A timeline of key events and dates leading up to the creating of the Live Humble QEP is outlined below.

Spring 2018: The QEP Executive Committee began topic exploration and plan development for the 2020 QEP topic.

Fall 2018: The QEP Executive Committee held a 75 person, QEP-focused retreat, aimed at generating faculty, staff, and student topic ideas for the QEP. Five ideas were presented and discussed. In the late fall, a campus wide survey was administered to solicit additional QEP ideas.

Early Spring 2019: A QEP Student Town Hall was held to discuss the QEP and gather student ideas for topics. Students provided their top three ideas for the QEP topic on index cards, and the most frequently cited practical idea was cultural humility.

Late Spring 2019: The QEP Advisory Group was formed on April 17, 2019, composed of representatives and students from across campus. Simultaneously, EVMS kicked off a strategic planning process around health equity and inclusion, resulting in the, Advancing Health Equity and Inclusion for Community and Academic Impact strategic plan.

Summer 2019: On June 24, 2019, the QEP Advisory Committee, guided by the ongoing strategic planning process and the interest in cultural humility indicated by students in the February 2019 QEP Student Town Hall meeting, identified cultural humility as the EVMS QEP topic.

This topic was selected for five main reasons:

  • Cultural humility is central to the EVMS 2019 health equity and inclusion strategic plan
  • Cultural humility is central to the EVMS vision
  • There is heightened awareness in the institution around cultural humility
  • It was our student’s most often cited QEP preference
  • It will prepare future healthcare professionals for an increasingly diverse world of practice

Fall 2019: An operational definition of cultural humility was developed by the QEP Curriculum subcommittee, based on an extensive literature review and alignment with institutional values. Working closely with the QEP Assessment Team, the subcommittees articulated learning objectives and key assessments.

If successful, students will:

  • Define cultural humility and structural inequity and describe the dynamics of each
  • Describe the skills associated with cultural humility and structural inequity in interpersonal and clinical settings
  • Choose to execute this three-part process in clinical encounters: a.) self-assess their own thoughts and behavior, b.) be sensitive to the other’s values, beliefs, and priorities, and c.) identify and execute effective strategies to diminish potential power differentials
  • Value cultural humility

Winter 2019/Spring 2020: The Live Humble QEP was presented and approved by the following groups:

  • EVMS Faculty
  • EVMS Faculty Senate
  • EVMS Curriculum Committee
  • EVMS Board of Visitors
  • EVMS Executive Leadership