Faculty Awards
Presentation of the 2009 Faculty Awards to recognize teaching excellence over the past academic year.

Changing the Culture in Academic Medicine: Indiana University School of Medicine as a Case Report.

Presented by Dr. Debra Litzelman, Associate Dean for Medical Education and Curricular Affairs, Indiana University School of Medicine. Dr. Litzelman will share her experience at Indiana University School of Medicine, on applying relationship-centered care not only to doctors and patients but also to all members of the academic community across missions. She has recently published a chapter about this initiative: D.K. Litzelman et al: Fostering Faculty Well-Being Through Personal, Community, and Cultural Formation at an Academic Medical Center: Indiana University School of Medicine as a Case Study. Faculty Health in Academic Medicine, Humana Press, 2009. Abstract.

Description:
Current pressures for increased productivity in core missions and ever-constant competing demands inevitably impact the well-being of all members of our medical training institutions and academic care organizations. The culture created within our organizations as a result of these pressures can be shifted by focusing on what is working well using appreciative inquiry strategies. The audience will be introduced to the concept of formation (personal, community, and cultural) and strategies that can foster faculty well-being and vitality and result in transformed cultures.

Objectives:

• Define personal, community, and cultural formation
• Describe activities and programs that foster faculty well-being and vitality
• Provide examples of changing the culture at one academic health center

Abstract:
Changing the Culture in Academic Medicine.

Indiana University School of Medicine is the site of a unique initiative impacting faculty well-being through a comprehensive cultural change effort. The initiative was based on applying relationship-centered care not only to doctors and patients but also to all members of the academic community across missions. Early cultural change efforts focused on changing the formal curriculum and creating a broadly-distributed, written document on the organization's guiding professional values. These initial cultural change efforts were foundational for a more comprehensive movement emphasizing formation as described in this chapter. Over several years, a wide variety of programs and professional development opportunities emphasizing personal formation (knowing self), community formation (finding community) and cultural formation (creating value) were offered. The insights, perceived impact, and observed outcomes are reported through the personal stories of IUSM community members

Experiencing Personal Formation and Appreciative Inquiry as Organization Change Strategies. By Dr. Debra Litzelman, Associate Dean for Medical Education and Curricular Affairs, Indiana University School of Medicine.

Description:
Personal Formation activity: 1:30 - 2:30 p.m.
Participants will work alone and in pairs reflecting and sharing stories about personal qualities as an agent of change followed by a large group debrief.

Appreciative Interview activity: 2:30 - 4:00 p.m.
Participants will conduct an appreciative inquiry interview in pairs followed by paired and large group reflection about emerging themes. The large group will then generate ideas for applications of organization change strategies for Wright State University Boonshoft School of Medicine.

Objectives:

1. Participate in a personal formation activity to foster self-awareness of personal leadership/change agent qualities
2. Participate in an appreciative inquiry interview and debrief session
3. Generate ideas for organizational change strategies for Wright State University Boonshoft School of Medicine

Suchman AL, Williamson PW, Litzelman DK, Frankel RM, Mossbarger DL, Inui TS. Toward an Informal Curriculum that Teaches Professionalism: Transforming the social environment of a medical school. JGIM. 2004; 19:501-4.

Litzelman DK, Cottingham A. A new formal and informal competency-based curriculum and informal curriculum at Indiana University School of Medicine: Overview and five year analysis. Acad Med 2007;82:410-21.

Cooperrider DL, Srivasta S. *Appreciative inquiry in organizational life: Research in organizational change and development. JAI Press 1987:1:129-69. Book Chapter.
*Note: This is a protected PDF document, please use your Wright State W00 account log-in and password for access.