BNGAP.org

Building the Next Generation of Academic Physicians

3rd BNGAP National ‘Pre-Faculty’ Career Development Conference 

 

 

Belfer Research Building, 413 East 69th Street, NYC, NY

Strengthening the Role and Relationship of the Advisor and Advisee 

 

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

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

  • List successes of the Center from 2020-present;
  • Explain upcoming activities and innovations;
  • Discuss expansion opportunities.
10:30 – 11:15am Review and Update of the Pre-Faculty Competencies and Milestones 

Lee R, Dickerman J, Lucas R 

  • Review the Pre-Faculty Competencies and Milestones project;
  • Share early findings from the project;
  • List next steps of the initiative.
11:30am – 12:30pm 3 Concurrent Sessions

    • Lon Yin Chan: VAMEE: Engaging Future Medical Educators to Transform Medical Education Today
    • Lisandra Veliz Dominguez: A National Virtual Premedical Conference to Increase Diversity in the Physician Workforce: Stanford University Minority Medical Alliance (SUMMA) 31st Annual Premedical Conference
  • Fleg A: Human Dignity, Social Determinants of Health, and Vulnerable Populations: An Interactive Case-Based Session for First Year MD/PA Students
12:30pm – 1:30pm Lunch and PREFAC Networking
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, Jones L (Invited)

Native American/Alaska Native Identity Working Group – Day LJ (Invited), Dickerman J

Women Identity Working Group – Lee R

  • Review and modify the Pre-Faculty Competencies and Milestones to consider the needs of specific marginalized communities;
  • Write pre-faculty development scenarios specific to marginalized communities;
  • List activities to support pre-faculty development for specific marginalized communities. 
3:00pm – 4:15pm Fellowship Projects 

  • Opaigbeogu, O – Are You Forgetting Somebody?: Ensuring That Content And Imagery In Medical Education Is Representative Of Diverse Skin Colors
  • Garcia-Everett, A – Race and Estimating Glomerular Filtration Rate: A Case Study in Moving Beyond “Separate but Equal” in Medicine
  • Goins-Fernandez, J and Kamalumpundi – eGFR: A Case Study In The Perils Of Race-Based Clinical Algorithms
4:30pm – 5:30pm  Addressing Tokenism

Brewster C, Chen G, Ellis D (Invited)

  • Define tokenism; 
  • Explain consequences of tokenism to individual and institution; 
  • List strategies to avoid tokenism

Abstract Presentation

Janet Townsend:  Opportunities for Informal and Formal Sponsorship for Future Faculty

Fellowship projects

  • Wrench, A: Medical Spanish Module – Arthopod Borne Infections: A Module to Train Health Care Providers Caring For Spanish-Speaking Patients (Spanish Module)
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

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, Rodriguez D (Invited), Brutus N (Invited), Kameron Matthews

  • Compare and contrast student leader and advisor roles across organizations; 
  • Most common challenges faced within respective roles; 
  • Explain approaches to addressing challenges.
10:15am – 11:15am Advisor-Advisee Plenary – Addressing Minority Taxation and Diversity Capital in Academic Medicine

Sanchez JP, Ellis D (invited), Ortega G

  • Define minority taxation and diversity capital; 
  • Describe common scenarios with minority taxation 
  • Explain strategies to maximize diversity capital.
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, Galvis A, Trevino R 

  • Understand how to assess the personal and professional goals of student leaders and advisors;
  • Discuss an approach to align goals of advisors and student leaders; 
  • Learn strategies to align advisor/student goals with organizational goals

Balancing roles – “chapter advisor and faculty/staff member” or “student and chapter leader”

Zhang L, Corsino L  

  • List challenges to balancing dual roles – advisor and faculty member or student and chapter leader; 
  • List best practices to balancing dual roles; 
  • Apply best practices to common scenarios

Balancing student oversight between chapter advisor and student affairs, medical education, GME

Sanchez JP, Fowler J, Ally S, Saldana F 

  • Describe the structure of student oversight at a medical school; 
  • Explain how chapter advisors support and enhance student oversight; 
  • Describe best strategies to coordinating student oversight between chapter advisors and student affairs.
12:45pm – 1:45pm Lunch and PREFAC Networking 
1:45pm – 3:00pm Advisor-Advisee Plenary – Harnessing institutional support for chapter goals and activities

Spencer D, Lucio F

  • Outline chapter goals and activities; 
  • Describe common forms of institutional support for chapters; 
  • List best strategies to maximizing allocation of resources from institutions
3:15pm – 4:30pm Managing microaggressions/discrimination/harassment by chapter advisee/leader and advisor 

White S, Chawla V, Freeman B

  • Define microaggressions, discrimination and harassment; 
  • Discuss how these may occur between a chapter advisor and student leader; 
  • Discuss strategies to prevent and document microaggressions, harassment and discrimination

Managing critical conversations between chapter advisee/leader and advisor

Tran D, Landry A, Rasgado-Flores H 

  • Identify obstacles between chapter leader – advisee relationship
  • Managing expectations
  • Providing feedback

Providing feedback to chapter advisee/leader and advisor

Vela M (Invited), Chan L, Sanchez JP, Ellis D (Invited)

  • Describe the value of feedback for chapter leaders and advisors; 
  • Share practices to provide feedback to chapter leaders and advisors; 
  • Apply best practices to common scenarios
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)
6:00pm – 6:15pm   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:

  1. Title of submission
  2. A list of presenter(s) (no more than three presenters)
  3. Intended audience
  4. Abstract category (research, best practices, topic review)
  5. Learning objectives (maximum 100 words)
  6. 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. (Deadline Passed)

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:

  1. Best Educational Innovation
  2. Best Research Poster

Poster Proposal Submission Format

Authors are welcome to submit multiple abstracts for consideration. Please include the following:

  1. Title of submission
  2. A list of co-author(s) (no more than three presenters)
  3. Intended audience
  4. Abstract category (research, best practices, topic review, educational innovation)
  5. Learning objectives (maximum 100 words)
  6. 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.