Program Milestones Resources - Equity, Diversity & Inclusion | The University of Arizona College of Medicine

Pathway/Recruitment Health Disparities and Curriculum Inclusive Environment EDI National Resources

Program leaders are encouraged to use institutional and national tools, as well as the implementation ideas collated by the leadership of the University of Arizona College of Medicine – Phoenix GME programs and listed on these resource pages to support their improvement efforts.

EDI 1: Pathway/Recruitment

Level	Description
Lvl 1	Program engages in practices that focus on mission-driven, ongoing, systematic recruitment and retention of a diverse and inclusive workforce of residents/fellows.
Lvl 2	Program has conducted a basic SWOT analysis to identify strengths and weaknesses in current recruitment strategies and has started to gather data on recruitment practices and demographics. Program has constructed a strategic plan for DEI recruitment including at least one of the following: Holistic review Diversity/bias training of interviewers Standardization of interview structure Digital/virtual interview of all applicants Participation in recruitment fairs/events of Underrepresented in Medicine (URiM) applicants or pathway programs
Lvl 3	Program utilizes data-driven approaches to assess the effectiveness of recruitment efforts AND is engaging in at least 1 of the following: Engages with URiM communities and organizations for recruitment purposes Implemented universal Faculty and staff training in diversity recruitment *Data Sources: ERAS reports, ACGME survey, retention and other data sources
Lvl 4	Program is meeting its mission-driven recruitment goals and has quantitative or qualitative data that demonstrate success. Program regularly reviews and updates recruitment strategies based on data and feedback. Program has active participation in DEI recruitment initiatives at an institutional and regional level.
Lvl 5	Program is exceeding national benchmarks and is emerging or established as a recognized national leader in DEI recruitment practices. Has published or is working on scholarly work aimed at successful DEI recruitment strategies. Routinely shares best practices and mentorship with other programs nationally.

💡Idea 1: Application review and interview strategies Tools: ACGME Holistic Recruitment for Programs AAMC PD Holistic Review resource page AAMC Holistic Review for GME Admissions UA List of questions based on value (behavioral) and guide IM sample interview sheet by interviewer Implementation: In your PEC or based on your program's diversity mission statement, select the values that are important in your future trainees. Review the UA list of questions that correspond with those values & select the most appropriate. Determine which portion of the interview day will best fit for which questions and create a standard template and score.
💡Idea 2: Unconscious bias training + Faculty DEI recruitment training Tools: Implicit bias test The ABATE model to address bias in virtual interviews Bias Breakers workshop AAMC Addressing Implicit Bias in Virtual Interviews UCLA Implicit Bias Video Series Immaculate perception: Jerry Kang at TED/SanDiego 2013
💡Idea 3: Data review and continuous improvement Tools: ERAS diversity data Collection of JGME articles on best practices and continuous improvement
Literature search Pubmed Journal of GME Academic Medicine

EDI 2: Health Disparities and Curriculum

Level	Description
Lvl 1	Program engages in practices that focus on mission-driven initiatives focused on addressing health disparities (AHD). These practices are present in the curriculum, reviewed in the PEC, and the program has performed a SWOT analysis for these issues.
Lvl 2	The program has integrated health disparities (HD) content into the core curriculum which is regularly assessed and updated. Formal Faculty development has been offered to provide training on HD. The program evaluates and collects data on the impact of ADH and social determinants of health (SDOH) in at least one setting.
Lvl 3	The program utilizes data-driven approaches to assess the effectiveness of HD curricula AND is engaging in at least 1 of the following: Engaging community leaders on strategy, outreach, and events Implemented universal faculty and staff training on HD
Lvl 4	The program has comprehensive integration of HD in the curriculum and a formal structure for trainee evaluation in this area. Uses data and feedback to guide at least one program led longitudinal project in ADH/SDOH. Has at least 1 specific community partnership that addresses specific HD issues. Program has created a formalized trainee roles focused on ADH/SDOH issues.
Lvl 5	The program is a national leader on health disparities education/curricula. Program has collected and demonstrated outcome data that shows success in a strategic plan focused on ADH/SDOH. Routinely shares best practices and mentorship with other programs nationally. Curriculum serves as a model for other programs. Program is regularly generating QI/scholarly work and shares best practices widely.

💡Idea 1: Curriculum Integration Tools: ACGME Equity Matters video library AAMC Diversity Equity and Inclusion MedEdPORTAL Collection Art in MedEd College of Medicine – Phoenix Health Equity Checklist Implementation: Create a rotation Include a monthly health equity topic in the core didactic series
💡Idea 2: Content Development Tools: UCSF Health Equity Curriculum An experiential module for teaching SDOH
💡Idea 3: Assessment and continuous improvement Tools: AAMC Learner DEI competencies Patient safety and equity, measurement matters ACGME Learn Implementation: Record attendance at program conferences where residents participate in event analysis. Add that as a checklist for their semi-annual review to make it clear that they have participated. PEC and CCC have safety event reporting and analysis on their checklist to review data. Program has a record of trainee participation in program level conferences for event analysis.
Literature search Pubmed Journal of GME Academic Medicine

EDI 3: Inclusive Environment

Level	Description
Lvl 1	Program engages in practices that focus on mission-driven, ongoing, systematic recruitment and retention of a diverse and inclusive workforce of residents/fellows. Has identified opportunities to develop formal practices that promote inclusivity. Program recognizes the importance of an inclusive environment and has identified specific goals for improvement in this area.
Lvl 2	The program has conducted an initial climate survey to assess inclusivity and culture. Program has developed basic practices to address inclusivity but lacks comprehensive implementation. Program has begun implementing faculty development/training in creating inclusive culture.
Lvl 3	Program regularly conducts climate surveys and uses the data to make improvements. Program has implemented at least one of the following for trainees and faculty: Implicit bias training Anti-racism training Upstander training Microaggressions training Changes to orientation/welcoming process for new matriculants that focus on inclusive culture Implemented a formal faculty-trainee mentorship structure aimed at addressing gaps with URiM trainees
Lvl 4	The program is using collected data to further guide strategic interventions in inclusive culture (training, team building, etc). Program can demonstrate the following: Faculty and program leadership make-up that reflects community demographics Measurable improvements in inclusivity and resident/fellow satisfaction on GME/ACME surveys Trainee mentorship focused on supporting underrepresented individuals/groups
Lvl 5	Program is a national example for creating and sustaining an inclusive environment as demonstrated by nationally/regionally recognized QI/scholarly work in this area. Routinely shares best practices and mentorship with other programs internally and nationally. Program is routinely performing above national benchmarks/averages for inclusion of URiM trainees. Has demonstrated successful interventions aimed at retention of diverse internal candidates for faculty. Program leadership and core faculty closely mirror local/regional demographics.

💡Idea 1: Assessment and Planning Tools: ACGME building safe and courageous spaces in GME
💡Idea 2: Systems for responding to microaggression from patients, staff, peers, and others Tools: UA COM-P Microaggression toolkit AAMC Understanding microaggressions in the workplace Active bystander training to respond to patient and another model Allyship in residency workshop and another example Mayo Take 5 videos- Microlearning for faculty Taking the VITALS to Interrupt Microaggressions \| MedEdPORTAL Implementation: Create a NI self-assessment form
💡Idea 3: Mentorship Tools: ACGME Learn Equity Matters- see the section on "Identities and Populations"
Literature search Pubmed Journal of GME Academic Medicine