“Clinical, educational, and research environments that are diverse are more resistant to bias, prepare ALL participants (not just minorities) to interact with an increasingly diverse patient population, and serve as incubators for a broader range of ideas.”
– Roy Hamilton, MD, Assistant Dean of Diversity and Inclusion, Perelman School of Medicine, University of Pennsylvania and Director, Clinical Neurosciences Training Program (CNST), Perelman School of Medicine, University of Pennsylvania.1-4
Evidence suggests that neurology lags behind other disciplines in medicine in efforts to create a culture of inclusion. As a governing body, the World ICH Organizing Committee (WICHOC) is aware of this need and, even though it is a small conference in a small specialty of neurology, it is committing to using WICH-2017 as one turning point, a time for one alliance to promote, directly and downstream, diversity to better address racial and ethnic disparities in the overall outcomes of intracranial hemorrhage. More diversity among the ranks of neurology educators, researchers, and clinicians will draw greater attention to these inequities.5 Diversifying the workforce may also be key to bringing health care improvements, drugs and devices to populations with rare intracranial hemorrhagic diseases or who are underserved by current stroke care standards.
The diversity and inclusion agenda will be spread over the three days to capture and engage the most participants.
Download the schedule and share it with your coleagues.
Download the Health Equity Symposium Sponsorship.
Download the Inclusion Grant Application.
The Day 1 Session will be on understanding and embracing diversity, the state of the intracranial hemorrhage field and why diversity matters. The session will segue into disparity and inequity in intracranial hemorrhage care and outcome—that URMs are undertreated and underserved for intracranial hemorrhage illnesses and URM physicians and medical students research and treat disparities patients more than non-URM physicians and medical students.
On Day 2, the program will cover unsolved problems and future directions and building pipelines to clinical neuroscience, a discussion of recruitment and retention efforts in medical school, graduate school, residency, and beyond.
The Health Equity Mini Symposium
On Day 3, The Health Equity Mini Symposium will begin with a Diversity 2.0 presentation on understanding diversity in 21stcentury medicine and academia. This presentation will cover how the concept of diversity relates to current structures of and advancements in medicine and academia, and will bring the audience to a baseline understanding of what it means to seek health equity as a health and/or research professional. Following this session will be a diversity brainstorming exercise that will aid the audience in developing concrete ways of picturing, explaining, and discussing diversity. A panel consisting of members of various underrepresented groups will follow: women, race/ethnic minorities, LGBT members, and differently abled individuals who are in the field. Subsequently, researchers will have the opportunity to present their research during the platform talks. These presenters will qualify for awards for quality research covering health equity and health disparities, and for exceptional work completed by an underrepresented minority. Afterwards, attendees and presenters will have the opportunity to network at our "Meet the Experts" booth and receive research, funding, and mentoring information. The conference will close with designated student abstract presentations, a group discussion on ways to improve future conferences, closing remarks, and awards.
Abstract awards will be presented to an underrepresented minority who submits an abstract on any of the conference program topics and to any researcher who submits an abstract on diversity, inclusion, health disparities, and/or health equity.
INITIATIVES AND SERVICES
- Diversity and Inclusion as a Scientific Objective
- Diverse conference speakers and expansive program topics
- Resources and links for underrepresented minorities (URM) that can contribute to their professional enhancement as investigators, physicians, nurses, research assistants, health professionals, and students.
- Mini Health Equity Symposium, including a "Voices of Diversity in Clinical Neuroscience" panel discussion; platform talks on "ICH: Global Indicators, Impact, and Management"; a "Meet the Experts" networking session, diversity presentations and conference awards
- Childcare, adult care, audio recordings, and sign interpreter services. Reserve these services on the registration page.
- Abstracts from URMs on diversity, inclusion, health disparities and/or health equity
- URM database as a way to connect them to managers and department chairs looking to increase their workforce diversity
- Follow up activities to evaluate changes and advancements made in health disparities/equity and career development pipelines, and to expand the workforce pipeline of URMs at future WICH conferences
"Coming Soon". A scholarship and training resources guide will be posted immediately after the conference. Those who attend the Health Equity symposium will have access to the materials.
URM: Women, Race/Ethnicity, LGBTQIA, Differently Abled Persons, Disadvantaged Backgrounds, New and Early Stage Investigator
Underrepresented racial / ethnic groups. The following racial and ethnic groups have been shown to be underrepresented in biomedical research: African Americans, Hispanic Americans, Native Americans/Alaska Natives who maintain tribal affiliation or community attachment, Hawaiian Natives and natives of the U.S. Pacific Islands. In addition, it is recognized that underrepresentation can vary from setting to setting and individuals from racial or ethnic groups that can be convincingly demonstrated to be underrepresented by the grantee institution may be included in the recruitment and retention plan.
Individuals with disabilities are defined as those with a physical or mental impairment that substantially limits one or more major life activities.
Individuals from disadvantaged backgrounds are defined as:
- Individuals who come from a family with an annual income below established low-income thresholds. These thresholds are based on family size, published by the U.S. Bureau of the Census; adjusted annually for changes in the Consumer Price Index; and adjusted by the Secretary for use in all health professions programs. The Secretary periodically publishes these income levels at http://aspe.hhs.gov/poverty/index.shtml. For individuals from low-income backgrounds, the institution must be able to demonstrate that such candidates (a) have qualified for Federal disadvantaged assistance; or (b) have received any of the following student loans: Health Professional Student Loans (HPSL), Loans for Disadvantaged Student Program; or (c) have received scholarships from the U.S. Department of Health and Human Services under the Scholarship for Individuals with Exceptional Financial Need.
- Individuals who come from a social, cultural, or educational environment such as that found in certain rural or inner-city environments that have demonstrably and recently directly inhibited the individual from obtaining the knowledge, skills, and abilities necessary to develop and participate in a research career. Disadvantaged background is most applicable to high school and perhaps undergraduate candidates, but would be more difficult to justify for individuals beyond that level of achievement. Under extraordinary circumstances the PHS may, at its discretion, consider an individual beyond the undergraduate level to be from a disadvantaged background. Such decisions will be made on a case-by-case basis, based on appropriate documentation.
Definition of Early Stage Investigator: A Program Director/Principal Investigator who qualifies as a New Investigator is considered an Early Stage Investigator (ESI) if he/she is within 10 years of completing his/her terminal research degree or is within 10 years of completing medical residency (or the equivalent).
- Whitla DK, Orfield G, Silen W, Teperow C, Howard C, Reede J. Educational benefits of diversity in medical school: a survey of students. Acad Med. 2003; 78: 460-6.
- Gurin P, Dey EL, Hurtado S, Gurin G. Diversity and higher education: theory and impact on educational outcomes. Harvard Education Review. 2002; 72: 330-366.
- Hong L, Page SE (2004) Groups of diverse problem solvers can outperform groups of high-ability problem solvers. Proc Natl Acad Sci USA 101(46):16385–16389.
- Chapman EN, Kaatz A, Carnes M. Physicians and implicit bias: how doctors may unwittingly perpetuate health care disparities. J Gen Intern Med. 2013 Nov;28(11):1504-10. doi: 10.1007/s11606-013-2441-1.
Hamilton R. Enhancing Diversity in Academic Neurology: From Agnosia to Action. Annals of Neurology 2016;79:705-708.