Participant Quotes

"The most powerful lessons have come from our collective reflection on our work. C - Change has created the space to not only reflect as a group, but also as individual leaders. Through reflections -collective and personal- I have gained insights, learned new perspectives and retooled for the work ahead."

"Most people I have met here are individuals I would have never encountered otherwise. Their perspectives have not always been mine and learning from them has broadened my own perspective."

"With trust and openness we discussed and confronted very difficult and sometimes painful issues."

"When we shared stories...personal experiences are so compelling and allow us to relive a defining moment through the lens of a trusted colleague. This was particularly true of the stories related by women and minority colleagues about the barriers they had to face."

"The relationships developed through C - Change have played a large role in my professional growth, success and resilience."

"It's rare to have these issues discussed explicitly among like-minded people. Made me feel empowered."

Learning Action Network


An overarching goal of C - Change is to create a culture in academic medicine that is inclusive, humanistic, collaborative and supportive of all faculty and trainees. Most previous efforts to improve life in academic medicine have taken the form of skills-based faculty development programs aimed at enabling faculty to become successful in the existing culture. However, the National Initiative on Gender, Culture, and Leadership in Medicine (C - Change), has taken a different approach.  Through the creation of a Learning Action Network (LAN), this initiative sought to change the very culture of academic medicine at its five participating schools. That is, C - Change attempted to influence the values, norms, and actions of member schools.

The Learning Action Network was established as a five-year collaborative learning community of change that linked five medical schools and engaged them in a group process to drive change. It was designed to provide a trustworthy, constructive structure for deepening the conversation and engendering transformative thinking about culture, diversity and organizational change in academic medicine. Activities included in-person biannual meetings of the members; interval work by teleconference; cross-school Innovation Work Groups and C - Change activities initiated at each of the index sites.

The Learning Action Network embodied the culture change we seek in medical schools. The group came together to explore the culture of medical schools and learn from the intentionally diverse perspectives of its members. The leaders in the group demonstrated an enviable courage in volunteering their schools and in committing their own time to this priority. Four to six members from each school attended the two-day in-person meetings we held twice a year for four years. At the meetings, faculty in a range of positions within their institutions (including deans, department chairs and junior faculty), of different races and genders, both clinical and basic scientists, learned together and from each other. This group pored over the findings from the C - Change interview and survey studies, became familiar with the social science literature on non-conscious bias and marginalization, and incorporated learning about organizational psychology and change from outside medicine. The group members entered into respectful but energetic dialogue about the meaning of this work, its relevance to their own institutional goals, contexts and resources, and the competing demands of their roles, responsibilities and C - Change goals.

Pololi LH, Krupat E, Schnell ER, Kern DE. Preparing culture change agents for academic medicine in a multi-institutional consortium: the C - Change Learning Action Network. J. Continuing. Education in the Health Professions. 2013;33:244-257

Krupat E, Pololi LH, Schnell ER, Kern DE. Changing the culture of academic medicine: the C - Change Learning Action Network and its impact at participating medical schools. Academic Medicine. 2013;88:1252-1258.

Leaders and faculty who participated in the 2006 - 2010 Learning Action Network (LAN)


University of New Mexico School of Medicine

Paul Roth, MD
Dean, School of Medicine
Executive Vice President, Health Sciences
Associate Vice President, Clinical Affairs
Professor of Emergency Medicine

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Jeffrey Griffith, PhD
Executive Dean, School of Medicine
Professor of Biochemistry and Molecular Biology
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Leslie Morrison, MD
Associate Dean, Academic Affairs
Professor of Neurology
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Tassy Parker, PhD, RN
Co-Director Mental and Behavioral Health
Center for Native American Health Research Scientist
Center on Alcoholism, Substance Abuse, and Addictions
Assistant Professor of Family and Community Medicine

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Valerie Romero-Leggott, MD
Vice President of Diversity 
Associate Dean, Office of Diversity
Associate Professor of Family and Community Medicine

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Bronwyn Wilson, MD
Assistant Dean of Faculty Development & Academic Affairs
Co-Director, Communication Skills, Teacher & Educational Development
Professor of Internal Medicine

Bronwyn Wilson


Tufts University School of Medicine

Harris A. Berman, MD
Interim Dean, School of Medicine
Professor of Public Health and Community Medicine
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Linden Hu, MD      
Vice Chairman, Faculty Development  
Associate Professor of Medicine
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Aviva Must, PhD 
Dean of Academic Affairs, Public Health and Professional Degree Programs  
Morton A. Madoff Professor and Chair of Public Health and Community Medicine
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Naomi Rosenberg, PhD
Dean, Sackler School of Graduate Biomedical Sciences
Professor of Pathology

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Joyce Sackey, MD
Dean, Multicultural Affairs and Global Health
Associate Professor, Department of Medicine and
Public Health and Community Medicine 
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George Washington University School of Medicine and Health Sciences

James Scott, MD, FACEP
Dean, School of Medicine and Health Services
Professor of Emergency Medicine
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Tenagne W. Haile-Mariam, MD
Student Clerkship Director, Department of Emergency Medicine
Assistant Professor of Emergency Medicine
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W. Scott Schroth, MD, MPH
Senior Associate Dean, Academic Affairs
Associate Professor of Internal Medicine
Associate Professor of Prevention and Community Health 
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Linda L. Werling, PhD
Associate Dean, Graduate Education
Director, Institute for Biomedical Sciences
Professor of Pharmacology and Physiology
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Johns Hopkins University School of Medicine

Janice Clements, PhD
Vice Dean for Faculty
Mary Wallace Stanton Professor of Faculty Affairs
Professor of Molecular and Comparative Patholobiology
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Barbara Fivush, MD
Director, Office of Women in Science and Medicine
Division Chief, Pediatric Nephrology
Professor of Pediatrics
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Brian K.  Gibbs, PhD, MPA
Associate Dean for Diversity and Cultural Competence
Assistant Professor, Department of Medicine
Gibbs
Lisa Heiser, MA
Assistant Dean for Faculty Development
Heiser