At Faculty Development and Diversity, we aim to enhance UC Davis Health’s support of diversity and inclusion through Diversity DRIVE — Discovering, Resilience, Inclusion, academic Vitality, and Excellence. Using an appreciative inquiry approach, this initiative aims to enhance faculty experience, improve diversity, and promote inclusion.
The cornerstone of Diversity DRIVE is to discover the narratives of faculty members, and through those narratives to develop best practices to guide our work to support, refine, and develop new resources for diverse faculty.
Key diversity efforts include:
The FirstGen Health Faculty Project
The FirstGen Health Faculty Project is an extension of the UC Davis First Generation Initiative which aims to provide a sense of connection, access, and encouragement for first-gen students and faculty.
Between August 2017 and January 2018, Faculty Development and Diversity conducted 18 interviews with UC Davis schools of health faculty who self-identified as first-generation college graduates (FGCG). FGCG faculty told the story of their path to academic health and described significant factors and challenges in their success in becoming a faculty member. Qualitative analyses of de-identified interview transcripts were conducted by the evaluation team to ascertain common experiences and themes.
FIRST GENeration HEALTH Faculty Interviews Report
A report was developed summarizing primary themes and subthemes relating to participants perspectives, experiences, and recommendations for new FGCG health faculty at the UC Davis schools of health. Findings highlight factors that influence success among first generation faculty, both in inspiring a pathway towards success and challenges to achieving success throughout their career.
Underrepresented Faculty in Healthcare Project
The Underrepresented Faculty in Healthcare (UIH) Project aims to better understand the experiences of ethnic minority faculty in academic health in the UC Davis schools of health. This research is IRB approved and adheres to strict federal, state, and university guidelines to protect rights and privacy.
UIH faculty from the UC Davis schools of health that are of African American, Native American, Native Hawaiian/other Pacific Islander, Latinx and Southeast Asian descent have been invited to participate in this study.
Between August 2018 and January 2019, we completed 28 interviews with schools of health faculty. We are now in the data analysis stage of this project and look forward to sharing a final report with our faculty community.
Supporting Educational Excellence in Diversity
In partnership with the Office of Continuing Medical Education, UC Davis Health
Supporting Educational Excellence in Diversity (SEED) is a grassroots initiative that arose from the concerns of UC Davis medical students about the current learning climate and consists of two key elements:
- A faculty development aspect to elevate cultural competence in teaching
- A component to improve health equity in the School of Medicine’s preclinical curriculum
The Committee on Educational Policy (CEP) has endorsed Supporting Educational Excellence in Diversity (SEED) as mandatory for all IORs.
The University of California, Davis, Health is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians.
Physician Credit: The University of California, Davis, Health designates this Other activity – hybrid learning a maximum of 7 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.
Note: 1.75 AMA PRA Category 1 Credits™ awarded per module.
Upcoming diversity-focused trainings
Keep an eye out for these upcoming diversity-focused trainings:
Teaching the Next Generation of Health Professionals
This one hour workshop will enhance your ability to teach millennial medical students and residents. At the end of the training you will be able to describe the developmental context in which millennials learn and utilize this knowledge to inform your teaching relationship with them, apply Price’s “5 R’s” model of millennial teaching. Utilize Control-Demand Theory to tailor clinical learning experiences, describe the steps for effective feedback and utilize the RIME model to tailor learning goals in the clinical setting.
Teaching and Mentoring Diverse Students
This one-hour workshop will help you learn about motivations that commonly bring diverse students into the health professions. Participants will also discuss three characteristic situations that negatively impact diverse students and apply solutions to address them.
Addressing Professionalism Lapses in Trainees: A Culturally Informed Approach
Do you feel at a loss when trying to address professionalism problems that arise in training? This three-hour workshop will help you to develop skills to critically evaluate professionalism lapses and systematically address them through root cause analysis.
Working with Interpreters in the Clinical Setting
Did you know that patients who have limited English proficiency are more likely to experience harm from medical errors? Do you want to be part of the solution to fix this? Take this one-hour workshop to enhance your ability to work with health care interpreters. Learn techniques to increase the fidelity of your history taking and avoid common pitfalls to working across the language barrier.
Working with Cultural Diverse Patients
Do you want to take your ability to work with diverse patients to the next level? This one-hour workshop is designed to help you to conduct a culturally informed clinical interview that will improve your rapport with the patient and improve treatment adherence as you gather clinically relevant information.