty to enhance instructional and assessment strategies in alignment with IUSM's mission and institutional learning objectives.
Maryann Chimhanda, MD, MS, FACOG
Assistant Professor of Clinical Obstetrics & Gynecology Indiana University School of Medicine
After completing her Obstetrics and Gynecology training in June 2010, Dr. Chimhanda joined a multi-specialty group and worked in a community setting as a generalist for almost 10 years. She joined the department of Obstetrics and Gynecology academic faculty at IUSM in June 2020. Dr. Chimhanda chose Obstetrics and Gynecology because this specialty allows her to develop and maintain long-term relationships with patients. She was drawn by the opportunity to improve the wellbeing of patients through medical and surgical modalities. It is her practice philosophy to listen, show compassion, educate patients, and involve them in the medical decision-making process.
The AAMC IDEAS Learning Series provides actionable information that you can put into practice to foster respect and belonging, respond to discrimination, and maximize individual potential within the academic medicine community.
