Infusing Diversity into the Veterinary Curriculum

1. Infusing Diversity into the Veterinary Curriculum Inter-institutional Collaboration: Doing Inclusive Work on the System Panel: Sandy Amass, Purdue Veterinary Medicine Kauline Davis, Purdue Veterinary Medicine Henry Green, Purdue Veterinary Medicine James Lloyd, CVM Michigan State University Pat Lowrie, CVM Michigan State University

2. Concept • Fundamental flaws in Bi-annual process • Southern Region Climate Work • The Bayer Project

3. Inter-institutional Collaboration in Diversity: The Value • Collective Experiences • Inclusive Wisdom • Shared Resources • System Impact

4. Program Design • Welcome Lunch and Opening Sessions • Melissa Harris-Lacewell, Associate Professor, Princeton University – • Innovations in Diversity Curriculum Infusion for Veterinary Medicine Education • Kathy Wong (Lau), Assistant Professor, Western Michigan University – • Anatomy of Inter-Cultural Communications

5. Program Design (con’t.) • Billy E Hooper, Professor Emeritus, Purdue University, School of Veterinary Medicine • The Historical Perspective: The Iverson Bell Vision – Where Have We Been; Where Must We Go? • Peter Cowen, Associate Professor, NC State University, College of Veterinary Medicine and Ronnie Elmore, Associate Dean, Kansas State University, College of Veterinary Medicine • Bench Marks: Current ‘Best’ Practices

6. Program Design(con’t.) • James Lloyd, Associate Dean, Michigan State University • Assessment: Why This Matters: What do we know; how will we know we’ve made a difference?

7. Program Design (con’t.) • Tracks – Working Groups • Charge: • To develop meaningful examples of activities that may be infused in the short term (immediately) • Assess resource needs • Barriers • Additional curricula • Additional personal • Professional development • Track 1: Basic Sciences – Abnormal/Normal • Track 2: Clinics • Track 3: Intercultural Communications for Veterinary Medicine

8. DefiningDiversity • Racial • Ethnic • Gender/gender identity • Sexual orientation • Disabilities • Career Pathways • Backgrounds • Socioeconomic • Geographic • Religion • Age

9. Pre-ClinicalCurrent Practices • Study abroad • Service learning • VOICE • Application and Integration and Team-based learning • DiSC • Undergraduate interns • International veterinary medicine courses • VetCamp • Diverse faculty • Diversity Office in the College/School

10. Pre-clinical New Idea Concepts • Team-based exercises • Start with orientation • Consider all courses with groups • Facilitation is key – requires training • Mix student cohorts if possible • Include conflict management • Survey course on careers in veterinary medicine • Electives open to graduate students and faculty from across campus • Service learning • As part of clinical skills /animal handling/ husbandry course • Work with shelters • As part of public health course • Co-curricular activities • State, national, international • Didactic teaching – include cultural dimension (when, why, how, who) • Course on multiculturalism • Elective &/or prevet (or equiv. exp.)

11. Pre-clinical • Outcomes • Representation – include retention • Competencies • Pre- and post-test • Develop rubrics • Consider 360-degree evaluation • Socially aware/engaged graduates • Project-based portfolio • Survey graduates • Key Considerations • Groups should not be self-selected • Reflective evaluation • Develop a common language • Would facilitate evaluation • Would allow materials to be shared • AAVMC role re: KSU course

12. Clinical • Identified Problems • Recurring Themes: • Lack of diverse clientele in the VTH modules • Lack of safe environment for discussion • Lack of/missed opportunities for diversity interactions: • Amongst staff, technicians, students and faculty • Teaching opportunities to infuse into cases

13. Clinical (con’t.) • Where to infuse • Every year of curriculum • Pre-veterinary student curriculum or associations • Student organizations • State VMAs • Lack of diverse clientele/consumers • Activities: • Actors work through created scenarios • Student exchange between diverse environments • Teaching hospitals • Private practices • Humane Society • Increase diversity amongst clientele

14. Clinical (con’t.) • Increasing Diversity Interactions • Activities: • Student Ambassadors • Community outreach • Recruitment • Facilitated Communications • Recorded clientele interactions • Rounds discussions • Grand rounds presentations

15. Intercultural Communication Current Best Practices • Incorporate critical race theory concepts • Theories associated with good communication • Why is intercultural communication important • How veterinarian engages pet is just as important as how they engage client • Discuss how we communicate with and perceptions of veterinarian, client, animal (context) • “Who won’t make you look like a fool” that’s the veterinarian we went to-

16. Intercultural Communication Current Best Practices(con’t.) • “Archie Bunker’s neighborhood”–like activities • Service learning projects • Veterinary Students as One in Culture and Ethnicity (VOICE) activities • Infuse into ethics courses • KSU course- Practicing vet med in a multicultural society • Enhanced Bayer communication modules • Developed a “standard” course, presented by experts, that can be shared among institutions as a common resource • Distance (ICE) vs live • Incorporate into existing framework, so it isn’t additive • Problem-based learning courses • Incorporate into accreditation standards • Need AVMA assessment tool • Need AAVMC cultural competency assessment tool

17. Intercultural Communication Current Best Practices (con’t) • Client communications activities • Videotaped with faculty, student, and psychologist • Mentoring programs • Faculty student matches • Groups of 4-10 students and 2 faculty with required meetings and topics to cover • Assessment pieces • Pre-post knowledge tests • Reflective writing • Use business oriented examples- • How will this impact your bottom line as a veterinarian • Address generational issues • Develop pipeline • Vets willing to provide experiences for interested students • Facilitated dialogues • Safe Zones-KSU

18. Intercultural Communication Current Best Practices(con’t.) • Model Programs • Developing scholar programs-KSU • Access to Animal-Related Careers (A2RC)-Purdue • Food Animal VIP- UGA • MSU- Vetward Bound Enrichment Summer Program • Pre-vet Scholars Bridge Program-Tuskegee • Summer Enrichment and Reinforcement Program (SERP)-Tuskegee • Boiler Vet Camp-Purdue • Adventures in Veterinary Medicine-Tufts • Better utilization of guest lecturers • Partner with Minority Serving Institutions – e.g. Historically Black Colleges and Universities (HBCUs) and Hispanic Serving Institutions (HSIs) • Must hold everyone accountable • Explain expectations during hiring process • Only hire people with these values • “We’d love to have you work here, but only if you believe in these things.” • Reinforce accountability with supervisors and peers

19. Resources and Support • For faculty, graduate students, interns, residents – ALL?? • Training • Access to experts — on and off campus • Tools to assess cultural competency • Faculty Enrichment • Need to get buy-in • Need additional staff/faculty for facilitating • Train key faculty for group work • Share materials • Rubrics, Course materials, Best practices

20. Resources and Support (con’t.) • Walk the talk • Orientation to graduation • Faculty and staff • Diversity in action • Recognize cultural competence in P/T • Review/reactivate diversity training • Financial support • Linking students with pipeline schools • Web presence

21. Immediate Next Steps • Regional Iverson Bell Summit follow-up • List of participants with contact info. • Presentations • Obtain leadership buy-in • Dean, Associate Dean, Curr. Committee • Define a process and objectives • Identify point persons for training • Develop training session for early 2011 • Pre-Conference National Iverson Bell Symposium • Plan for 2012 @ MSU (?)

22. Immediate Next Steps(con’t.) • Inventory of successful programs • Present summary at 2011 IB Conference • Actively share information • List-serve for Regional IBSummit participants • AAVMC blog/on-line technology • Include electronic clearinghouse for course materials, etc. • IB Summit 2012 • Report progress

23. Short TermAction Plan-1 • Develop a multi-tactical approach • Develop content for shared course (resource) on ICC • Where to infuse • Every year of curriculum • Pre-veterinary student curriculum or associations • Student organizations • State VMAs • Letter campaign from student groups encouraging deans to publically release data from AAVMC Comparative Data Report • Cohort groups at each college to get more training in this area and act as resource for their college and for each other

24. Short TermAction Plan - 2 • Develop resource repository • Assessment tools • Curricular pieces • Emphasize values during admissions process • Understand cultural differences in preparation for veterinary students • To select a class that reflects the demographics of our society, use a holistic admissions approach • Better balance in leadership roles

25. Short TermAction Plan - 3 • Assess and document the pipeline for the reasons below: • Capture information from wait-list population • Work more closely utilizing information from the undergraduate admissions process • Capture and utilize data from applicants that were not admitted in enrichment summer programs and shared admissions processes • Encourage AAVMC admissions and recruitment committees to help us think through what happens in our applicant pool to applicants that were not admitted

26. Short TermAction Plan - 4 • Collate Veterinary Leadership Experience (VLE)-related activities and format as experiences that colleges can use in curricular or extracurricular experiences to present information in forums that include both students and faculty • Look at vet schools/colleges, other areas (industry-Pfizer, Disney, military, medical schools) and identify best practices, training programs, buy-in, hiring practices, challenges, and how challenges have been overcome

27. Short TermAction Plan - 5 • Explore the unspoken issues for the entire academic community • Gender imbalance • Race • Ethnicity • Gender expression (genderoddessey.org) • Sexual orientation • Parents • Geographic separation from support systems • Religious affiliation • Do not assume that every population has the same needs

28. Intermediate Term Action Plan - 1 • Develop standard and assessment tool • Use existing Council on Education (COE) communication and other standards • COE ask what are you doing in terms of ICC • What is your baseline • How will you address current issues • Just by asking you show this is a priority • Comment on standard/ send feedback

29. Intermediate Term Action Plan - 2 • Build a diverse population at SVM/CVM to build a climate conducive to recruitment of faculty, staff, and students • Collate best practices as to how to accomplish this • Use focus groups to get feedback on how welcoming environment is • Encourage vets to be positive role models, show them the value for profession, and give vets tool-kits to promote profession

30. Intermediate TermAction Plan - 3 • Encourage state and professional associations to push diversity as a driver of excellence and embed these values in their strategic plans/missions. • More flexible curriculum so students could move through at their own pace (3yr-6yr?) • Write and submit work in this area to peer-reviewed journals • Conduct assessment/research

31. Take-Homes • We hold these values so important that they cannot be compromised • We will not accept solutions of convenience • As we do within our profession around academic and ethical standards, we need to hold each other accountable … and All roads can not lead to Lisa

32. Thank you