FOSTERING
SUCCESS

DIVERSITY, EQUITY, INCLUSIVITY

Faculty, staff, leaders and learners agree that there is work to be done to enrich the School’s environment and culture in the areas of equality, diversity, inclusivity and social accountability. Engaging individuals from programs across the School as part of a new Diversity Working Group is one of the first important steps that has been taken to achieve this.


This Group will be working to achieve a number of goals to improve equality, diversity and inclusivity at Schulich Medicine & Dentistry. An important aspect will be keeping the 2015 accreditation of the Doctor of Medicine Program top of mind, as the diversity standard was indicated as non-compliant at that time. The Program has since made some important changes, and the Committee on Accreditation of Canadian Medical Schools, in collaboration with the Liaison Committee for Medical Education, reported that the standard has moved from non-compliant to compliant with monitoring. While this is good news, the School believes there is more that can be done.


“A diversity group in undergraduate medical education (UME) had previously completed some excellent background work, including the development of diversity and social accountability statements, however, it became clear that a broader School-wide approach was needed to effect implementation of these statements,” said Dr. Jay Rosenfield, Vice-Dean, Medical Education. “The Working Group will help to guide these efforts.” Part of the Group’s plans is to engage representatives from across the School and to learn about the initiatives and learning opportunities at the School and University.


“Our work is just getting started,” said Dr. Davy Cheng, one of the co-leads of the Group. “We believe it is important to educate ourselves and gather as much information as possible about ongoing initiatives related to equity, diversity, inclusivity and social accountability that are taking place across the School.”


Meeting monthly, the Group will continue its education process, it will also develop terms of reference, as well as identify some very specific goals, which will be aligned with the School’s strategic plan, the University’s strategic plan, and the Undergraduate Medical Education diversity and social accountability accreditation standards.


“We are committed to the School’s value of diversity, and ultimately we want to improve and enhance the culture across Schulich Medicine & Dentistry,” said Dr. Rosenfield.

“Our work is just getting started.”

STRENGTHENING YOUR ENVIRONMENT

Following the 2012 We Speak Employee Satisfaction Survey, Schulich Medicine & Dentistry made a major commitment to address those areas identified in the 2012 Survey as requiring increased attention.


Through focus groups, individual meetings and town halls, faculty and staff shared their feedback on the survey results, and an action plan was created. A We Act Committee was established and worked collaboratively with the School’s leadership, programs and departments on areas of the greatest concern to them with a goal to see enhanced results in the 2017 Survey.


Their efforts paid off. The Overall response rates increased at Schulich Medicine & Dentistry, with 27.3 per cent completing the survey compared to 21.85 per cent in 2012. Breaking this down, the faculty response rate was 17.6 per cent up from 9 per cent in 2012. The staff response rate was 54 per cent up from 48 per cent in 2012.


Faculty and staff identified many positive aspects of their work at the School including support for diversity, job safety, role clarity and communication in the School. In the past year, teams have been working on action plans to further enrich their own departmental and unit environments and address any weaknesses identified from the survey.


Through focus groups, individual meetings and town halls, faculty and staff shared their feedback...

SUPPORTING LEADERS

Advancing faculty and staff programs with a particular focus on developing leadership capacity is one of the main goals within the School’s strategic plan. An initiative with the goal to build staff leadership launched as a pilot in 2017.


Five staff members participated in the School’s Emerging Leaders Program. After an assessment in which staff identified the leadership competencies to which they were aspiring, and an application and interview process, each participant created their learning plans and began working on their individual projects.


Participants also attended the Talent Management Conferences, and participated in three peer sessions including a leadership round table where they had the opportunity to engage with leaders from across the University. On a quarterly basis, each one met with their leaders to present a formal update on their course work and projects.

NEW OPPORTUNITIES

Jamaica and Tanzania provided the setting for leadership opportunities for Nicole Dorssers and Emily Leighton. Supported by the School, the Schulich Medicine & Dentistry staff members participated in Western University’s 2018 Leave for Change and Alternative Spring Break (ASB) programs. Dorssers spent three weeks working as a fundraising advisor with MIVIWATA Kilimanjaro, a farming cooperative focused on bringing education and training to members. Through the program, she challenged herself to move out of her comfort zone and reflect on her own role at the School in a new light. She returned with a renewed appreciation for a focus on relationships and entrepreneurship.


As a team leader for 13 ASB participants, Leighton had the opportunity to learn about public and private health systems in Jamaica and assist with building awareness about health care services.


The pre-departure training — which focused on using an anti-oppression framework and provided a forum to confront biases, acknowledge the role of power and privilege and examine strategies for being an effective ally, equipped — her with new skills to support this program and the School’s value of social accountability.


Both staff members feel grateful to work in a supportive environment where professional development and intercultural learning experiences are valued and encouraged.

Both staff members feel grateful to work in a supportive environment where professional development and intercultural learning experiences are valued and encouraged.