About the Program

Through an interactive virtual learning platform, participating medical schools will establish and maintain their capacity for transformational change and build a community of practice within and across schools. Students, staff, and faculty will engage in experiential learning, assessments, and outcome and performance monitoring sessions and coaching, allowing them to move beyond knowledge transfer to change that is systemic and adaptive.

The virtual learning platform will be launched and cohorts will progress through the learning path and develop the capacity to implement the phases/modules of the Icahn School of Medicine at Mount Sinai’s multi-phased change management strategy. For each phase, cohorts will be expected to participate in the following synchronous and asynchronous activities:

  1. Virtual Session: Dialogue and framing with the ART in MedEd team and each cohort (1.5 hr)
  2. Asynchronous Learning on Virtual Platform: Individual virtual learning sessions with content videos, activities, resources, and assessments
  3. Virtual Session: Coaching and outcome mapping with the ART in MedEd team and each cohort (1.5 hr)
  4. Virtual Session: Community of practice with all cohorts (1hr)
  5. In-Person Site Visits: May vary across phases

Program Phases

Participating schools will participate in the program throughout a series of phases.

Phase 1: Onboarding and assessment
We will work directly with selected institutions to identify and onboard cohort members from faculty, staff, students, and leadership. After each cohort has been identified, we will conduct an assessment to determine readiness for transformational change at the individual (cohort members) and school levels. We will also assess the landscape and effectiveness of existing efforts to address racism that have been implemented at each institution.

Phase 2: Preparing for change
Cohorts will be introduced to the transformational change phased approach: engage in learning opportunities to level-set knowledge; envision a future state of transformational change; identify elements of change; conduct internal assessments; develop a change management strategy; and prepare leadership to sponsor the change.   

Phase 3: Creating a climate for change
Cohorts will continue to build a sense of urgency to change from current to future state; engage in racial dialogue (see Chats for Change description below); be the change and become deeply committed to the change process; continue to practice and learn while eliciting feedback from those most affected by the change; build a powerful, enthusiastic group of change leaders (see Guiding coalition description below) to oversee the change strategy and process; and communicate the vision for change, strategy and process across their institution.

Phase 4: Engaging and enabling the institution for change
Cohorts will develop change targets, tactical plans and outcome and performance monitoring frameworks; empower broad-based action by building awareness; generate short-term wins; communicate their plans clearly and consistently with stakeholders; and create team learning labs (see description below) to increase knowledge of key concepts and application to job functions that will support the change targets.

Phase 5: Implementing and sustaining change
Participating institutions will aim to embed the change and ensure that it sticks by actively pursuing information and feedback; learning from wins and mistakes; and turning that learning into appropriate course corrections.  This process is not a fixed or formulaic methodology but rather one that accelerates success by building the capacity to be agile and effectively operate within a state of uncertainty.

Phase 6: Building a community of practice
In order to promote shared learning on how to dismantle racism within and across medical schools, we will build a community of practice within and across the cohorts starting as soon as the cohorts are identified. Throughout the project, we will establish and support the knowledge management cycle of the community of practice, schedule in-person site visits and host an inaugural conference.