Policy Foundations for Medical Schools, is the second edition of the first Roadmap publication in the series that addresses enrollment and admission issues related to holistic review, student diversity, and evaluation. Produced by the AAMC Advancing Holistic Review Initiative, this document has been developed to help medical schools establish and implement institution-specific, diversityrelated policies that will advance their core educational goals with minimal legal risk. It includes new guidance associated with the U.S. Supreme Court's June 2013 decision in Fisher v. University of Texas. Achieving the educational and health care-related benefits that come from a diverse student body requires concerted, school wide efforts. Therefore, the AAMC encourages medical schools to use this publication as a tool to guide collaboration and discussions among their institution's leadership; faculty; admissions, diversity affairs, financial aid, and recruitment officers; legal counsel; students; and others engaged in and affected by diversity-related issues. The content of this publication should not be construed as institution-specific legal advice, and readers should not act on information contained in this publication without professional counsel.
Introduction Health profession schools have acknowledged the need for a diverse workforce by increasing diversity in recruitment, but little has been done to build inclusive excellence in learning environments. Microaggressions and other forms of mistreatment can increase stress levels and depression and negatively impact academic performance. To increase student performance, retention, and wellness, mitigating microaggressions is needed to promote an inclusive culture. Methods We designed this workshop as a framework to think critically about microaggressions, how they impact the health professions academic environment, and how administrators, faculty, and students can promote inclusion excellence. The workshop included a presentation discussing microaggression theory, seven cases describing microaggressions in the health professions education environment, and discussion and facilitator guides. Cases were based on prior research conducted by the primary author and upon interactions authors shared from their professional experience. Participants completed pre- and postsurveys. Results During six workshops at three different institutions, 138 out of 190 participants (73% response rate), including nursing and medicine faculty, students, and leadership, completed the pre- and postsurveys. Pre- and posttraining measurements found statistically significant improvements in participants' knowledge of the impact of microaggressions, self-efficacy in responding to microaggressions, and commitment to being an active bystander in the face of microaggressions. Participants were highly satisfied with the training. Discussion This humanistic, case-based learning curriculum allows facilitators to guide faculty, student, and leadership conversations to build skills to promote inclusion excellence through preventing microaggressions, repairing and reestablishing relationships, and restoring reputations once microaggressions occur.
Mujeres del campo mujeres, mujeres, nuestra decisión: nuestra vida, nuesto cuerpo, nuestros hijos Mujeres del campo mejores mujeres. somos el regalo de la tierra, la abundancia, la semilla, las raíces, y por eso merecemos ser felices Ya no se puede con la discriminación. Ya no es posible ni una violación. Hay que acabar con esta situación y como dice la canción: "Que si la chancla que yo tiro No la vuelvo a levantar"Pues yo no soy ni chancla, ni me tiran. Y si se me antoja yo me vuelvo a levantar.
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