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

Concept

• Fundamental flaws in Bi-annual process

• Southern Region Climate Work

• The Bayer Project

Inter-institutional Collaboration in Diversity: The Value

Collective Experiences

Inclusive Wisdom

Shared Resources

System Impact

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

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

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?

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

Program Design (con’t.)

Defining Diversity

Racial Ethnic Gender/gender identity Sexual orientation Disabilities

• Career Pathways• Backgrounds• Socioeconomic• Geographic• Religion• Age

Pre-Clinical Current 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

Pre-clinical

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.)

New Idea Concepts

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

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

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

Clinical (con’t.)

Increasing Diversity Interactions Activities:

Student Ambassadors Community outreach Recruitment

Facilitated Communications Recorded clientele interactions Rounds discussions Grand rounds presentations

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-

Intercultural Communication Current Best Practices

(con’t.)

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

• “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

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

Intercultural Communication Current Best Practices

(con’t.)

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

•Model ProgramsDeveloping scholar programs-KSUAccess to Animal-Related Careers (A2RC)-PurdueFood Animal VIP- UGAMSU- Vetward Bound Enrichment Summer ProgramPre-vet Scholars Bridge Program-TuskegeeSummer Enrichment and Reinforcement Program (SERP)-TuskegeeBoiler Vet Camp-PurdueAdventures in Veterinary Medicine-Tufts

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

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

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 (?)

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

Immediate Next Steps (con’t.)

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

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

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

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

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

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

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

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

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

Thank you