|Create, Adapt, Adopt: Tools to Inform Decision-Making and Promote Organizational Change in a Medical School|
|Saturday, May 24, 2014|
|4:00 PM–4:50 PM |
|W192a (McCormick Place Convention Center)|
|Area: OBM/EDC; Domain: Applied Research|
|Chair: Daniel Reimer (University of Nevada, Reno)|
Change in large organizations is a complex and lengthy process. Many people with different interests are involved and the multiple decisions that must be made can substantially influence intended outcomes. These decisions are made by leaders, either established or emerging, who rely on a variety of techniques to determine the best course of action. Decision making at the leadership level requires information that may not be readily accessible. This symposium will outline the creation, adaptation and adoption of three tools used at the University of Nevada School of Medicine (UNSOM) during an organization-wide curricular restructuring. Leadership from UNSOM and the Behavior Analysis Program at the University of Nevada, Reno collaborated to create an emerging leader interview project to address faculty concerns regarding the curricular change and to adapt the Implicit Relational Assessment Procedure (IRAP) to guide aspects of curricular development regarding implicit biases in students. Leadership adopted the Association of American Medical Colleges (AAMC) Faculty Forward Engagement Survey to evaluate faculty engagement and development.
|Keyword(s): decision-making tools, leadership decision-making, organizational change, organizational development|
|The Creation of a Descriptive Analysis of Collaborative and Emerging Leadership During Curricular Restructuring: A Story of Faculty Engagement|
|Daniel Reimer (University of Nevada, Reno), GWEN SHONKWILER (University of Nevada School of Medicine), Ramona Houmanfar (University of Nevada, Reno), Robbyn Tolles (University of Nevada School of Medicine), Nicole Jacobs (University of Nevada School of Medicine), Melissa Piasecki (University of Nevada School of Medicine)|
|Abstract: Curricular change in medical education is an inevitable and necessary process that reflects historical and cultural changes that have occurred in the foundational sciences and the practice of medicine. UNSOM has rapidly made the transition from a discipline-based structure to an integrated, block-based curriculum. While medical education research has largely focused on student learning outcomes of this restructuring, there is little research on faculty concerns and the impact of curricular change on faculty engagement and leadership development; an important area considering faculty members are crucial for the successful implementation of the change. This presentation will address the creation of an emerging leader interview project through identification of faculty who voluntarily participated in curricular planning activities. Coded themes in their responses lead to an understanding of faculty motivation, concerns and satisfaction with the reform process and can be used by leaders to pinpoint areas for improvement or success.|
The Adaptation of the Implicit Relational Assessment Procedure (IRAP) to Guide Curriculum Development
|Gregory S. Smith (University of Nevada, Reno), NICOLE JACOBS (University of Nevada School of Medicine), Ramona Houmanfar (University of Nevada, Reno), Timothy Baker (University of Nevada School of Medicine), Melissa Piasecki (University of Nevada School of Medicine), Robbyn Tolles (University of Nevada School of Medicine), Kate Martin (University of Nevada School of Medicine)|
The impact of medical practitioners implicit biases on the quality of care provided to patients perceived as different from themselves has been well documented. Medical education has frequently addressed these biases in classroom settings, but there is evidence that in some cases, simply teaching about cultural differences may only reinforce some negative stereotypes. Therefore, understanding the nature of implicit biases and acknowledging the potential negative effect on doctor-patient relationships may offer a more effective approach to enhancing the cultural competence curriculum in medical education. At UNSOM, the IRAP has been adapted to measure implicit bias in this medical student population, with the intent of shaping the curriculum to address these biases. This presentation will discuss the process of developing the IRAP for this specific population, the current work being done and the intended outcome of integrating the IRAP into future curriculum development.
The Customized Adoption of the Association of American Medical College's (AAMC) Faculty Forward Survey: Determining Faculty Involvement and Driving Faculty Engagement
|JENNIFER HAGEN (University of Nevada School of Medicine), Melissa Piasecki (University of Nevada School of Medicine)|
Medical schools employ large numbers of faculty in both the clinical and basic sciences, averaging about 500 faculty members per medical school. The assessment and evaluation of large numbers of faculty makes it difficult to pinpoint areas for development and opportunities to increase faculty engagement. The AAMC recognized this issue and created the Faculty Forward Engagement Survey which measures faculty satisfaction with numerous aspects of their work environment. Faculty members survey responses are aggregated and benchmarked against responses at cohort schools to create an institutional report detailing actionable areas for improvement. Identified areas can then be targeted by leaders to improve faculty development activities and engage faculty in problem solving. This presentation will detail the events at UNSOM leading up to the implementation of Faculty Forward, the reasons this survey instrument was chosen, how it was customized to this institution and how the results are being used to guide organizational change.