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The Build and Belong News

September 18, 2020 Issue

 

Dear Students, Faculty, Staff:
 

Greetings from Office of Diversity, Equity & Inclusion! My office celebrated 5 years last month and to commemorate the milestone, we have embedded equity in our office name to highlight the centering around the work of addressing individual, institutional and systemic equity which are critical to cultivating diversity and inclusion. Equity is also at the center of our work in medicine, education, research, patient care, and access to the health professions, which is why we decided to include equity. If you want to get involved with creating more spaces for dialogue join us here at Spaces & Places for Advocacy and Racial-Justice Knowledge Planning Team. In addition, please read about the launch of the Racial Justice Committee for Change here.

We are excited to feature a wrap up of our summer in this newsletter with several dynamic interviews with our students, faculty and staff. In this quarterly edition of the Build and Belong Newsletter, we will be sharing some of the ongoing initiatives our amazing faculty, staff, and students are involved in, share a few highlights from the summer, as well as resources available. 

We are excited to feature many interviews in this newsletter, including:
  • Dr. Maximilian Riesenhuber, a Professor in Neuroscience and FDI Committee Member.
  • Dr. Jason Freeman, a neurologist and vascular neurology specialist, and the GEMS Committee Chair.
  • Dr. Mary Furlong, Associate Dean for Curriculum, Director for Medical Education and Professor in Pathology.
  • Dr. Ellen Dugan, Senior Associate Dean for Admissions.
  • Gabriela Avalos, a 3rd year Medical Student and CODA member.
  • Teju Peesaya, an 2nd year Medical Student and SHAPE mentor.
  • Zuby Syed, an 2nd year Medical Student and GEMS graduate. 
  • Saniya Rao, Office of Diversity, Equity and Inclusion's former Communications Coordinator and a 2020 graduate from the Georgetown School of Continuing Studies. 
As always, this issue will provide information about various resources, events across the School of Medicine and interesting articles under the "Good Reads" section.

Please read to the end for opportunities available to medical students, faculty, and staff! If you would like to submit an announcement, job posting or article regarding your department, organization or club, please email us at somdiversityandinclusion@georgetown.edu with the Subject Line -ODEI Newsletter Announcement.

We would like to also extend an acknowledgment to our editorial team - Samuel Chan, ODEI Strategy Coordinator, Aarathi Das, ODEI Innovation Associate and Karisa Anand, ODEI Innovation Associate, for contributing to the newsletter. 
~ODEI Office
Please subscribe here.
 

This newsletter will include:
1. Student, Staff, and Faculty Profiles

6. Good Reads
 
 

Interview with Professor in Neuroscience and FDI Committee Member, Dr. Maximilian Riesenhuber
 

Dr. Max Riesenhuber came to Georgetown from MIT in 2003 after earning his PhD in Computational Neuroscience. Dr. Riesenhuber is currently a Professor in Neuroscience at Georgetown University School of Medicine and a Faculty Diversity and Inclusion (FDI) Subcommittee Member. “I have come to realize that while it is a great place to learn science, what makes Georgetown truly special are its values and how they are lived out in students, staff, and faculty.”
 
Dr. Riesenhuber had been a vital member of the FDI Committee and has recently been working on the GUMC Inclusive Teaching Practices Faculty Survey. When asked about his vision when he joined FDI, Dr. Riesenhuber shares that, as expressed in Georgetown’s mission statement, there is a need for more diverse individuals from different backgrounds to solve problems. “This realization directly translates into the charge to make sure that all these diverse individuals can succeed at Georgetown and to create an environment where they can fully contribute to the discourse. So I was thrilled when FDI was formed.”
 
When asked about the challenges he faced when preparing the survey, Dr. Riesenhuber shares that the primary challenge was the lack of content available on how to create a more inclusive learning environment. “One of our core goals was to go beyond the vague concept of “inclusiveness” and understand what particular dimensions of diversity and inclusion faculty might feel ill-prepared to address in the classroom, and how Georgetown could help them in that respect.”
 
Through the survey, Dr. Riesenhuber hopes to understand what challenges instructors are facing in creating an inclusive teaching environment and how the survey results can be used to realize the core Georgetown values of “community in diversity” and “cura personalis.”

Interview with Medical Director of the Sibley Memorial Hospital and Johns Hopkins Medicine Stroke Program, Dr. Jason Freeman

 
Dr. Jason Freeman is a board-certified neurologist and vascular neurology specialist with Johns Hopkins Community Physicians (JHCP) who provides a unique perspective on frontline inpatient and outpatient care as a clinician, program leader, and advisor to early and seed stage companies. In addition, Dr. Freeman is the Medical Director of the Sibley Memorial Hospital/Johns Hopkins Medicine Stroke Program in Washington, DC. During his tenure Sibley Memorial Hospital has obtained Joint Commission certification as a primary stroke center, and received both the Get With The Guidelines®—Stroke Gold-Plus Quality Achievement Award and Target: Stroke Elite recognition from the American Heart Association and American Stroke Association. Dr. Freeman is also an alumni of the GEMS program, of Georgetown School of Medicine and currently serves as the Chair of the GEMS Admission Committee. His work has been instrumental in leading the committee to select the incoming GEMS class. 

When discussing what brought him to Georgetown as a student, Dr. Freeman shared that he has known for a long time that he wanted to go to medical school. Years before even applying to medical school, Dr. Freeman had a conversation with the previous Program Director of the GEMS program, Dean Joy Williams. Years later when struggling to achieve his goal of becoming a physician, Dr. Freeman looked more closely at the school and program and thought that this an excellent program that would give him the tools needed to learn "how to learn".

When asked about what he is most proud about during his time in GEMS, Dr. Freeman shared that he is most proud of the GEMS program legacy of giving nontraditional and underrepresented students a chance to prove that with the right support and skillset, that they can become successful physicians at the highest levels of medicine and academia. Dr. Freeman explained that "the ever expanding knowledge base of medicine makes it such that medical education changes, faculty members change, as do areas of focus for research all making it a challenge to continue to bring in students who can keep up. But, it also challenges the faculty to ensure that the program has the resources it needs to continue to ensure student success."

With the program nearing it's 45th anniversary in 2022, Dr. Freeman's notes that the GEMS continuation is proof that the Georgetown administration stands firmly behind the ideals and traditions of the program. Dr. Freeman expands that, "the GEMS program, by nature, is in the risk taking business." GEMS has proven it's success with the number of students who have matriculated into medical school and who eventually become physicians. In addition, GEMS has helped to diversify the student body by increasing the number of students from both nontraditional and underrepresented backgrounds amongst the medical school student body. Dr. Freeman's hope is that "45 years is only but a bump in the road 50 years and beyond."

Interview with Senior Associate Dean of Curriculum and Director of the Office of Medical Education, Dr. Mary A. Furlong

 
Dr. Mary A. Furlong has been with Georgetown University for nearly thirty years as a graduate and medical student, resident, fellow and now faculty member. 
 
As Senior Associate Dean of Curriculum and Director of the Office of Medical Education, one of the main issues being addressed currently by Dr. Furlong is the transition of medical education to the virtual environment during the COVID-19 pandemic. When asked about the challenges associated with this transition, Dr. Furlong shared that the primary challenge is to facilitate an orderly, structured and transparent transition into the virtual environment under uncertain and evolving circumstances. However, Dr. Furlong also views this transition as an opportunity to innovate and enhance communication with students by hosting regular class meetings, communicating through newsletters and briefings and being in constant contact with the School of Medicine’s clinical partner regarding the clinical environment and safe re-entry for students. Feedback has also been shared across campuses regarding how to best come together as a community to learn, support and stay well during these unprecedented times. 
 
When asked about how COVID-19 has affected the Georgetown community, Dr. Furlong shared that social distancing will have to be practiced for some time and that the experience of living through this pandemic will inevitably change how each person approaches their daily work, each other and how they engage in the School of Medicine’s mission of cura personalis. Similarly, Dr. Furlong stresses that the world of medical education will never be the same; it is likely that the school will continue to engage in Zoom and WebEx sessions, remote assessments and will incorporate courses on telemedicine, the pathophysiology of COVID and pandemic medicine into the general curriculum. “As physician wellness was already a major concern, now more than ever, we must focus on how to be resilient in the face of a global and local health emergency and yet remember our privileged, professional calling of caring for all.”
 
Dr. Furlong’s advice for students during this unprecedented time is to try and adhere to a schedule that includes daily work, daily wellness routine and some form of daily human interaction. She also encourages students to rely on those around them for support and comfort and to utilize the school’s resources and reach out to fellow students, faculty and leadership to engage in virtual sessions and stay connected. “As the literature expands around the topic of COVID, I also urge students to stay abreast of the latest medical information regarding the evolution of this health crisis. For students who are able, there are several school-sanctioned volunteer opportunities that have been impactful and may help to provide a sense of peace through the pandemic.”
 
As a parting note, Dr. Furlong shared that though this is an extremely difficult time to endure, students should maintain a positive attitude, take advantage of the time to reflect and know that the Office of Medical Education is here to support them in any way that they can.

Interview with Senior Associate Dean of Admissions, Dean Ellen Dugan

 
Dr. Ellen Dugan has a long history at Georgetown, having worked at Georgetown Hospital as a Pediatric ICU Nurse for four years before starting at the Medical School. Dr. Dugan shares that her work with the physicians, fellows, residents and medical students at Georgetown is what inspired her to be a physician. Dr. Dugan did her Emergency Medical Residency at Georgetown and worked as an Attending in the Emergency Department for many years before becoming the Dean of Admissions. 
 
As Senior Associate Dean of Admissions, Dr. Dugan was involved in the Academy for Research, Clinical, and Health Equity Scholarship (ARCHES) interview process. When asked about the factors she considers while evaluating ARCHES candidates, Dr. Dugan shared that while interviewing candidates, it is important to look at the application in a holistic manner. “Applicants are more than their grades and MCAT’s. It is their experiences, passion for medicine and dedication to service and advocacy for those who do not have a voice that also factor into the kind of student that we are looking for. It is the foundation of who we are as a Jesuit School.”
 
When asked about what she liked about the ARCHES interview process, Dr. Dugan shared that about the virtual interview process. She explained that the interview process for ARCHES was very similar to that conducted by the School of Medicine with the only difference being that ARCHES had two interviewers (a primary and a secondary interviewer). She believes that the process was very interesting as she could compare her perspective with the other interviewer post the interview. “In these challenging times living within this COVID-19 pandemic, we have all had to be resilient and flexible in how we do things including the interview process.”
 
With regard to the changes in the School of Medicine’s admissions process due to COVID-19, Dr. Dugan shared that the interviews for the regular pool of candidates had been completed by mid-February. Interviews for the special programs such as Special Masters in Physiology, Georgetown Experimental Medical Studies and Early Assurance Program were conducted via zoom or by phone calls and will conclude by early May. For the 2020-2021 cycle, Dr. Dugan shared that the process for submitting applications will begin in July and candidate interviews will start by late August for which the process of creating a Virtual Interview Day is currently underway.
 
On a concluding point, Dr. Dugan shares that she is honored to work with a very dedicated, conscientious and innovative Admissions team and she is confident that this experience for the applicants will be informative and well executed. 

Interview with Gabriela Avalos


Gabriela Avalos is a third year medical student at Georgetown University School of Medicine and a member of the ODEI Council on Diversity Affairs (CODA). Through the Build and Belong social media takeover, Gabriela was able to shed light on her experience at the School of Medicine with prospective students. “My decision to choose Georgetown above all others was because I felt that Georgetown shares my core values of care for the whole person and my passion for diversity and inclusion. I knew coming to Georgetown would allow me to fully reach my full potential both in the clinic and as an advocate for minorities.”
 
Given the coronavirus outbreak, CODA has been focused on creating new and accessible ways for accepted students to interact with current students and learn more about GUSOM. In light of the current circumstances, the annual Build and Belong dinner was transformed into a social media takeover. “I was honored to co-host the Build and Belong social media takeover with Tamara Wilson, a current M3 student. Being able to share my experiences with the accepted students and highlight what makes Georgetown such an amazing institution was my favorite part of the takeover. I also loved being able to highlight the incredible student leaders of many organizations on campus that frequently partner with ODEI, such as the DACA club, First Gen, and the Sexual Assault Peer Educators.”
 
When asked about her involvement with CODA, Gabriela shares that she was particularly proud to have been involved with the campaign on the Microaggressions in Medicine which educated the community on what microaggressions are and how to create a more mindful environment. “My involvement with the Council on Diversity Affairs has made me feel like my voice was heard on initiatives to promote diversity and inclusion at the School of Medicine. I am extremely honored to be a part of an organization that values the opinions and ideas of all of its members and of the student body.”
 
During her first year, Gabriela served as the President of the Latino Medical Students Association (LMSA). Gabriela was involved with hosting thought-provoking events such as the Health Undocumented Film Screening to learn about the difficulties that undocumented families face when accessing health care services in the United States, and the Medical Spanish Initiative which seeks to promote the incorporation of medical Spanish into the curriculum at the School of Medicine.

Interview with Tejasvi Peesay
 

Tejasvi (Teju) Peesay is a third year medical student at Georgetown University School of Medicine with a keen interest in advocacy for disadvantaged populations and holistic health. Teju is also the founding board member of MedSupplyDrive along with Hannah Day, Adaah Sayyed, Allison Rooney, Zuby Syed and Melissa Baker. They were inspired to set up MedSupplyDrive after learning about the critical shortage of personal protective equipment (PPE) anticipated by physicians on the frontlines. “After hearing physician testimonies about the dire lack of PPE, we were motivated to stay connected with clinicians and protect them while they treated an enormous influx of patients.”
 
Teju shares that the collective vision behind MedSupplyDrive was to mobilize unused PPE sitting idle and to redistribute them to areas that will require them the most. “We wanted donations to go directly into the hands of healthcare workers who needed it the most, so we set up a "Supply Request Form" on our website to track requests. Our goal is to fulfill requests as best as we can, while also proactively sending supplies to areas that will experience a surge in COVID-19 cases in the coming days. We do this by checking the CDC and Johns Hopkins COVID maps and noticing patterns in supply requests on our website.”
 
MedSupplyDrive has grown tremendously with 1000 volunteers across 44 states and two sister branches in the United Kingdom and Scotland respectively. “We have donated over 400,000 pieces of PPE to almost 150 hospitals and dozens of homeless shelters and nursing homes. MedSupplyDrive is also partnering with several organizations to help each other distribute PPE more efficiently.”
 
When asked how the community can support MedSupplyDrive, Teju shares that one can support the initiative by donating any unused PPE. “We also accept monetary donations that help cover the cost of shipping PPE to hotspots and disadvantaged communities, as well as fund purchases of large quantities of PPE from vetted suppliers. No donation is too small, and every bit counts. Please visit our website at https://www.medsupplydrive.org/donate-now to donate today.”
 
Teju credits the success of MedSupplyDrive to the physicians and faculty mentors who have provided invaluable guidance, the dedicated volunteers who are working tirelessly to mobilize PPE in the local communities and the generous donors. “We have grown from a student-founded initiative that now includes people from all walks of life coming together to mobilize PPE.”

Interview with Zuby Syed

 
Zuby Syed first came to Georgetown School of Medicine as a GEMS student. Through her participation in the self-reflection process in the GEMS program, Zuby gained and harnessed skills and additional insight on how to be a well-rounded physician. 
 
Zuby is currently a medical student at Georgetown School of Medicine and is the co-founder of MedSupplyDrive along with Melissa Baker, Teju Peesay, Allison Rooney and Adaah Sayyed. Zuby and her classmates were inspired to build MedSupplyDrive when they learnt about the harsh realities faced by healthcare workers on the front line regarding the lack of personal protective equipment (PPE) available to them. Through the MedSupplyDrive initiative, idle PPE kits were collected from research labs and businesses and redirected to medical professionals in dire need who are fighting on the front lines of COVID-19. “The mission of MedSupplyDrive is to bring together and empower a coalition of health professionals, researchers, lab workers, health science students, and any other individual feeling an itch to get involved, to organize systems for mobilizing supplies and getting them to hospitals in need.”
 
When asked about the obstacles she faced when establishing MedSupplyDrive, Zuby shared that the main issue at hand was to evolve as the picture of the pandemic changed. "To meet the needs of marginalized communities that are disproportionately impacted by this pandemic, we are frequently doing needs assessments on both the national and local level to understand and respond to the PPE climate. To do this, we monitor COVID-19 United States cases through data collected by Johns Hopkins, as well as the cases, data and surveillance provided by the CDC. Additionally, through our volunteer network we have been able to assess needs on the ground by directly connecting with organizations such as hospitals, clinics, skilled nursing facilities, residential care centers and more. We assess everything, from how many providers are working with COVID positive patients to ranking PPE needs in order of importance. By asking these detailed questions we are able to effectively respond to meet the immediate needs of unreached populations."
 
 
During these unprecedented times, Zuby shares that “having a network like ours to fill the gaps in available PPE has been essential to aid in the prevention of transmitting the coronavirus.”
 
For more information on how to support MedSupplyDrive, visit www.MedSupplyDrive.org where providers can request for PPE, businesses and individuals can make a PPE supply donation and potential volunteers can sign up. 

Interview with Saniya Rao

 
Saniya Rao first moved to Washington, D.C. from Mumbai, India, where she was working as a breaking news copywriter for Republic World. Republic World was her first full-time position straight out of undergrad and it was through that experience that she knew that journalism was the perfect field for her. However, she wanted to continue learning and challenging herself. Georgetown’s MPS Journalism program appealed to her because of it's interdisciplinary approach to education. During the course of her research for a suitable graduate program, she was inspired by the diverse professional and industry-oriented background of the faculty at Georgetown University. She has had professors who are full-time journalists with USA TODAY, Politico, and ESPN’S The Undefeated along with a classroom environment where students can discuss today’s stories.

When asked about her reasons for joining the ODEI office, Saniya shared that she initially learned about the opportunity to work with ODEI through the student employment portal. She recalls being intrigued by the mission of the office and the increasing emphasis on creating opportunities for students. She started as a Seasonal Admissions Reviewer for the ARCHES program and over the course of the next 12 months, transitioned to a Communications and Outreach Coordinator, under the guidance of Dean Susan Cheng.

Reflecting on her experience at ODEI, Saniya shares that "I couldn’t be more thankful for my experience in the office. I have laughed, I have cried, but most importantly I have seen myself grow into a completely different person. Someone who’s a lot more confident about speaking with people and being able to put myself out there. I got to work on my interviewing skills, organizational skills, problem-solving skills, while being mentored by powerful people. My parents, back in India, at times joke about how they aren’t worried about me because they know that Dean Cheng will keep me on track. Dean Cheng, Dean Taylor, and ODEI staff members are my family away from home." 

In May, our office celebrated Saniya completing her MPS in Journalism. On top of graduating, Saniya was included in this year's "Hoya Professional 30” cohort — an award for students who exemplify leadership and excellence at Georgetown SCS and have made outstanding contributions to their industries and communities. Saniya has since moved on and is currently a journalist with CTFN LLS. When asked about her favorite quote, Saniya shares that for the longest time, she followed the mantra of “she believed she could, so she did.” But in the last few years, that has transitioned to “'she believed she could, but she was tired. So she rested. And you know what? The world went on and it was okay. She knew she could try again tomorrow.' At times we forget to give ourselves some much-needed credit and take to a little break, that’s what I have been trying to change in myself."

Recent Events in ODEI

 
Despite the ongoing changes due to COVID-19, the Peer Dialogue Facilitators and Sexual Assault Peer Educators were able to successfully host several Zoom dialogues throughout April and May. Whatever challenges the new online environment brought, the Peer Dialogue Facilitators and Sexual Assault Peer Educators did an outstanding job in adapting and were able to provide a safe space for their peers to share. Topics from April and May included Seeing Past the Gender Stereotype, Debrief with SAPE: A Space to Discuss and Support Each Other, and Life on Hold. Diversity Dialogues in Medicine is a dynamic peer education and community building program at the Georgetown School of Medicine. If you'd like to learn or become a facilitator, please read further in our Opportunities and Resources for Students or by visiting the Diversity Dialogues in Medicine homepage here.
The Office of Diversity, Equity and Inclusion and the Georgetown School of Medicine’s Student National Medical Association chapter held their 2nd annual Melanin in Medicine Symposium on February 24. It included an evening of panel discussions that focused on the collective experiences of minorities in the context of healthcare. Topics included Black Women: Birthing Medicine, Escaping Perfectionism: The Good, The Bad and The Ugly, Mythbusters: Mental Health and Minorities and Prescribing Affluence: Social Determinants of Health and Barriers to Treatment.The discussions were led by a group of wonderful, hardworking and inspiring physicians who shared their professional and personal experience as physicians of color in the Chocolate City. 
 
On May 14, the Office of Diversity, Equity and Inclusion along with family, friends faculty, staff and students celebrated the success of the graduating medical class! Even though all in-person events were cancelled due to COVID, it could not take away the amazing success and accomplishments of the students. During the celebration, each graduate received personal recognition in the form of a video tribute and a celebratory toast in their honor.
 
This summer, the Office of Diversity, Equity and Inclusion welcomed ten college students to be a part of our first virtual Academy for Research, Clinical, and Health Equity Scholarship (ARCHES). The ARCHES Program is a six-week program for ten undergraduate students who are rising juniors and seniors interested in pursuing medical studies and are committed to advancing opportunities for populations who lack equitable access to health care and/or are committed to serving the underserved. The ARCHES experience is typically in person but due to the challenges around COVID-19, the program was hosted virtually. This year, our program welcomed students: Octavia Allen Whitfield (Howard University), Myana Banks (North Carolina A&T State University), Abigail Boateng (Georgetown University), Kahiau Cockett-Nagamine (Creighton University), Rajay Dockery (University of South Florida), Prishay Johri (George Mason University), Maria Evelyn Juarez Parra (Northern New Mexico College), LiJing (Austin) Lin (University of Rochester), Jennifer Martinez Sanchez (Georgetown University) and Isaiah Osei-Gyening (Lafayette College). In addition to hearing from physicians, deans and med school mentors, students also created op-eds that focused on addressing the impacts COVID-19 has had on health disparities across the country. Learn more about ARCHES here.
 
In addition to ARCHES, Office of Diversity, Equity and Inclusion welcomed eighteen high school students to be part of our first virtual Gateway Exploration Program. The Gateway Exploration program is a six-week internship opportunity for local high school students (rising sophomores, juniors, and seniors), who would traditionally identify as underrepresented in medicine, to explore their dream of becoming a physician. The GEP Scholars worked on the COVID-19 Community Campaign, a two-part campaign focused on research, advocacy, and education on the challenges COVID-19 poses to DC. Scholars conducted research on various health disparities and created presentations and infographics detailing the impact that COVID-19 had on the DC community. The students then presented their research presentations and infographics virtually to the Georgetown Medical School Community and answered multiple audience questions. In addition, the infographics will be highlighted on the Office of Diversity, Equity and Inclusion's social media platforms and website, and will be used to educate the local community on ways to mitigate health disparities within the District. Learn more about GEP here.
 

Upcoming Events in ODEI

 
SPARK
In collaboration with student, staff and faculty groups across GUMC, we will begin to hold a space for increased dialogue and connection. Starting this summer, we will engage in a collaborative effort called, “SPARK” – Spaces and Places for Advocacy & Racial-Justice Knowledge. SPARK aims to bring our community together by providing spaces to process current events, accelerating understanding around systemic racial inequities that pervade our country, developing skills for allyship, and committing to actions around advancing racial equity within our community.

SPARK has three main components: Open Spaces, Dialogues and Learn-Ins. 

1. Open Spaces offer participants the opportunity to share, listen and reflect through forum-style engagement. Starting this summer, these events will be hosted on the third Wednesday of each month at noon and at 5 pm. 
  • Healing Circles – In addition to the campus-wide open spaces, Healing Circles will be coordinated for student, faculty, staff affinity groups requesting and needing additional safe spaces to process current events, talk with others and feel seen and heard. In the future, if you want to inquire about coordinating a Healing Circle, please email ODEI at somdiversityandinclusion@georgetown.edu.

2. Dialogues invite participants to engage in conversation and reflection through small and large breakouts sessions. These monthly events are theme-based and interactive. 

3. Learn-Ins equip participants with skills and knowledge for personal and professional development to address racial inequities and learn more cultural competency.

More details and future events can be found here.
 

Opportunities and Resources for Faculty and Staff

 
Since its inception, Teaching, Learning, & Innovation Summer Institute (TLISI) has been a gathering place for Georgetown’s community of educators to come together to learn, share best practices and research, and ask questions about teaching and learning at Georgetown and beyond. But at its core, TLISI exists to support innovation in teaching and learning in an effort to continually drive the University forward in its mission to promote academic excellence. This year, the Center for New Designs in Learning and Scholarship (CNDLS) is thrilled to announce that the session recordings from their first virtual Teaching, Learning, & Innovation Summer Institute are now available for viewing on the TLISI 2020 Resources Page.
 
The Teaching for Inclusion and Equity (TIE) professional development series at GUMC is focused on diversity, inclusion and equity in the classroom. The series of workshops which launched last spring, continues this fall 2020, and is sponsored by the GUSOM Office of Diversity Inclusion, the Georgetown Center for New Designs in Learning and Scholarship (CNDLS), the GUMC Center for Innovation and Leadership in Education (CENTILE), and the GUMC Faculty Development Committee (FDC) Subcommittee on Faculty Diversity & Inclusion. Please visit the TIE website for upcoming workshops.
 
CENTILE is an interprofessional community of educators that drives innovation, excellence and scholarship in education at Georgetown University Medical. CENTILE feature events weekly including Teaching Certificate Programs and Grand Rounds. Please visit their website to learn more about upcoming events. 
 

Opportunities and Resources for Students

 
We are excited to announce the 2020-2021 application process for the fifth cohort of Peer Dialogue Facilitators (PDFs) and Sexual Assault Peer Educators (SAPEs) is now open for Diversity Dialogues in Medicine at GUSOM. Diversity Dialogues in Medicine is a dynamic peer education and community building program at the Georgetown School of Medicine, sponsored through the Office of Diversity, Equity and Inclusion. Diversity Dialogues is a year-long program during the school year (August-May) that provides a unique learning opportunity for GUMC students to engage on a range of identity topics including but not limited to: race, ethnicity, gender, class, sexuality, and faith. Sponsored by the Office of Diversity, Equity & Inclusion at the Georgetown School of Medicine, dialogues are inter-group, gathering people from multiple backgrounds and identities for sustained, ongoing dialogue for 1-2 hours per month. As a PDF/SAPE, you will get trained to facilitate dynamic, intergroup dialogues on campus and learn the tactical tool of public narrative. To learn more about the program, please visit the Diversity Dialogues in Medicine homepage here. 
 
The Council on Diversity Affairs (CODA) is an advisory board resource for Dr. Susan Cheng, Senior Associate Dean for Diversity, Equity and Inclusion. The goal of CODA is to focus on aspects of student campus life and the educational experience with respect to climate for diversity, inclusion, and culture; curricular and service learning program design suggestions; and create recommendations to promote increased recruitment, retention and advancement of students from minority and/or other disadvantaged groups across the Georgetown University School of Medicine. CODA is currently looking for at least 4 class representatives from each class (M1, M2, M3, M4), and select representatives from the SMP and GEMS programs to serve on the council alongside staff and faculty. 

The priorities for this year include: 1) Anti-racism education & training, 2) Equity issues impacting medical education, student life, and overall experience at GUSOM, 3) Addressing microaggressions with a focus on specialty disrespect 4) Tools for mitigating bias in clerkship assessments. 

To learn more about the program, please visit the Diversity Dialogues in Medicine homepage here.
 

Good Reads

 
Healthcare Equity and Anti-Racism Resources: The University of Washington Medicine created a resource list of readings, essays, and clips of anti-racist materials for community members looking to heal, educate themselves and take action.

Why I Gave Up My Dream of Leading Diversity Efforts in Medicine: Dr. Kali Cyrus shares the challenges she faced while mentoring students of color, lecturing about implicit bias, and creating courses that promoted health equity, and why schools need to provide more funding if they want create truly inclusive and supportive environments.
 
Making Anti-Racism A Core Value In Academic Medicine, Health Affairs Blog: A blog discussion surrounding a recent declaration from the leadership from the Ohio State University Wexner Medical Center and Health Sciences Colleges. The University cited racism, and not race, as a social determinant of health, and the need for structural and systemic change.

Bias & Racism Teaching Rounds at an Academic Medical Center: A study that introduces “bias and racism rounds” in teaching hospitals as a powerful teaching tool. The study shares how real patient interactions are critically reviewed to identify opportunities to reduce bias and racism and attenuate the impact of bias and racism on patient outcomes.

Coping with Social Isolation & Loneliness During COVID-19: Strategies from Two Military & Veteran Health Researchers: An article that shares some of the experiences and feelings that are often common among Veterans, Active Military Service members and their families during deployments, relocations, and reintegration. Additionally, this article shares strategies for dealing with social isolation and feelings of loneliness that COVID-19 has brought. 

Reducing Sedentary Time during the COVID-19 Pandemic: A study written to share ways we can be physically active during the coronavirus pandemic, and the reasons why it is so important for improving our mental and physical health.

Academic medical leaders and learners reflect on police brutality, racism, and the path forward: An article featuring a panel of physicians that share how students, physicians, and academic medical centers can play a role in recognizing structural racism and addressing health disparities that disproportionately affect communities of color.

Why is my community suffering more from COVID-19? A op-ed written to provide insight as to why coronavirus has impacted communities of color unproportionately, and what needs to happen to ensure that all patients have the chance to live a healthy life.

Cura Conversations: Cura Conversations are personal essays or poems written by GUSOM students, staff, and faculty that focus on reflections around identities they care deeply about and/or navigating challenges related to these identities at school, work, or home.
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