The Jacobs School of Medicine and Biomedical Sciences seeks medical students or biomedical sciences graduate students to work on projects that address social, educational or health care inequities.
This fellowship provides an opportunity to develop leadership skills to advance equity and justice in institutional settings and community-based organizations, and advance the Jacobs School’s mission to create a supportive learning environment.
Fellows will develop a project in concert with a mentor in the Jacobs School, an administrative unit or an affiliated institution.
Fellows will work on the research and design, implementation or analysis of a project related to equity and justice. Projects provide experience in creating institutional change, such as policy development or process improvement, and working in interprofessional clinical or administrative teams.
Fellows will meet with mentors who will assist in developing a work plan and monitor progress.
Fellows devote 120 hours, working with a project team, to identify factors that contribute to success in advancing social equity and justice in institutions.
Projects are expected to be completed in a period of 12 months, from the appointment date of June 1, 2023.
A public presentation during the month of April, will be taking place to engage and inform our Jacobs School Community of the status and findings of each project.
Medical, master’s and doctoral graduate students training under a faculty member with a primary appointment in the Jacobs School are eligible to apply.
$3,500 per project and funding for fellowship-related supplies and travel to present at local or a national meeting.
Applications will be reviewed and selected each year by a taskforce selected by Diversity, Inclusion, and Learning Environment Committee.
For questions about this fellowship, please contact smbs-inclusion@buffalo.edu.
“Unidos por la Salud: A Pathway to Improving Latino Health in Buffalo”
“Integrating Community Resource Utilization to Decrease Length of Administratively Necessary Hospital Stays of Pediatric Psychiatric Patients”
“Health Literacy Amongst WNY Refugees and Immigrants”
“Hidden in Plain Site: Adressing Structural Barriers to Dermatological Care in Buffalo, NY”
“Identifying Barriers to Bystander CPR Training and Use Among Communities of Color in Buffalo, New York”
“Exploring and Addressing the Gaps in Medical Education Regarding Indigenous Healthcare”
“Understanding Socioeconomic Barriers to Colorectal Cancer Screening in African American Communities in Order to Develop Effective Screening Initiatives Grounded in Restoring Health Equity”
“Connecting Communities: MedEd and LGBTQIA+ Advocacy”
“LGBTQ+ Healthcare in Buffalo, NY: Climate and Paths to Equity”
“Physician and Physician-Trainee Attitudes Toward Providing Health Care for the Incarcerated: A Qualitative Analysis”
“Impostor Syndrome and the Illusion of Performance”
“Creating a Learning Environment Conducive for Members of the LGBTQ+ Community (Part 2)”
“Application of Race-Based GFR Among Emergency Physicians”
“Mapping-Out Socio-Economic Mitigators of Healthcare Access Inequality in Buffalo, NY Using Emergency Acute Ischemic Stroke Care as a Case Study”
“Voices of the Fruit Belt Community: Amplifying and Empowering Our Neighbors”
“Examining Curriculum That Aims to Develop Change Agency and Critical Consciousness in Medical Students”
“Creating a Learning Environment Conducive for Members of the LGBTQ+ Community (Part 1)”
“Vaccine Equity: A Campaign to Increase Vaccine Access Within Communities of Color”
“Non-Elective TURP - To Better Understand the Gaps in Care Related to Racial Disparity in the Diagnosis and Treatment of BPH, and Develop a Screening Process to Better Address These Gaps in a Non-White Population”
“Pre-Matriculation Curriculum on History of Racism: Implement and Evaluate Pilot Curriculum, Including Filing Reports Required by IRB”