Presentation engages interested audience in understanding cultural competency, and how diversity, equity and inclusion is encouraged across veterinary institutions globally with a primary focus beyond North America.
This presentation will focus on ways that different forms of media can be used to support ongoing and aspirational college climate initiatives and be utilized in crisis communication. With an ability to reach the masses beyond the college community, there are circumstances where media platforms can also have a profoundly negative impact on institutional climate. This presentation will highlight this spectrum of potential impacts and share a set of lessons learned from recent experiences and recommendations from crisis communication literature.
Colleges of veterinary medicine, like the university, are at a critical moment to respond to social injustice. In this presentation, we will share the timeline of responses and events that occurred at the Minnesota CVM after the murder of George Floyd. We will then talk about the college’s response to social unrest through mental health, wellness, and addressing community grief initiatives.
Participants in this session will have the opportunity to learn about an integrative curricular model for integrating diversity, equity and inclusion into the pre-clinical 6-semester longitudinal Professional Skills series of courses at the University of Arizona College of Veterinary Medicine. By integrating DEI skills development into pre-clinical curricula and explicitly connecting these skills to the students’ evolving personal and professional identities, veterinary medical educators signal to students that these skills are foundational to becoming relationship-centered healthcare providers and leaders.
Veterinary schools have an obligation to help develop a more diverse, equitable, inclusive and just profession. This session focuses on optimizing a competency-based approach to incorporating DEIJ into veterinary classrooms and clinics.
When we think about hazing, images of fraternities and other college-based groups fill our minds, but every group has its rituals, and every community determines its own “code for admission.” Veterinary medicine as a professional community is no different. Participants will learn about how cultural norms in the profession can span anywhere from subliminal gaslighting to keep the status quo, institutionalized hazing to make sure that everyone “earns their stripes,” to full-out discrimination. Participants will leave with a direction forward to learn to combat professional hazing in veterinary medicine.
A critical assessment of the new veterinarian. We explore supply and demand in the market for veterinary education as well as how cohorts differ both amongst themselves and from previous classes.
Academic dishonesty has been documented across all levels of education and across most healthcare professions, although there is a paucity of literature specific to academic dishonesty in veterinary education. In this workshop, results from a recently deployed international survey of veterinary students and faculty will be shared and scenario-based examples of academic dishonesty will be utilized to expand the dialogue in veterinary education. This workshop will increase participant cognizance of academic dishonesty in veterinary education, encourage opening difficult conversations, and provide examples of successful handling of academic dishonesty.
Although feminization is one of veterinary medicine’s most significant demographic phenomena, women still struggle to achieve equal representation in leadership. Veterinary academia is a large sector of the profession, and examination of the gender composition of its leadership may help better characterize this issue. This study hopes to provide attendees with tools to understand and evaluate leadership choices at their own institutions.
Two Southeast Veterinary Education Consortium (SEVEC) member colleges will discuss Diversity, Equity, & Inclusion pledge levels developed for their faculty members in order to promote a more welcoming and inclusive pedagogical approach to teaching and curricula.