Please note that we are currently suspending our facilitated workshops and training activities until September due to limited staff capacity at the moment. However, we are still available to provide consultations during this period. If you have requests for possible events in the fall, please submit a request and we will be in touch with you to discuss your request over the summer.
We understand that this suspension may disrupt your plans, and we sincerely apologize for any inconvenience it may cause. We kindly request your understanding and patience during this time.
We welcome you to access past sessions on our website (IBPOC Voices and Indigenous Speaker Series). In addition, resources to support EDI are available on our website and also on the Equity & Inclusion Office’s knowledge hub.
Our work supports individual and systems change and aligns with recommendations in UBC’s Anti-Racism and Inclusive Excellence Task Force Report and in particular with the identified need for sustained Anti-Racism education and training across the University to increase knowledge and skills necessary to reduce and prevent racial discrimination.
REDI has developed a core program addressing foundational issues and topics designed to support change and that can be delivered to groups across the Faculty. These core sessions have been presented to a variety of groups of faculty, staff, and learners. Sessions can be delivered as presentations or workshops and can be presented virtually, in-person or via a hybrid model.
The core sessions can be adapted to combine topics or we can work with you to custom design a session or series of sessions that will help your department or unit support change by embedding EDI and Anti-racist tools in all your activities.
Core offerings
Respectful Environments
Respectful Environments
Respectful Environments- How do we define Respectful Environments in the Faculty of Medicine? How do we create and sustain our optimal work and learning environments so that we can support excellence and foster a sense of belonging. Respectful environments are the foundation of our Strategic Plan commitment to each other. Respectful Environments support each of us to be our best selves so that we may do our best. They are essential to realizing the Faculty’s vision and values and fostering excellence in all that the Faculty undertakes.
Learning Objectives
By the end of the session, participants will be able to:
- Identify sources of conflict in the work and learning environment
- Define the key concepts related to effective communication
- Recognize different strategies to deal with conflict situations
- Describe the principles of conflict engagement
- Demonstrate how to effectively engage in conflict.
Conflict Engagement
Why is dealing with conflict so difficult for most people? How can we develop tools to overcome barriers to effective engagement? Conflict occurs in all interpersonal relationships, and effectively addressing conflict is crucial to supporting healthy working and learning environments. This skill is essential when standing up to injustice and supporting our commitments and values. Approaches that view conflict as something negative, unwanted, and harmful can lead to ignoring the reality of conflict and its root causes. Instead, Conflict Engagement aims to reframe our approach to conflict in a more positive way empowering us to engage in change.
Learning Objectives
By the end of the session, participants will be able to:
- Identify sources of conflict in the work and learning environment
- Define the key concepts related to effective communication
- Recognize different strategies to deal with conflict situations
- Describe the principles of conflict engagement
- Demonstrate how to effectively engage in conflict.
Upstander Engagement
Why has the Faculty of Medicine adopted Upstander Engagement? UE is a social justice tool that challenges harmful, oppressive behaviours and builds stronger communities. By encouraging those with power and privilege to speak out in the face of injustice, we model our values and create opportunities for more vulnerable members of our community to speak out. UE supports our values and commitment to creating learning and work environments which recognize human rights and in which all members of our community feel included, valued, and have a sense of belonging. Developing a community of Upstanders creates psychologically safe spaces that encourage and empower all members of the community to participate fully.
Engaging in Difficult Conversations
How do we identify and call in harmful conduct? How do we react when we are approached about our conduct? How does feedback support excellence and culture change? Feedback is the information we receive about ourselves. It is critical to how we learn and grow, but it is valuable only when it is authentic and reflects our experiences. Stone and Heen, authors of Thanks for the Feedback (2015), comment that, “When we give feedback, we notice that the receiver isn’t good at receiving it. When we receive feedback, we notice that the giver isn’t good at giving it.” In this session, we explore why feedback is challenging for givers and receivers. We will examine strategies to authentically engage in the process of using feedback to support our values and foster inclusive excellence in our work and learning environments.
Learning Objectives
By the end of the session, participants will be able to:
- Identify importance of feedback to support individual and systems change
- Explore why feedback is challenging for givers and receivers
- Examine strategies to support authentic engagement in the feedback process
EDI
Demystifying EDI
What do we mean by our commitment to changing our culture to make our community more equitable? What are the barriers to creating our aspirational inclusive and respectful leaning and work environments? In this session we raise awareness by clarifying foundational EDI principles and encourage self-reflection to explore issues such as unconscious bias, power and privilege, white fragility to increase our understanding of what is needed to transform our culture. Participants will develop a personal and /or group action plan to support change.
Learning objectives
By the end of the session, participants will be able to:
- Identify the characteristics of our aspirational work and learning environments.
- Discuss the barriers to creating and sustaining respectful environments
- Recognize the major concepts related to anti-racism, equity, diversity and inclusion
- Explore the impact of implicit bias and your positionality on how you relate to others Plan different strategies to enhance and promote anti-racism, equity, diversity and inclusion in your environment
Creating Inclusive Spaces
Why do we need inclusive spaces? Who are the individuals and groups routinely excluded from full participation in our community? Inclusion is built by individual and institutional responsibility through continuous engagement with diversity to inspire people, ideas, and actions for a better world.
Inclusive learning and working spaces allow people to feel both physically welcomed and psychologically included. Our optimal environments celebrate the diverse experiences of our members and respond to a variety of cultural and personal needs. When we embrace the differences amongst us and actively seek to welcome and amplify the voices of those adversely affected by a lack of inclusion, we support culture change and create space for belonging.
Learning Objectives
By the end of the session, participants will be able to:
- Recognize the characteristics of optimal inclusive environments
- Identify barriers to inclusion
- Explore how to foster inclusive and psychologically safe environments
- Identify ways to engage in individual and systemic change to increase inclusion
Inclusive Leadership: Hard work and Heart work
REDI Service Request Form
If your unit is interested in working with REDI to support change please use the on-line request form and we will contact you to determine how we can best meet your needs.
Optimal Learning Environments
Creating an Inclusive Residency Learning Environment
What are the unique attributes of the residency learning environment? How do power and privilege, power imbalance and the hidden curriculum affect resident learners? Creating optimal inclusive learning environments is the responsibility of our educational programs, teachers and learners. This session explores the characteristics of optimal learning environments and discusses ways that both learners and preceptors can engage in supporting those environments. We will review and discuss scenarios from residency to highlight strategies to address issues of the hidden curriculum, learner mistreatment, conflict resolution and accountability.
Learning Objectives
By the end of the session, participants will be able to:
- Identify common barriers to inclusivity
- Promote inclusive and respectful environments by challenging inequities in power and privilege
- Understand the importance of using inclusive language in a clinical setting
- Discuss the strategies for challenging non-inclusive conduct and recognize different ways to seek help and advice in challenging situations in the clinical environment
Addressing Learning Environment Concerns (for Learners)
What are the characteristics of effective learning environments? What are the barriers? What are the responsibilities of learners and teachers in promoting respectful and inclusive learning environments? How do we address individual behaviours and organizational processes and systems that undermine our optimal learning environments? In this session we engage in an in-depth discussion of the different options for reporting learning environment concerns that you have witnessed or experienced and of the process for addressing these concerns.
Learning Objectives
By the end of the session, participants will be able to:
- Recognize the characteristics of respectful environments
- Identify the characteristics of an optimal learning environment
- Discuss the barriers to achieving an optimal learning environment
- Describe the process for reporting and responding to learning environment concerns – including distinguishing between anonymous, confidential and 3rd party reports
- Know and understand the possible interventions that may occur
Addressing Learning Environment Concerns (for preceptors)
What are the characteristics of effective learning environments? What are the barriers? How do we support preceptors to promote respectful and inclusive learning environments? How do we address individual behaviours and organizational processes and systems that undermine our optimal learning environments? In this session we engage in an in-depth discussion of challenges in the learning environment and will explore ways to support preceptors to respond to those challenges. We also review the process for reporting learning environment concerns that you have witnessed or experienced and review what happens after these concerns have been reported.
Learning Objectives
By the end of the session, participants will be able to:
- Identify common learner complaints about the learning environment
- Identify common preceptor concerns related to evaluation of learners and learner complaints
- Discuss ways to effectively give and receive feedback
- Explore basics of conflict engagement
- Review processes for managing faculty concerns they have experienced or witnessed
Indigenous Perspectives
Overview of the Core Offerings in the Context of Truth and Reconciliation
The REDI Office is committed to supporting the Faculty of Medicine’s Responses to the Truth and Reconciliation Commission’s (TRC) Calls to Action, recognizing Indigenous rights, and promoting Indigenous Cultural Safety. Through our education and consultation services we help guide academic and administrative units meet their needs for interpersonal and systemic change particularly in truth-telling, reconciliation, decolonization or indigenization efforts. We will work with you to provide a presentation/ workshop that will meet your unit’s specific needs.
Our sessions can encompass a range of topics, including:
1. Confronting Anti-Indigenous Racism in Healthcare
2. Cultivating Cultural Safety and Humility
3. Navigating Pathways to Reconciliation