The Office of Collaborative Excellence - Bringing the Future into Focus

Transcript

• 00:00Really delighted to have three
• 00:02leaders from the Office of
• 00:03Collaborative Excellence joining us today.
• 00:05We usually,
• 00:06have Darren, come in,
• 00:09every year to our seminar
• 00:10and kinda give us an
• 00:11update on the many things
• 00:12that his office is doing.
• 00:14But this has been a
• 00:15particularly active year in terms
• 00:17of,
• 00:18all kinds of work related
• 00:20to kinda transitioning their office
• 00:23and new initiatives that they're
• 00:24doing. So we thought it
• 00:25would be great to have
• 00:26them,
• 00:27provide some updates.
• 00:29And, Darren is for those
• 00:31of you don't know is
• 00:32the deputy dean for collaborative
• 00:33excellence and professor of internal
• 00:36medicine.
• 00:37He'll be joined by Ariadne
• 00:39Foray who's a professor of
• 00:40psychiatry and the associate dean,
• 00:43and the director of, women
• 00:45in medicine and science.
• 00:47And Ni Adi who is
• 00:48an associate professor of psychiatry
• 00:50and the director of faculty
• 00:52development and collaborative excellence.
• 00:54And I didn't know if
• 00:55you were going to lead
• 00:56off Darren or?
• 00:59Yes, I am. Thank you
• 01:00so much for joining us
• 01:01today,
• 01:02to talk about the Office
• 01:03of Collaborative Excellence and as
• 01:05was just stated, I'll be
• 01:07joined by my colleagues doctor
• 01:08Ferre and doctor Addy.
• 01:10I'm gonna do a whirlwind,
• 01:12I'm gonna be honest with
• 01:13you, just to give you
• 01:15a high level view of
• 01:17what we are working on.
• 01:19I'm gonna start with kind
• 01:21of the overall
• 01:22office, but then I'm gonna
• 01:23focus in on specifically
• 01:25things that benefit faculty.
• 01:28Hopefully, we'll have time at
• 01:29the end after all three
• 01:30of us have presented for
• 01:32your questions.
• 01:33This is just to give
• 01:34you an overview of the
• 01:35office. So for those of
• 01:37you who think that we
• 01:38have are are worried that
• 01:40the institution may have cut
• 01:41back on its,
• 01:43dedication
• 01:44and resources to this work,
• 01:46in no way has that
• 01:47happened.
• 01:48I just wanna give you
• 01:50all the different areas that
• 01:51our office is working on.
• 01:52I'll hone in again, on
• 01:54the ones that are more
• 01:55pertinent to you.
• 01:57So coaching,
• 01:58is something that we do.
• 01:59We do cohort style,
• 02:01and, I assume Arianna will
• 02:03talk a little bit more
• 02:04about that, the work that
• 02:05we're doing with, doctor,
• 02:08Darren David.
• 02:09I do individual coaching, and
• 02:11I'll talk more about that
• 02:12as we progress.
• 02:14A new initiative
• 02:15is cultivating conversations.
• 02:17I'll talk a little bit
• 02:18more about that as we
• 02:19progress.
• 02:22What used to be called
• 02:23the diversity champions are now
• 02:25called ACES. There is one
• 02:26embedded in each of your
• 02:28departments,
• 02:29and they should be a
• 02:30resource for you. Their goal
• 02:32is to help work on
• 02:33culture climate.
• 02:37We have a few discrimination
• 02:39harassment resource coordinators. I'll show
• 02:41you the names later. And
• 02:42this is title six, title
• 02:44seven.
• 02:46As we do have a
• 02:47couple of title nine coordinators
• 02:48at the school, and this
• 02:50is anything sexual or gender
• 02:52misconduct
• 02:53or inappropriate behavior.
• 02:56Doctor Ferre will talk about
• 02:58OEM, so I won't say
• 02:59more about that.
• 03:01ELCencia
• 03:02is a learner facing program,
• 03:05so I won't talk a
• 03:06lot about that.
• 03:09Our office of collaborative excellence
• 03:11and student engagement is our
• 03:12student facing office. It is
• 03:14housed in Harkness
• 03:15and works with the MD,
• 03:17MD, PhD, and PA students.
• 03:20For those of you who
• 03:21do work that touches on
• 03:23collaborative excellence,
• 03:24our con our communication specialist
• 03:27is someone who has been
• 03:28helpful
• 03:29in helping people in the
• 03:30language they they use external
• 03:33facing
• 03:34in order not to have
• 03:36detractors, quite frankly,
• 03:37and to make sure that
• 03:39they are conveying their message
• 03:41in a way if they
• 03:41truly want to.
• 03:44For those of you who
• 03:45are in the basic sciences,
• 03:47and have DBS graduate students,
• 03:48we have someone who works
• 03:50specifically with that population.
• 03:53Meet Addy is gonna talk
• 03:54about faculty development and collaborative
• 03:56excellence, so I won't be
• 03:57speaking to that.
• 03:58And then lastly, I will
• 04:00show you the affinity groups
• 04:01that we help support.
• 04:03This is not for you
• 04:04to memorize, just for you
• 04:06to see that there is
• 04:07someone
• 04:08who is an ace in
• 04:09each department, including the one
• 04:11that you are affiliated with,
• 04:13and ship your resource to
• 04:15you if you're finding that
• 04:16you have culture climate issues
• 04:18in that department.
• 04:20So how do we get
• 04:21to our new mission statement?
• 04:22How do we get to
• 04:23our new name?
• 04:27Actually, in the
• 04:30the time prior to the
• 04:31actual elections, the presidential elections,
• 04:34I was looking at polling
• 04:36and really realizing that we
• 04:38were losing those people who
• 04:40did what historically was called
• 04:41DEI work,
• 04:43really losing the narrative.
• 04:45And that we really needed
• 04:46to get back to the
• 04:47basics
• 04:48and define our work for
• 04:50ourselves.
• 04:51And so a group of
• 04:52the ACEs actually got together,
• 04:55and we reviewed the school's
• 04:56mission statement,
• 04:59the school's core values,
• 05:01guiding principles for our work,
• 05:03and we actually,
• 05:05created this language.
• 05:06The goal was to actually
• 05:08talk about this in a
• 05:10a positive way.
• 05:12Often, even those who do
• 05:13this work talk about it
• 05:15in a with deficit language,
• 05:17which is not helpful.
• 05:20That group, which I would
• 05:22call,
• 05:23a working group,
• 05:24we met four times.
• 05:27We met to talk about
• 05:28how our work intersects
• 05:30the mission statement and the
• 05:32core values.
• 05:33We've talked about what are
• 05:35the school of medicine outputs
• 05:37and how we help facilitate
• 05:39that and drive that. And
• 05:41then we actually, based on
• 05:42that,
• 05:43came up with the first
• 05:44draft
• 05:45of a, mission statement
• 05:48for our office.
• 05:50The goal here explicitly
• 05:52is to connect
• 05:54our work
• 05:55to all of the missions
• 05:57of the school, and not
• 05:58to have our work over
• 06:00here and all the other
• 06:01missions over there.
• 06:04After creating a new mission
• 06:06statement that really aligned our
• 06:08work with,
• 06:10the the mission of the
• 06:11school and its values. Then
• 06:12we started talking about
• 06:14the,
• 06:16the name of our office.
• 06:17And again,
• 06:18I
• 06:19had come to the conclusion,
• 06:21as many others, that actually
• 06:24the acronym, DEI,
• 06:27perfectly legal,
• 06:29definitely valuable work, but was
• 06:32becoming a distraction.
• 06:33And so we had
• 06:35focus groups with all the
• 06:36groups that I actually am
• 06:37showing here,
• 06:39and we started talking about
• 06:41what is a name that
• 06:42actually represent what we did.
• 06:44And this was done in
• 06:45an iterative process.
• 06:46So let's just say the
• 06:47first group, Jack, we met
• 06:48with them, came up with
• 06:50what words
• 06:51actually really resonate with them
• 06:53that actually,
• 06:55in their mindset,
• 06:57will describe the work that
• 06:58we were doing in the
• 06:59office, the pluses and the
• 07:00minuses, and I would take
• 07:02whatever that was to the
• 07:04next group as a starting
• 07:05point to get their feedback,
• 07:08etcetera, etcetera. It was a
• 07:09very democratic process.
• 07:12Lots of people weighed in.
• 07:14And once we had something
• 07:15that we felt comfortable with,
• 07:17we presented it to the
• 07:18dean, senior leadership at the
• 07:19medical school, senior leadership on
• 07:21main campus.
• 07:23And that is how we
• 07:24came up with the office
• 07:25of collaborative excellence. It was
• 07:27not an on high
• 07:29imposed upon us. It truly
• 07:31was a democratic process.
• 07:34How can the office and
• 07:35I help you specifically as
• 07:37faculty members?
• 07:39So one of the things
• 07:40that I do is coaching,
• 07:42mentorship, and sponsorship.
• 07:44And this can look like
• 07:46many different things. So I
• 07:47literally in the last week
• 07:49can tell you I've had
• 07:50a person who's come to
• 07:51me saying,
• 07:52I'm not getting I don't
• 07:53feel that I'm getting the
• 07:54resources that I need to
• 07:55actually be successful in my
• 07:57science.
• 07:58Somebody who feels that they're
• 07:59not being treated appropriately based
• 08:01on their identities in their
• 08:03department.
• 08:04Somebody who just found out
• 08:06is devastating to them that
• 08:07they have a learning disability
• 08:09even though they're a faculty
• 08:10member at Yale and quite
• 08:11accomplished.
• 08:12What does that mean? Etcetera,
• 08:14etcetera. And I help people
• 08:16work through those things either
• 08:18using a coaching approach or
• 08:19a mentorship approach.
• 08:21Also,
• 08:22some people are referred to
• 08:24me
• 08:25by OAPD or OEIA
• 08:27or their department chair
• 08:29because,
• 08:30some coaching and mentorship
• 08:32around
• 08:32collaborative excellence issues
• 08:34could help that individual grow.
• 08:37Title nine coordinators, we have
• 08:39four at the school. Two
• 08:41of them are embedded in
• 08:42the office, as you can
• 08:44see by there with Arianna
• 08:45and myself.
• 08:46Discrimination and harassment resource coordinators,
• 08:49we have five at the
• 08:50school of medicine,
• 08:52of which three are embedded
• 08:54in our office, Corina, Marietta,
• 08:56and myself.
• 08:58Other things that we actually
• 09:00can do to be helpful
• 09:01for you, professional and development,
• 09:04opportunities. I'm gonna talk about
• 09:05a couple that are coming
• 09:06up.
• 09:07So, the next slide or
• 09:09two may be of interest
• 09:10to you. We also our
• 09:12office has a lot of
• 09:13professional development workshops
• 09:15to help people grow. And
• 09:17then lastly, I talked about
• 09:18already a little bit, our
• 09:19communications
• 09:20person helping people with public
• 09:22facing content
• 09:24that relates to the work
• 09:25of collaborative excellence.
• 09:28So if you happen to
• 09:29be an early career faculty
• 09:31member, you may be interested.
• 09:32The double AMC
• 09:34has a leadership development series.
• 09:36I'll be honest with you.
• 09:38Historically, it had a
• 09:40minority
• 09:42early career series. It had
• 09:43a women in medicine early
• 09:45career series. Now with the
• 09:47current environment that we are
• 09:49in and and interpretation
• 09:50of discrimination,
• 09:52they now have a
• 09:53WMC early career faculty development
• 09:56series.
• 09:57We will be
• 09:59partially funding,
• 10:01a a a group of
• 10:02people who choose to sign
• 10:04up and go to this.
• 10:05I can tell you historically,
• 10:07this was very well received
• 10:09and people felt that they
• 10:10got a lot out of
• 10:11it.
• 10:12The second one is for
• 10:13mid career faculty. The conversations
• 10:16will be more appropriate
• 10:18for mid career.
• 10:19Our approach will be the
• 10:20same. We will fund x
• 10:23number of people or partially
• 10:24fund x number of people.
• 10:25So you will still need
• 10:27to get some funding from
• 10:28your department
• 10:29and or,
• 10:30self pay, but we will
• 10:31help pay for x number
• 10:33of registrations.
• 10:36Nee Adi,
• 10:37I,
• 10:38partner with the provost on
• 10:40the faculty success
• 10:41program.
• 10:42This one, we historically have
• 10:44fully paid for because we
• 10:45pay half, the provost office
• 10:47pays half.
• 10:48If,
• 10:50research is a significant part
• 10:52of your portfolio,
• 10:53this is something you should
• 10:55seriously
• 10:56consider.
• 10:57I have only heard really
• 11:00high marks. The goal of
• 11:01this program, which is multi
• 11:03pronged, it's online, but the
• 11:05goal is to really help
• 11:06you become more efficient,
• 11:08in your scientific writing
• 11:10and productivity.
• 11:11And as you can see,
• 11:12ninety four percent of people
• 11:14who participate
• 11:15say that they did become
• 11:16more productive.
• 11:18And I would love to
• 11:20figure out how they have
• 11:21increased work life balance for
• 11:23ninety percent of the people
• 11:24because I'm still working on
• 11:25that on a personal level.
• 11:30The faculty organizations
• 11:32at Yale that you may
• 11:33or may not wanna, be
• 11:34part participate in are,
• 11:37the ones on the board.
• 11:38The Asian one is school
• 11:40of med Yale University wide.
• 11:42SWIM is the school of
• 11:44medicine.
• 11:45DAC is the school of
• 11:46medicine, public health, nursing.
• 11:49Moore is the school of
• 11:51medicine only. And the Jewish
• 11:53academic and friends is Yale
• 11:55University wide.
• 11:57All of them, no matter
• 11:58if they're,
• 11:59only Yale or larger, our
• 12:02office helps support either economically,
• 12:05administratively,
• 12:06or both.
• 12:08We also
• 12:09attend national conferences. I'm looking
• 12:11forward to going to the
• 12:12NMA in the, near future.
• 12:14And the goal for us
• 12:15going to these national conferences
• 12:17is to hopefully identify
• 12:19and encourage
• 12:20talented,
• 12:22faculty
• 12:23to consider coming to Yale.
• 12:26Upon request, we will,
• 12:28help search committees,
• 12:30either in consultation
• 12:33or doing training. And upon
• 12:35request, we will actually meet
• 12:37with candidates. Again, those latter
• 12:39two are request by the
• 12:41department.
• 12:44Where we're actually moving currently
• 12:47is sort of reimagining
• 12:49our work, not in any
• 12:51way shape or form walking
• 12:52away from the priorities we
• 12:54had before, but trying to
• 12:55be much more inclusive
• 12:57in how we do it.
• 12:59The university
• 13:00has these three focus areas
• 13:02that they're gonna be looking
• 13:03at over the next couple
• 13:04of years, from a culture
• 13:06climate perspective.
• 13:07Building capacity,
• 13:09strengthening collaborations,
• 13:10deepening,
• 13:11connections.
• 13:13The ACEs that I showed
• 13:14you the pictures of earlier
• 13:17have actually formed six working
• 13:19groups
• 13:20to look at different things,
• 13:21which I'll show you what
• 13:22they're looking at specifically,
• 13:24but they map to these
• 13:26three
• 13:27things.
• 13:32So currently,
• 13:34we are have focus groups
• 13:36in these six areas.
• 13:38I'm only gonna talk about
• 13:39the two that are bolder
• 13:40because they will affect faculty
• 13:42most. But I will tell
• 13:43you that we have,
• 13:45work going on in all
• 13:46of these areas.
• 13:48Hopefully, we will have finalized
• 13:50reports soon to actually present
• 13:52to leadership. The two that'll
• 13:54affect you most is cultivating
• 13:55conversations
• 13:56and building community through dialogue.
• 13:59So we are
• 14:01creating
• 14:02or offering
• 14:03multiple
• 14:04offerings
• 14:05with the goal of helping
• 14:07our community,
• 14:09gain skills and actually communicating
• 14:12across difference.
• 14:13This is a national problem,
• 14:15not a Yale School of
• 14:16Medicine issue,
• 14:18but it is something that
• 14:20we're finding
• 14:21that,
• 14:22some work, can can happen.
• 14:24And we're also
• 14:25having,
• 14:27workshops to help faculty facilitate
• 14:31when they're doing small groups
• 14:33with, on contentious topics with
• 14:35learners, how to better do
• 14:37that facilitation.
• 14:38The coaching mentorship sponsorship, we
• 14:41have a working group that's
• 14:42working with a lot of
• 14:43the affinity groups. We've also
• 14:45consulted with OAPD
• 14:47also.
• 14:48In looking at
• 14:50what are the departments that
• 14:51are doing the mentorship and
• 14:52sponsorship
• 14:53best,
• 14:54and,
• 14:55with the goal of creating
• 14:57a set of recommendations
• 14:59to present to senior leadership
• 15:01and then ultimately
• 15:03to the department chairs with
• 15:05the hope that they will
• 15:06adopt
• 15:07the recommendations that make the
• 15:09most sense for their individual
• 15:11departments.
• 15:14And with that, I'm going
• 15:15to hand it over to
• 15:16my colleague, Arianna.
• 15:20Thank you so much, Darren.
• 15:21So, hopefully, you know, we're
• 15:23just gonna be picking up,
• 15:24kinda where where Darren left
• 15:26off as it were,
• 15:28because a lot of the
• 15:29work that I'm doing really
• 15:30is collaborating across sort of
• 15:32the office of collaborative excellence
• 15:34and also as well with,
• 15:36OAPD and other offices across,
• 15:40the medical school and the
• 15:41university. Alright. Why oh, sorry,
• 15:43Darren. Can you advance? I
• 15:44was trying I was hitting
• 15:45my arrows, and they weren't
• 15:46moving forward. Okay. Thank you.
• 15:48So,
• 15:49one of the things to
• 15:50tell you about the office
• 15:51of the of for women
• 15:52in medicine and science is
• 15:53that actually is the first
• 15:55office of its kind in
• 15:56the United States. It was
• 15:57founded in nineteen seventy five
• 16:00by Phyllis Bodell.
• 16:02And so we are fortunate
• 16:03to, you know, have the
• 16:04original office for women in
• 16:05medicine and science. And I,
• 16:08took on the role of
• 16:09leading the office,
• 16:11almost a year ago now.
• 16:13And so
• 16:14when I started, really, this
• 16:16was sort of my vision
• 16:17of what the areas of
• 16:18focus for the office would
• 16:19be. And as you can
• 16:20see, there's a lot of
• 16:21intersection with a lot of
• 16:22what Darren was mentioning. Right?
• 16:23So really focusing on mentorship,
• 16:26sponsorship, and coaching,
• 16:28career development, increased representation in
• 16:30leadership,
• 16:31and well-being and work life
• 16:33integration. I don't call it
• 16:34balance because I don't think
• 16:35there is such a thing.
• 16:37Next slide, please.
• 16:39So here, we just kinda
• 16:40go into a little bit
• 16:41more detail in terms of
• 16:42kinda what are the things
• 16:43that I'm I'm hoping to,
• 16:45accomplish. And then, you know,
• 16:47later on, we'll talk about
• 16:48some more specific things that
• 16:49we're developing. But in terms
• 16:51of mentorship, you know, we,
• 16:54currently had previous to me
• 16:56coming on board to the
• 16:57office. Darren David had led,
• 17:00these,
• 17:01the leadership development,
• 17:03programs
• 17:05that were initially targeted for
• 17:06early career, and then subsequently,
• 17:08she added a mid career.
• 17:09And one of the things
• 17:10that has come out of
• 17:11some of the focus groups
• 17:13that I've, done over the
• 17:14year, which I'll talk about
• 17:15in a little bit, is
• 17:16really expanding that beyond that.
• 17:17So it's really sort of
• 17:19continuing some of the existing
• 17:20programs and, like I said,
• 17:21also building on it.
• 17:24And, again, I think one
• 17:25of the things is not
• 17:26to really reinvent the wheel.
• 17:27So a lot of this
• 17:28is collaboration with folks already,
• 17:30doing some of this work
• 17:31and thinking about kinda how
• 17:33to better support those folks
• 17:35that identify
• 17:36as women in the medical
• 17:38school. But, again, all of
• 17:39our programming is available and
• 17:40open for everyone.
• 17:42In terms of sponsorship, this
• 17:43is an area that we
• 17:45think is really important as
• 17:46kinda Darren mentioned, and I
• 17:48will touch on it more,
• 17:50you know, when we talk
• 17:51about some of the initiatives.
• 17:52But I think, really, this
• 17:54is a key factor, particularly,
• 17:57as it relates to, ultimately
• 17:59having folks be able to
• 18:01move up and advance in
• 18:02terms of promotion and leadership
• 18:03as well. So a lot
• 18:04of these things are really
• 18:05integrated.
• 18:06And in terms of coaching,
• 18:08right, part of that leadership
• 18:09development program include that Darren
• 18:11David runs for our office,
• 18:13you know,
• 18:14include some coaching. And, hopefully,
• 18:15one of the things that
• 18:16we will do going forward
• 18:17is also expanding and providing
• 18:19more individual
• 18:20level coaching around issues that,
• 18:23individuals that identify as women
• 18:25might experience.
• 18:26Next, please.
• 18:29So in terms of career
• 18:30development, again, a lot of
• 18:31these things are intersecting
• 18:32with, other initiatives across,
• 18:35the medical school.
• 18:37But I think one of
• 18:37the things is really continuing
• 18:39to,
• 18:41you know, offer
• 18:43targeted
• 18:45sort of speakers or programming
• 18:47and networking opportunities
• 18:50for those that identify as
• 18:51women or those underrepresented
• 18:52in medicine and science.
• 18:54That was, I think, one
• 18:55of the things that the
• 18:56office did a really nice
• 18:57job prior to me taking
• 18:58on, and it's one of
• 18:59the things they wanna continue
• 19:00to work on. And one
• 19:01of the things that I
• 19:02think is really critical
• 19:03is that I heard from
• 19:05a lot of folks
• 19:06is, as we did some
• 19:07of the focus groups, is
• 19:08really kinda curating and at
• 19:10least
• 19:11having,
• 19:12some
• 19:14place a launching place for
• 19:16some of these resources that
• 19:17exist across the medical school
• 19:18and kinda how to integrate
• 19:20them. And in fact, I'm
• 19:20in part of one of
• 19:21the working groups that Darren
• 19:22mentioned where we're trying to
• 19:24work on sort of building
• 19:25collaboration across departments, but that
• 19:28also,
• 19:29you know, requires kinda integrating
• 19:31kinda available resources. So that's
• 19:33sort of one way in
• 19:34which we're doing that. Again,
• 19:35not reinventing the wheel, but
• 19:36maybe potentially just pulling together
• 19:38resources that are available and
• 19:39links to existing resources.
• 19:41And, again, this would be,
• 19:42again, in collaboration with a
• 19:44lot of folks across,
• 19:46the medical school, including,
• 19:49Sam's office
• 19:50and it as well as,
• 19:51for example, the the work
• 19:52that that Nhi is doing
• 19:53that he'll talk more about.
• 19:55Next slide, please.
• 19:58And in terms of increasing
• 19:59representation and leadership, again, a
• 20:01lot of this kinda goes
• 20:02hand in hand with some
• 20:03of the other things that
• 20:04I'm mentioning in terms of
• 20:06creating resources for career development,
• 20:08mentorship, sponsorship,
• 20:11and and coaching. But I
• 20:12think,
• 20:13you know, again, working,
• 20:15closely with with Dingwall, as
• 20:17as I mentioned, is gonna
• 20:18be a key component to
• 20:19this. And that's one of
• 20:20the things that we're actively
• 20:22working on is kind of
• 20:23having a good
• 20:25creating
• 20:26a database for us to
• 20:27be able to kinda see
• 20:28the progression of folks across,
• 20:30their career and in terms
• 20:31of promotion.
• 20:33And I think one of
• 20:33the things,
• 20:35would be really important, again,
• 20:36is to really help promote
• 20:39leadership is having targeted leadership
• 20:41development resources.
• 20:42And part of it is
• 20:43kind of expanding our leadership
• 20:45coaching that Darren David already,
• 20:47does and is also expanding
• 20:49on some of the sponsorship.
• 20:51Next, please.
• 20:53And then, again, finally, this
• 20:55is one of the topics
• 20:56that, as I go through
• 20:57some of the findings to
• 20:58our focus groups, it really
• 20:59was highlighted
• 21:00by
• 21:02folks across the board. So,
• 21:03again, my office doesn't only
• 21:04represent faculty. It also represents
• 21:07trainees,
• 21:08postdocs, and staff across the
• 21:10medical school. And across the
• 21:12board, this is one of
• 21:13the topics that came up
• 21:14over and over again. So,
• 21:15again, really thinking about how
• 21:17to think about,
• 21:18enhancing support for folks to
• 21:20be able to successfully navigate.
• 21:22And I know I have
• 21:23work life balance in here
• 21:24because I had changed my
• 21:25slides. I really call it
• 21:26life work integration because I
• 21:28don't think there really is
• 21:29such thing as balance because
• 21:30it's really juggle it's a
• 21:31juggling act.
• 21:33And, again, there's really opportunity
• 21:34to work across with other,
• 21:37you know, departments and offices
• 21:39in in in the medical
• 21:40school, and the university at
• 21:42large. Next slide, please.
• 21:44So as I mentioned, one
• 21:45of the things that I
• 21:46was really interested in doing
• 21:47when I took on this
• 21:48role,
• 21:49was really getting a sense
• 21:50of kind of what were
• 21:51the issues. Right? Those what
• 21:52you heard were sort of
• 21:53my vision of my expectations
• 21:55of what I thought the
• 21:56office would focus on, but
• 21:57I really wanted to back
• 21:58this up with data from
• 22:00folks,
• 22:01and their lived experience and
• 22:02and, in terms of,
• 22:05their the barriers that they
• 22:07experience,
• 22:07and the opportunities that they
• 22:09saw. So, again, what we
• 22:10did is we
• 22:12over
• 22:14the course of,
• 22:15from September through March, we
• 22:17we conducted some focus groups
• 22:19to really assess
• 22:20sort of and I'll talk
• 22:21more a little bit about
• 22:22that in the next slide
• 22:23to really assess kind of
• 22:24what the barriers and what
• 22:25the opportunities were, you know,
• 22:27and that's kinda helped inform
• 22:28sort of some of our
• 22:29programming for the coming year.
• 22:31And, again, what the plan
• 22:32is to sort of, you
• 22:34know, kinda do this process
• 22:35on an ongoing basis, but
• 22:37it really was helpful. Next
• 22:38slide.
• 22:39Oh, I think there's a
• 22:40couple of things. So so
• 22:41we did the focus groups,
• 22:42and we kinda had a
• 22:43lot of buy in and
• 22:44engagement from folks, again, across
• 22:46the spectrum.
• 22:47Next,
• 22:48click it again. Yep. And,
• 22:49again, this is gonna be
• 22:50sort of ongoing engagement. So
• 22:52that we have the first
• 22:52round, we have some initiatives,
• 22:54but I plan to kinda
• 22:55continue to do this on
• 22:56a yearly basis,
• 22:57maybe on a smaller scale.
• 22:59Thank you, Darren. So in
• 23:00terms of the focus groups,
• 23:01like I said, we we,
• 23:02conduct between March, September and
• 23:04March, and it was twelve
• 23:05different focus groups. In total,
• 23:07we ended up having at
• 23:09least twenty six ladder faculty
• 23:10attend, thirteen staff, three postdocs,
• 23:13four medical students and two
• 23:15PhD students and at least,
• 23:18three or four different affinity
• 23:19groups that participated
• 23:21in this. These sessions really,
• 23:23were mixed. So, like, except
• 23:25for some of the affinity
• 23:26group ones, the rest of
• 23:27them, you know, it was
• 23:28open to anyone that was
• 23:29wanted to participate and provide
• 23:30feedback,
• 23:32and really kinda explore the
• 23:33lived experiences, again, of anybody
• 23:35that identified
• 23:36as, women at Yale School
• 23:38of Medicine. Next slide, please.
• 23:41And so what we found
• 23:42in terms of the, from
• 23:45we took kind of all
• 23:47the notes and all the,
• 23:48data from these focus groups
• 23:50that kind of identified sort
• 23:51of, some core themes. And
• 23:53I listed them here from
• 23:54the most frequently cited to
• 23:56to the least frequently cited.
• 23:57But, again, these came up
• 23:58sort of repeatedly,
• 24:00like I said, across the
• 24:01board
• 24:02regardless of sort of,
• 24:04what level
• 24:05in engagement you are at
• 24:06the medical school. So the
• 24:07main one really was
• 24:09this is universally cited across
• 24:11all groups, faculty, staff, trainees,
• 24:12and students, which was really
• 24:13this work life challenges and
• 24:15the care given burden. Right?
• 24:17And it's, again, this persistent
• 24:19strain for a lot of
• 24:19folks that have either child
• 24:21care, but even if it's
• 24:22not child care, some elder
• 24:23care and then some folks
• 24:24struggling with really managing both.
• 24:26And so that, came across
• 24:28and a lot of,
• 24:30challenges around sort of flexibility,
• 24:32finding coverage,
• 24:34and additionally, sort of some
• 24:36family support. So this sort
• 24:37of is something that came,
• 24:39up in nearly every session
• 24:41that we held. And as
• 24:42a result,
• 24:43one of the things that
• 24:44this has kind of inspired
• 24:46us to do is to
• 24:46create a work life
• 24:48integration series that we will
• 24:49be launching in the fall,
• 24:50and I'll talk a little
• 24:51bit more about that.
• 24:53The second was career development
• 24:54promotion and advancement barriers.
• 24:56Again, this was highly prevalent,
• 24:58across faculty, staff, and trainees
• 25:00again. So,
• 25:02there was a sense that
• 25:03at the departmental level, there
• 25:04was unclear promotion pathways. I
• 25:06think folks have a clear,
• 25:07clear sense once you kinda
• 25:08can get to the medical
• 25:10school wide level. But I
• 25:11think at the department level,
• 25:13some folks still felt that
• 25:14there were some lack of
• 25:15clarity,
• 25:16and then sort of some
• 25:17challenges around,
• 25:18sort of compensation and and
• 25:20opportunities for advancement.
• 25:22Then there's mentorship gaps and
• 25:24lack of sponsorship.
• 25:25And, again, this is,
• 25:27as I mentioned before, an
• 25:28area that collaborating with, you
• 25:30know, Darren and and other
• 25:32folks is in ACES along
• 25:33with Darren David, something that
• 25:34we're expanding on.
• 25:36And I and I think
• 25:36one of the things that
• 25:37we heard repeatedly is that
• 25:39folks you know, we have
• 25:40some program, like I mentioned,
• 25:41for early career, mid career
• 25:43folks, but we really don't
• 25:44have anything for folks that,
• 25:46you know, be like, are
• 25:47advanced in terms of their
• 25:49associate professor level. So really
• 25:50kinda how to support folks
• 25:51to that next level. And
• 25:53so one of the things
• 25:54that,
• 25:55so we heard that loud
• 25:56and clear from folks, and
• 25:56that's one of the things
• 25:57that we're expanding on
• 25:59is creating a leadership development
• 26:01program specifically tailored for advanced
• 26:03career
• 26:05folks. And then, sort of
• 26:06concerns about compensation and equity,
• 26:09lack of transparency,
• 26:11staff shortages and role overload
• 26:13that also came across, you
• 26:14know,
• 26:15specifically
• 26:16around staff and clinical faculty,
• 26:19the sense of there's chronic
• 26:20understaffing
• 26:21and role overload.
• 26:22And I think a lot
• 26:23of times specifically for those
• 26:24identify as women having sort
• 26:26of a lot of what
• 26:27we call invisible labor.
• 26:28And so whether that's kinda
• 26:30taking on more mentorship roles,
• 26:31taking on more sort of
• 26:32the administrative work than maybe
• 26:34some of their male colleagues
• 26:35might.
• 26:36And then finally, underrepresentation
• 26:38and leadership, which, was not
• 26:40surprising was an issue. But,
• 26:41again, that came across, all
• 26:43groups. Next slide, please.
• 26:45So I I already kinda
• 26:46mentioned some of the things
• 26:47that we might be doing
• 26:49to, address some of this,
• 26:50but this is sort of
• 26:51to review. One of the
• 26:51things that we already started
• 26:53and we launched,
• 26:55back in April, in fact,
• 26:56and had a second one
• 26:57this month, and we're gonna
• 26:59continue it is a community
• 27:00circles.
• 27:01And, again, this was really
• 27:03based on the feedback of
• 27:04folks really enjoying just the
• 27:06simple fact of coming to
• 27:07the focus groups, of having
• 27:08that space where people can
• 27:09come together and have a
• 27:11space to talk. So,
• 27:12it was we got such
• 27:14good feedback about it that
• 27:15we actually created these community
• 27:16groups. We did two pilots,
• 27:17like I mentioned, and those
• 27:18were also very well attended,
• 27:20and we got very good
• 27:21feedback. So now we're continuing
• 27:22that. And so be on
• 27:24the lookout for those that
• 27:25will be held monthly in
• 27:26different days of the week
• 27:27so that folks,
• 27:29are able to make it.
• 27:30And then, like I mentioned
• 27:31earlier, is the work life
• 27:32integration series, where we'll be
• 27:34launching in September. Again, touching
• 27:36on a lot of the
• 27:36issues that folks kinda brought
• 27:38up related to,
• 27:40the the barriers that they
• 27:42experience
• 27:42related to
• 27:44family
• 27:45life and life outside of
• 27:47work and work and how
• 27:48to how to navigate that.
• 27:50And then one of the
• 27:51things that we are going
• 27:53to be,
• 27:54actively
• 27:55supporting
• 27:56and creating along with Darren
• 27:58David is sort of this
• 27:59peer to peer sponsorship program
• 28:01that's really gonna be based
• 28:03on the leadership the folks
• 28:04that participated in the leadership
• 28:05development program, but it's gonna
• 28:07be expanded and open to
• 28:08anyone that's interested in doing
• 28:09this. So that's something that
• 28:11sort of we're currently working
• 28:12on and hopefully launching,
• 28:15in the coming months. And
• 28:16like I already mentioned, the
• 28:17advanced career development,
• 28:19leadership development program, which is
• 28:21in progress.
• 28:22And I and I mentioned
• 28:23that as well in terms
• 28:25of working with Dean Ball
• 28:26on the OAPD and creating
• 28:27a system to evaluate equity
• 28:29and promotions across the medical
• 28:31school.
• 28:32Next slide.
• 28:34And that's it for me.
• 28:39Alright. Thank you so much,
• 28:40Ariadna. Thank you, Darren.
• 28:42It's good to be here
• 28:42with you all this afternoon.
• 28:44Fortunately, I think I did
• 28:45unmute my audio. I was
• 28:46worried that was gonna be
• 28:47an issue, but,
• 28:49thankful to,
• 28:50to Sam for giving us
• 28:52this opportunity.
• 28:53And they
• 28:55've teed things up for
• 28:55me well. So you're gonna
• 28:57hear a little bit of
• 28:57overlap, but I think that
• 28:57also speaks to some of
• 28:58the, unifying principles of some
• 29:00of our efforts as well.
• 29:01But basically what I'm gonna
• 29:02be talking about is one
• 29:03of our specific programs is
• 29:05really focused on a small,
• 29:07small cohort mentorship,
• 29:09program.
• 29:10So you already saw this
• 29:11mission statement from Darren as
• 29:12well, but I did want
• 29:13to just reiterate it again
• 29:15just because a lot of
• 29:16what I think about in
• 29:17terms of faculty development is
• 29:18really
• 29:19grounded in our Yale School
• 29:21of Medicine mission statement. So
• 29:22I'm gonna go ahead and
• 29:22read it real quick. If
• 29:23not, I know many of
• 29:24you are familiar with it
• 29:25already.
• 29:26Yale School of Medicine educates
• 29:28and nurtures creative leaders in
• 29:30medicine and science,
• 29:31promoting curiosity and critical inquiry
• 29:34in an inclusive environment enriched
• 29:36by diversity.
• 29:37We advance discovery
• 29:39and innovation fostered by partnerships
• 29:41across the university,
• 29:43our local community, and the
• 29:44world.
• 29:45We care for patients with
• 29:46compassion
• 29:47and commit to improving the
• 29:49health of all people.
• 29:51And so when it comes
• 29:52to this aspect of faculty
• 29:53to faculty development,
• 29:55that really, for me, kind
• 29:56of ties in with this
• 29:57first part of this mission
• 29:59statement, really making sure that
• 30:00we are providing support to
• 30:02you all as faculty
• 30:03and making sure that we're
• 30:04creating and fostering and facilitating
• 30:07an inclusive environment.
• 30:09So for the faculty development
• 30:11program itself, Darren, you can
• 30:12hit the next button if
• 30:13you could.
• 30:15So the program that we're
• 30:16gonna be talking about this
• 30:17afternoon is our faculty development
• 30:18and collaborative
• 30:19excellence program, also known as
• 30:21FCE.
• 30:22And this FCE program basically
• 30:24serves as a supportive resource
• 30:26for faculty
• 30:27as they navigate their careers,
• 30:29connecting them with mentorship teams,
• 30:30leadership and funding opportunities,
• 30:33and a network of supportive
• 30:35colleagues, leaders, and sponsors.
• 30:37Now I will admit whenever
• 30:39I read this description to
• 30:40people, people all often say
• 30:42that this sounds like a
• 30:43really, enriching program, but it
• 30:45also does sound a little
• 30:46bit aspirational.
• 30:47So So what I want
• 30:48to do is actually take
• 30:49you through some of the
• 30:50practical pieces to give you
• 30:51a sense of how we
• 30:52actually
• 30:53facilitate these opportunities and facilitate
• 30:55the program.
• 30:56So we can go to
• 30:57the next slide.
• 31:00So the first component, Darren,
• 31:01if you can hit next.
• 31:04Again, this is a cohort
• 31:05based program really focusing on
• 31:07small cohorts of faculty,
• 31:09which really supports and connects
• 31:10those connects them with one
• 31:12another. Now for this iteration
• 31:13of the program, we're specifically
• 31:15focused on assistant professors in
• 31:17one of three tracks here
• 31:18at the school of medicine,
• 31:19the traditional track, the clinician
• 31:21scientist track, and the investigator
• 31:23track.
• 31:24Darren, if you go to
• 31:25the next slide.
• 31:28And one of the key
• 31:29pieces of their program, again,
• 31:30this overlaps with the themes
• 31:32that Ariana just mentioned as
• 31:33well, but is having a
• 31:35space for faculty to be
• 31:36able to come together in
• 31:38small groups and really have
• 31:39discussion based
• 31:41based gatherings around specific topics.
• 31:43I'll describe some more of
• 31:44those in detail as we
• 31:45come through, but this has
• 31:46been one of the hallmarks
• 31:47of the program
• 31:49so much so that many
• 31:50faculty have said that it's
• 31:51been nice just to basically
• 31:52be in the same room
• 31:53with other faculty that the
• 31:55similar career stage. There's a
• 31:57lot of peer to peer
• 31:58mentoring that happens in these
• 31:59meetings as well. And people
• 32:01have even made comments about
• 32:03just hearing what other people
• 32:04are kind of navigating through
• 32:05both things that are going
• 32:06well and the things that
• 32:07people are challenged with. And
• 32:09people have said that that
• 32:10helps them feel like they're
• 32:10not alone. They're not the
• 32:12only one experiencing those types
• 32:13of things.
• 32:14Sometimes within these gatherings, people
• 32:16might hear advice from other
• 32:18faculty members who maybe are
• 32:19a year or two further
• 32:21in their academic appointment than
• 32:23they are themselves. And so
• 32:24that also becomes an opportunity
• 32:26for people to be able
• 32:26to share things back and
• 32:27forth. And for me as
• 32:28a director, it's been very
• 32:30encouraging to kind of see
• 32:31those things happen in real
• 32:32time at our small group
• 32:34gatherings.
• 32:35Going back to what Ariadne
• 32:36mentioned as well, it seems
• 32:37like this is a theme
• 32:38across and it even reminds
• 32:39me of the community circles,
• 32:41that she has been able
• 32:42to start in her role
• 32:43with Owens as well.
• 32:45Darren, if you could hit
• 32:46next.
• 32:48Another aspect of the program,
• 32:49and, again, I'll go through
• 32:50this in more detail in
• 32:51upcoming slides, is that we
• 32:53also offer professional development courses
• 32:55and workshops for faculty
• 32:57I don't know if you
• 32:58could hit next. Another key
• 33:01component of the program is
• 33:03mentoring. I already mentioned the
• 33:04peer to peer mentoring that
• 33:06happens in our small group
• 33:07gatherings, but I also provide
• 33:09mentoring in a one on
• 33:10one setting to faculty members
• 33:12in the cohort at least
• 33:14once a year, but up
• 33:15to quarterly as well for
• 33:16those who are interested.
• 33:17And then, Darren, if you
• 33:18could hit next.
• 33:20And then still keeping with
• 33:21this theme of mentoring, we
• 33:23also have yearly panel discussions.
• 33:25Sometimes these are near peer
• 33:27panels. So in these instances,
• 33:28we've had recently promoted associate
• 33:30professors
• 33:31who will come back and
• 33:32share about their experiences
• 33:34as faculty here at the
• 33:35school of medicine, talking not
• 33:37only about their journey to
• 33:38get to Yale, but also
• 33:39their journey as assistant professors
• 33:41while they've been at Yale.
• 33:43In addition, we also have
• 33:44panel discussions with senior leadership
• 33:46at times. We've had different
• 33:47deputy deans who have come
• 33:48and talked to the faculty
• 33:50cohorts. And, again, this has
• 33:52been really nice to see
• 33:53the connections that are made
• 33:54during those times. We've had
• 33:55panel discussions but we've also
• 33:57had small breakout kind of
• 33:58discussions in those meetings as
• 34:00well and you know as
• 34:01I've been walking around from
• 34:02table to table I've heard
• 34:03comments from deputies saying things
• 34:05like oh it's so nice
• 34:06to be able to connect
• 34:08a face to a name.
• 34:09So it really does facilitate
• 34:10some of those conversations
• 34:12and facilitate future interactions as
• 34:14well.
• 34:16If we can go to
• 34:16the next slide.
• 34:19So I do want to
• 34:20highlight again, this is a
• 34:21theme that you've heard already
• 34:22from Darren and Ariadna, but
• 34:23this is not something that
• 34:24we do in isolation.
• 34:26So even though I'm serving
• 34:27as a director in this
• 34:28role, I do interface with
• 34:30a lot of different offices
• 34:31and groups here at the
• 34:32school of medicine.
• 34:33This program itself is actually
• 34:35housed out of two offices.
• 34:36So I have leadership roles
• 34:37both in the office of
• 34:38physician scientists and scientist development
• 34:40or OPSSD
• 34:42and the office of collaborative
• 34:43excellence. So that's a natural
• 34:45place for collaboration between the
• 34:47two groups. But as I
• 34:48was speaking to you all
• 34:49all here today in this
• 34:50OAPD session, that's another point
• 34:52of collaboration
• 34:53and working together.
• 34:55I also, collaborate with the
• 34:57advocates for collaborative excellence, also
• 34:59known as the ACES, which
• 35:00Darren already mentioned.
• 35:01Also, collaborations with the office
• 35:03of women in medicine and
• 35:04science as you also heard
• 35:05from Arianna as well. And
• 35:07collaborations with the minority organization
• 35:09for attention and expansion.
• 35:11And, again, I'm not listing
• 35:12all the groups that our
• 35:13our office has collaborated with,
• 35:14but just giving you a
• 35:15sense of what some of
• 35:16those groups are.
• 35:19There we can go to
• 35:20the next
• 35:22slide. And I do want
• 35:23to give you a sense
• 35:23of some of the topics
• 35:24that we have discussed in
• 35:26our small group gatherings. Again,
• 35:27this points to some of
• 35:28the key important components here
• 35:30at the school of medicine
• 35:31because some of these are
• 35:32things you've already heard just
• 35:33recently as Arianna was presenting.
• 35:35But things that have come
• 35:36up in those discussions are
• 35:37things like onboarding.
• 35:39We talked about aspects of
• 35:40recruitment.
• 35:41We also talked about trying
• 35:43to understand the hidden curriculum.
• 35:45Another key piece has really
• 35:46been thinking about and leaning
• 35:48into this idea of navigating
• 35:50the Yale School of Medicine
• 35:51as either a traditional
• 35:52or nontraditional faculty member. And
• 35:55I put those in Natalya
• 35:56because it really depends on
• 35:58each faculty member and what
• 35:59they consider to be traditional
• 36:00or nontraditional,
• 36:01but we basically want to
• 36:02create a space for those
• 36:03conversations to be able to
• 36:05happen.
• 36:06We've also talked about aspects
• 36:07of recruiting a research team,
• 36:09aspects of retention
• 36:11and promotion,
• 36:12aspects of work family balance
• 36:14or a a phrase I
• 36:16often like to use there
• 36:17is juggling. And I think
• 36:18I like, Arianna's phrase of
• 36:20integration, so I may have
• 36:21to integrate that into this,
• 36:23component as well. But that's
• 36:24something that has also come
• 36:25up. And similar to what
• 36:26she mentioned, it's come up
• 36:28in a lot of different
• 36:28ways. So that might include
• 36:30just the time at work
• 36:32versus the time at home.
• 36:33It can include things like
• 36:34raising young children. It can
• 36:36also include things like caring
• 36:38for extended family or older
• 36:40parents. And so we've had
• 36:41all those discussions and conversations
• 36:43and tried to make sure
• 36:44that we've incorporated as many
• 36:45of those components as possible.
• 36:47We've also talked about aspects
• 36:48of team building and management,
• 36:50addressing challenges and obstacles
• 36:52that come up as a
• 36:53PI,
• 36:54thinking about aspects of networking,
• 36:55ways to do networking well,
• 36:57or challenges that may come
• 36:58up to feeling like they're
• 36:59having effective networking.
• 37:01We've also talked about departmental
• 37:03support, both navigating departmental support
• 37:05and garnering more departmental support
• 37:07and also interactions with leadership.
• 37:10Darren, we can go to
• 37:11the next slide.
• 37:13So I also did want
• 37:14to highlight just briefly some
• 37:15of the courses and workshops
• 37:17that we do offer through
• 37:18this program. And again, these,
• 37:20like many of the things
• 37:21are done in collaboration with
• 37:22different offices.
• 37:24So we do have a
• 37:24grant writing course that is
• 37:25offered by Doctor. Jean Shapiro,
• 37:27specifically through the office of
• 37:28physician scientists and scientist development.
• 37:31We have a manuscript writing
• 37:32course that's offered every year
• 37:33from doctor Angie Hoffman, again,
• 37:35through OPSSD.
• 37:36We've also provided leadership and
• 37:38management course courses for early
• 37:40career faculty and investigators specifically
• 37:43through HFP consulting.
• 37:45And we do also have
• 37:46professional development funds within the
• 37:49FCE program that faculty have
• 37:50used for things like coaching,
• 37:52attending conferences,
• 37:54things like sponsored writing retreats,
• 37:56and things that basically are
• 37:57helping them to develop professionally.
• 38:00Darren, you can hit next.
• 38:02And then just to give
• 38:03you a sense of some
• 38:04of the programs and workshops,
• 38:05we do have offerings of
• 38:06mock study section where you
• 38:08can send a grant to
• 38:09us in the OPSSD office
• 38:11before sending it to NIH
• 38:12or other funding agencies, And
• 38:14we'll
• 38:16actually do a mock study
• 38:16section review where you'll get
• 38:17video feedback of the discussion
• 38:19in those sessions. And again,
• 38:20faculty have found these to
• 38:21be very helpful. I have
• 38:22multiple faculty that have come
• 38:24up afterwards and said that
• 38:25the feedback they got for
• 38:26the mock study section was
• 38:28helpful in helping them shift
• 38:30and revise their applications before
• 38:32they submit them and actually
• 38:33in many cases help them
• 38:35to get funded.
• 38:36We do have the one
• 38:37on one mentoring, which I
• 38:38mentioned that I provide as
• 38:39the director of the FCE
• 38:40program.
• 38:41Doctor Lattimore also talked about
• 38:43this, but we do have
• 38:44the faculty success program, which
• 38:46we have sponsored in both
• 38:47our offices together in collaboration
• 38:49with the provost office over
• 38:50the last several years.
• 38:52And again, the near mentoring
• 38:53near peer mentoring panels, which
• 38:55I've mentioned before.
• 38:56So we can go to
• 38:57next slide.
• 38:59So just to wrap up
• 39:00before we open up for
• 39:01questions, I would encourage any
• 39:02of you that are interested
• 39:03in applying to definitely do
• 39:05so. The next application cycle
• 39:07is going to open in
• 39:08September of twenty twenty six.
• 39:10The The application is relatively
• 39:12straightforward. So basically it will
• 39:13include a description of how
• 39:15the program you'll be describing
• 39:17how the program will benefit
• 39:18you as a faculty member
• 39:20and what you plan to
• 39:22bring to the program as
• 39:23well. And then also include
• 39:25your CV. And for that
• 39:26description, it's a five hundred
• 39:27word limit, so something that
• 39:29is not too onerous by
• 39:30any means.
• 39:32Then you can hit next.
• 39:35And then just again to
• 39:36highlight this program specifically for
• 39:38assistant professors
• 39:39in the traditional clinician scientists
• 39:41or investigator tracks, I particularly
• 39:43encourage those of you who
• 39:44are looking for a small
• 39:46cohort based professional development program
• 39:48to consider it. And also
• 39:50those of you who feel
• 39:50like you may be navigating
• 39:52specific challenges in your professional
• 39:54development or advancement.