• Name two strengths and two weaknesses in your own negotiation skills
• List three practical strategies to improve your prospects in any circumstance where you must negotiate
• Identify one approach to strengthening a negotiation skill you wish to improve

• Describe the relationship between leadership and influence
• Demonstrate an understanding of influence skills and techniques, and a method for measuring their own effectiveness in using these techniques
• Become familiar with steps to define the problem for which they are seeking support and methods for communicating its importance
• Describe strategies for creating urgency in senior leaders and explain ways to utilize these strategies in their own professional life

• List two factors that demonstrate the scope and impact of sexual harassment in academic medicine
• Name two cultural factors that allow for harassment to occur and be tolerated
• Identify two ways that the recommendations put forth by the 2018 National Academy of Sciences report on Sexual Harassment of Women can be implemented successfully
• State three ways to empower yourself and others to share awareness and potential and two action items for both professional societies and academic medical centers regarding harassment

Presentations:

• This I Experienced. #MeToo Made Personal
• The Devil in Disguise: Hidden Messages Setting the Stage for Sexual Harassment
• #MeToo In Medicine: Engage, Empower, Excel
• Mentoring Victims of Sexual Harassment in Academia: Recognizing the Silent Impact on Career Growth

Session Abstracts

Medical educators may have strongly held opinions on ethical issues in biomedicine, health policy and research, as professionals and personally. However, most medical educators do not have academic expertise in health policy and bioethics. The question arises, when should medical educators advocate professionally or personally on bioethics, health policy and research issues? What is the interaction between professional association advocacy and individual advocacy.

Panelists with expertise in bioethics, health policy, research and governmental advocacy will give examples of recent and current issues in these areas from their unique perspectives as professionals (and faculty experts) and as representatives of professional associations. After their individual presentations, all panelists will discuss these questions: When should faculty members use their position in their advocacy, and when should the advocacy be personal only (without affiliation)? How should medical educators who are considering advocacy approach these issues when their personal views are not aligned with AAMC advocacy?

Objectives
At the end of this session, the participant will be able to:

• Name three examples of recent and high–profile issues in bioethics, health policy and research that are of strong interest to medical educators
• List two AAMC advocacy efforts related to these issues
• Describe one opportunity for academic societies to sign-on to AAMC letters and one example for individual faculty members to engage in advocacy initiatives through AAMC Action
• Identify two roles and the optimal relationships between any two of the following:

a.) organizational advocacy

b.) professional expertise

c.) expertise as medical educators, and

d.) personal views in advocacy that relate to these issues

• Name two concepts that differentiate the modern notion of “community engagement” or “engagement” from the previous view of “community outreach”
• Identify three examples of community engagement aligned with traditional mission areas of academic medicine
• Identify three specific opportunities for community engagement that could be transported to and implemented at your institution

• Name three challenges and two changes in medical education and training for physicians and scientists
• List two skills faculty will need to become effective teachers in preparing future students and trainees for the changing healthcare environment
• Identify two methods to promote and succeed in the development of a medical workforce that is increasingly diverse, equitable, inclusive, and integrated into its community

• AAMC Faculty Salary Equity Project
• Diversity and Inclusion, Welcoming People with Disabilities in Medical Education
• Health System and Academic Mission
• Issues Faced by Senior Women Physicians
• Open Conversation About CFAS
• Promotion and Tenure for the Medical Educator Track
• Salary Equity
• Surgical Specialty Society Working Group
• The Rerouting of Pipelines: Examining Institutional Practices that Stymy Diversity in Academic Medicine

Unconscious bias affects our work environments, communities, and campuses. While most academic medicine faculty have received training on recognizing unconscious bias, do we know how to effectively mitigate its negative effects? In this session, participants will learn and practice new skills to disrupt unconscious bias and change our thinking. Experiential learning exercises will help participants recognize bias as its happening and consciously engage their empathy, helping to create a more equitable workplace.

Objectives
At the end of this session, the participant will be able to:

• Identify three ways unconscious bias hinders inclusion, belonging, and equity in the work environment
• Describe a model for recognizing and disrupting unconsciously biased thinking
• List two individual strategies to address real-world instances of unconscious bias in your institution