Health Professions Faculty for the Future Proceedings of a Workshop (2021) / Chapter Skim
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6 Closing Reflections
6 Closing Reflections
Pages 41-48
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From page 41... ...
, introduced the session saying, "We've worked through each of the steps, and now what we want to do is underscore how diversity, equity, and inclusion are important threads in our work." Poll-Hunter further described the concepts of diversity and inclusion mentioned throughout all the presentations. The speakers encouraged everyone to explore their own responsibilities for preparing indiiduals to be culturally responsive and environmentally sensitive to v 41
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REFLECTIONS ON SPEAKERS' REMARKS Valerie N Williams, University of Oklahoma Health Sciences Center Valerie Williams, vice provost for academic affairs and faculty development at the University of Oklahoma Health Sciences Center, summarized the "pearls" of wisdom from each session, offered her own perspective, and asked participants to share their insights in the chat box.
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Opportunities also come from working with staff who are based in the community or in settings outside of the formal education setting, where there are other kinds of connections. Helping learners, whoever they are, pre-faculty or early-career educator-clinicians, to build an identity as an educator and then ultimately as a practitioner can open the way for mentoring someone who is underrepresented in the profession and on the faculty.
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From page 44... ...
In formal faculty development, she said, learners are often told what they are expected to learn, rather than engaging in self-reflection about their own expectations and objectives. Faculty development should instead be an invitation to direct attention to different areas and to critically reflect on priorities and goals.
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From page 45... ...
Interprofessional teaching and learning allows us to hear from a broader array of individuals and professions; 2. Working with diverse or underrepresented community partners allows us to tap into new perspectives and collaborate on shared goals; 3.
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From page 46... ...
As important as the list of seven values is, said Williams, just as significant was the process work of engagement that went into it. The process, she said, is "what enables us to build the knowledge that lets us leverage the skills and the aptitudes within any group … trying to achieve a common endpoint." Evaluating Outcomes Evaluating outcomes based on thoughtful program designs means begin ing with a clear idea of the desired outcome, summarized Williams.
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Finding the North Star in a Time of COVID Chappell revisited her opening remarks by asking Williams what is her "north star." In other words, "What would be an actionable step that each of us could take within our own environment to move forward with thinking about what that north star might look like? " Williams responded by describing what she asks of her leaders and of herself -- to have at least one conversation a week with someone you do not know, to ask them for perspective.
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From page 48... ...
Williams added that faculty and learners all can benefit from talking to people "they don't usually talk to." Leaders in particular should seek out conversations with those outside of usual networks, communities, and circles, and invite people to speak "who have not spoken before." PULLING IT ALL TOGETHER: REFLECTIONS ON THE STEPS Reamer Bushardt, The George Washington University, and Kathy Chappell, American Nurses Credentialing Center Bushardt and Chappell then closed the workshop with a look to the future. They expressed sentiments of hope that as the forum and today's participants have identified the kinds of skills and capabilities that our future workforce needs, the health professional educational and practice communities can work together across disciplines, learn from each other, and build momentum toward greater diversity, inclusiveness, and equity.
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