Belfer Research Building, 413 East 69th Street, NYC, NY
Strengthening the Role and Relationship of Advisor and Advisee
Call for Abstract Submissions
November 4th (Friday) – 5th (Saturday), 2022
Abstracts Due by September 15th, 2022 (extended)
Background
Diversifying the academic health professions workforce is distinct from diversifying the clinical health professional workforce. Despite many initiatives, many academic health professions’ workforces, including medical, dental and nursing, fall short in reflecting the diversity of the general population. These trends will not change unless there are innovative, concerted efforts to increase the upstream pipeline of diverse individuals considering academic careers. Little research and educational efforts have been dedicated to addressing this emerging career development area. BNGAP has denied this emerging area as:
Pre-Faculty Development –
To provide trainees with foundational self-efficacy, knowledge, skills, and experiences to be successfully appointed, and eventually promoted and tenured within an academic institution.
(Sánchez JP and Williams V, 2019.)
Our college, graduate students, residents and fellows are therefore Pre-Faculty or PREFAC. PREFAC affords members the unique opportunity to network and recruit for academic and employment purposes.
The BNGAP National ‘Pre-Faculty’ Career Development Conference for Diverse Trainees and Faculty is the first forum to bring together trainees, faculty, and senior leaders to share and discuss activities and best practices in building the next generation of academic health professionals.
Proposals are intended to provide a forum for the exchange of ideas among participants on topics of interest regarding building the upstream pipeline of diverse trainees (e.g. undifferentiated high school/college/post-bacc; graduate students – medical, dental, nursing, etc; and postdoc/residents/fellows) in considering academic careers. The Program Committee is most interested in proposals detailing: 1) innovative research describing trends of trainees’ exploration and consideration of academic careers, 2) best practices in heightening trainees’ awareness of, interest in and preparedness for academic careers, 3) institutional efforts to build the upstream pipeline of diverse trainees considering academic careers, and 4) best practices to enhance the advisor and advisee relationship. However, other proposals related to building the next generation of academic health professionals will be considered.
This year the conference will have a focus on maximizing the roles of chapter advisors and chapter student leaders, and on optimizing the relationship between chapter advisors and chapter student leaders to achieve mutually beneficial outcomes.
Schedule
Friday November 4, 2022
Time (EST) Session
| 8:30am – 9:00am | Breakfast |
| 9:00am – 9:30am | Welcome |
| 9:30am – 10:30am | Review and Update of the National Center for Pre-Faculty Development
Brutus N, Sánchez JP, Romero-Leggott V (invited)
|
| 10:30 – 11:15am | Review and Update of the Pre-Faculty Competencies and Milestones
Lee R, Dickerman J, Lucas R (Invited)
|
| 11:30am – 12:30pm | 3 Concurrent Sessions |
| 12:30pm – 1:30pm | Lunch |
| 1:30pm – 3:00pm | Pre-Faculty Competencies: Special Considerations for Marginalized Groups – Break Out Sessions
Asian Identity Working Group –Zhang L Black/African-American Identity Working Group – Love L, McDade W (Invited) Latina/o/x/e, Hispanic or of Spanish Origin+ (LHS+) Identity Working Group – Guzman D (Invited), Verduzco-Gutierrez M (Invited) LGBTQ+/SGM Identity Working Group – Lucas R (Invited), Jones L (Invited) Native American/Alaska Native Identity Working Group – Day LJ (Invited), Dickerman J Women Identity Working Group – Lee R
|
| 3:00pm – 4:15pm | Fellowship Projects
|
| Addressing Tokenism
Brewster C (Invited), Ward D (Invited), Chen G (Invited), Nunez A (Invited)
Fellowship projects (2 concurrent workshops) |
|
| 5:30pm – 6:00pm | Closing Remarks
Brutus N, Sánchez JP |
| 6:00pm – 7:00pm | PREFAC Award and Pin Ceremony
Keynote Speaker – Dr. José E. Rodríguez Appointed AVP, Health Equity, Diversity & Inclusion, University of Utah Health |
November 5th, 2022 – Day 2
Time (EST) Session
| 7:45am – 8:45am | Breakfast |
| 8:45am – 10:00am | Advisor-Advisee Plenary – Defining and enhancing the role and responsibilities of chapter advisors and student leaders
Kagetsu N, Lewis S (Invited), Rodriguez D (Invited)
|
| 10:15am – 11:15am | Advisor-Advisee Plenary – Addressing Minority Taxation and Diversity Capital in Academic Medicine
Sanchez JP, Kang Y (Invited), Goodwin CR (Invited), Ortega G
|
| 11:30am – 12:30am | (3 Concurrent Session)
Maximizing the relationship between chapter advisor and chapter student leaders/advisees to achieve organizational and professional goals Sanchez JP, Kagetsu N, Green C (Invited), Galvis A
Balancing roles – “chapter advisor and faculty/staff member” or “student and chapter leader” Lucas R (Invited), Zhang L, Hickman D (Invited), Corsino L
Balancing student oversight between chapter advisor and student affairs, medical education, GME Jung J (Invited), Fowler J, Saldana F
|
| 12:45pm – 1:45pm | Lunch, Medical School / Residency Career Fair, and PREFAC Networking |
| 1:45pm – 3:00pm | Advisor-Advisee Plenary – Harnessing institutional support for chapter goals and activities
Spencer D, Nguyen L (Invited), Houston T (Invited), Lucio F
|
| 3:15pm – 4:30pm | Managing microaggressions/discrimination/harassment by chapter advisee/leader and advisor
White S, Chawla V, Freeman B
Managing critical conversations between chapter advisee/leader and advisor Callahan E (Invited), Tran D, Landry A, Rasgado-Flores H
Providing feedback to chapter advisee/leader and advisor Romero-Leggott V (Invited), Bright C (invited), Vela M (Invited)
|
| 4:45pm – 5:45pm | SNMA / LMSA / MSPA / APAMSA / BNGAP National Student Reflection Panel
Laureen Chan (APAMSA), Sabina Spigner (MSPA), Nicholas Brutus (BNGAP), SNMA Leader (Pending), LMSA (Pending) |
| 5:45pm – 6:45pm | Poster Presentations |
| 6:45pm – 7:00pm | Closing Comments |
Topics of Particular Interest In Relation to the Role and Relationship of Chapter Advisor and Advisee
- Defining and enhancing the role and responsibilities of chapter advisors and student leaders
- Maximizing the relationship between chapter advisor and chapter student leaders/advisees to achieve organizational goals and common professional goals
- Achieving management and leadership skills through advisor/advisee role that are foundational for continued success
- Transforming experiences and achievements to diversity capital and avoiding minority taxation
- Addressing Tokenism
- Balancing roles – “chapter advisor and faculty/staff member” or “student and chapter leader”
- Managing critical conversations between chapter advisee/leader and advisor
- Providing feedback to chapter advisee/leader and advisor
- Harnessing institutional support for chapter goals and activities
- Balancing student oversight between chapter advisor and student affairs, medical education, GME
- Managing microaggressions/discrimination/harassment by chapter advisee/leader and advisor
Suggested Topics
- Perceptions, knowledge, attitudes of college students, post-bacc, and graduate students towards academic careers
- Educating college advisors and family members about the value and benefits of pursuing academic careers
- Pathway/pipeline/scholarly concentration programs to promote academic career exploration
- Activities/best practices to promote underrepresented groups (e.g. women, racial and ethnic minorities, LGBT) exploration of academic careers
- Activities/best practices to promote trainees’ engagement in research work (e.g. biomedical, clinical, community-based) and completion of research scholarship
- Activities/best practices to promote trainees’ engagement in educational work and completion of educational scholarship
- Activities/best practices to promote trainees’ engagement in service work and completion of service scholarship
- Role modeling and mentoring as it relates to academic career exploration
- Institutional efforts and/or best practices to promote trainees’ awareness of, interest in, and preparedness for academic careers
- Considerations in selecting first academic position
- Financing an academic career
- Building a foundation for a future clinician-educator, clinician-researcher, professional practice/clinical track or another track
- Building a foundation for a future career as a senior academic leader (e.g. Center Director, Chair, Dean)
- Best practices to publishing your work
Oral Proposals
Authors are welcome to submit multiple abstracts for consideration. Abstracts should include:
- Title of submission
- A list of presenter(s) (no more than three presenters)
- Intended audience
- Abstract category (research, best practices, topic review)
- Learning objectives (maximum 100 words)
- Abstract body (maximum 350 words)
Review Process
The selection committee is particularly interested in proposals that highlight the aforementioned topics. The committee will place higher preference on work that is already completed at the time of submission. A copy of the final presentations (oral and poster) will be due one month prior to the conference.
The review process will be competitive. Submissions must follow the template in order to be considered for peer review. Submissions will be selected for presentation following peer review. Sessions presenting a diverse range of topics and presenters will be selected from submissions with the highest ratings. Use the following criteria as a guideline when preparing your submission:
- Topic Timeliness/Interest Potential
- Clarity of Write-Up: Content
- Creativity and Originality: Work shows creativity and originality
- Audience: Level of participant involvement is appropriate for a small group discussion
- Adaptability: Ideas have the potential to be adapted to other institutions
If selected, you must register for the conference to present your oral or poster presentation. We regret that we cannot waive the registration fee or pay travel expenses for presenters.
In order for your submission to be complete, you must:
- Complete the online proposal form.
- Submit a curriculum vitae for the primary author of the proposal.
Proposals must be submitted by 11:59 PM PST on August 15, 2022.
Questions about abstract preparation should be directed to our Contact Us form.
Poster Proposals
Poster presenters will have the opportunity to present their accepted submissions on 4′ x 8′ poster boards during the Poster Session and Reception.
Awards:
Poster awards will be acknowledged in the following areas:
- Best Educational Innovation
- Best Research Poster
Poster Proposal Submission Format
Authors are welcome to submit multiple abstracts for consideration. Please include the following:
- Title of submission
- A list of co-author(s) (no more than three presenters)
- Intended audience
- Abstract category (research, best practices, topic review, educational innovation)
- Learning objectives (maximum 100 words)
- Abstract body (maximum 350 words)*
*The abstract for educational innovations should include the following:
- Background (reason the educational activity is needed)
- Methods (description of instructional content, faculty development, means of learner assessment)
- Results of assessment
- Reflection (limitations, lessons learned)
Evaluation and Consideration
- Topic Timeliness/Interest Potential
- Clarity of Content
- Creativity and Originality
- Adaptability: Can the project/innovation be adapted to other institutions?
If selected, you must register for the conference to present your oral or poster presentation. We regret that we cannot waive the registration fee or pay travel expenses for presenters.
Deadline and Notification
Proposals must be submitted by 5:00 PM PST on August 15, 2022.
Notification of accepted proposals will be sent by August 22, 2022
Questions about abstract preparation should be directed to J.P. Sanchez MD, MPH at Contact Us form.