An Interview with Dr. Mala Joneja: Queen's Medicine's Diversity and Equity Director

Author

Jessica Nguyen and Sarenna Lalani | Queen's University School of Medicine, 2023

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​Dr. Mala Joneja is an Associate Professor and the Division Chair for the Rheumatology Division at Queen’s University. She is also the Diversity and Equity Director at Queen’s, so we thought it would be a fitting and unique opportunity to interview and hear from her for this special issue of Queen’s Medical Review. We learned more about what is going on behind the scenes to address issues of diversity, equity, and inclusion at Queen’s, as well as how Dr. Joneja thinks medical learners can provide allyship to Black students, Indigenous students, and people of colour.

​On Equitable Learning Opportunities:
“The goal we should have is [for medical students to] go to class and know that every single class they’re going to is taught by an ally.”

Tell us a little bit about your journey into medicine and how you ended up as the Diversity and Equity Director at Queen's.
[This role] is my most recent medical education leadership role. My work in medical education began with looking after the international medical graduates who were attending Queen’s University in the clerkship and in the post-graduate program… Working with the IMGs gave me a very good perspective on what entering the medical education system in Canada was like for someone who was coming from outside of it… I was [also] completing a Masters of Education at Oise U of T in theory and policy studies [at the time], where I looked at race and gender and transformative learning theory.​
[Following this role,], I went on to be the program director of rheumatology and the associate program director for internal medicine, so I spent quite a few years in the post-graduate education environment where [I took interest in] the learning environment itself, and the effect it has on trainees. Then, several years ago I was asked to look after this portfolio of diversity and equity based on my previous experience with medical education.

On COVID-19:
"I think COVID has brought to light a number of issues related to diversity, equity, and inclusion. I think for one, the idea of race as a public health issue, race as a risk factor, racism as a risk factor for health, and equity came up for the first time after the COVID pandemic began. I think it brought out some stress in our environment that may have amplified issues around diversity, equity, and inclusion."

What does your role entail?
I think there are two ways of looking at this role. There is looking at it in a sense of what can be done from a position of this kind to influence the big picture. So I interact with leaders and try to influence the leadership into recognizing underrepresented voices. [I highlight] bias, discrimination, and fairness, and try to have an influence on what happens in the area of leadership and how things are structured and done. So that’s the big picture kind of view.
Then there’s the day-to-day perspective. I want to think of myself as someone who could be approached if there is an issue for trainees or medical students related to racism or discrimination that brings them down or makes them feel unwelcome -  that I can somehow help lift them up and prevent this from affecting their identity as a medical learner...  I hope to be the kind of person that someone can run something by, or ask my opinion or perspective on a day-to-day basis.

What are some of the projects you are currently working on?
Currently, I am working with Dr. Philpott to put a plan for EDI (Equity, Diversity and Inclusion) in place for the entire faculty. That’s the big direction I’m going in. With respect to specific things I’m working on right now, I’m working with the admissions committee to help support any learners that are brought in through underrepresented routes. I’m working with the Faculty of Health Sciences Professional Development office on the Summer Reads Anti-Racism Program, where we go through a reading every Thursday morning related to anti-racism. I started a portal for medical students and residents, where they can anonymously report issues of racism or discrimination. I’m starting an interest group for residents and post-graduate trainees in equity, diversity, and inclusion, and I am hoping this will give the residents a safe space to talk about issues that occur. And I’m working on a new diversity statement from the School of Medicine.

What do you think Queen’s as an institution can do to better show allyship to BIPOC?
​My impression is that Black and Indigenous students see pockets of support in the university and in the Faculty of Health Sciences. They see allies, they see places they can go - but these are in pockets and not ubiquitous in the culture. What Queen’s needs to do is, if possible, expand these pockets and amplify these allies that they have, and create more. So that instead of having pockets of support, the entire institutional culture is that of support.

What can students do to help support the university in this goal?
​I think that students should report how they feel, if there are any issues of discrimination of racism, and should not keep those to themselves so that the leadership can act upon them. I think that there needs to be a really strong bridge between the students and the faculty where the common goal is to create allyship and a positive and inclusive learning environment. Having this bridge where there is discussion, forgiveness if mistakes are made, and an openness, will go a long way because I think the students have the perspective and are living the experience, and the teachers and the leaders have the influence. Both are really needed to make positive change.

What do you think is the physician's role in the Black Lives Matter movement?
I think the first step for faculty and students would be to acknowledge that there are inequities. We pride ourselves on being a profession that provides compassionate and excellent care to everyone, no one is treated differently. And I think it’s time to acknowledge that there are inequities and there is a lot of literature on that no matter what specialty a medical student is interested in, and no matter what field a medical faculty is a part of - they’ll find literature on inequity, and I think understanding and acknowledging that is the first step.
I think as physicians, in looking after Black people that are their patients, or teaching Black medical students, I think it’s really important that we really see who the individual is, and what being Black has meant for their background, their history, and their journey… In the case of the patient, looking after their overall health. And in the case of the student, looking at their career trajectory and mentoring them.

How do you think medical students and faculty can contribute to improving equity in healthcare for BIPOC?
​It requires a process of inquiry, and curiosity, and compassion. Inquiring about one’s experience in a compassionate way, taking the time. One of the biggest barriers is that we don’t have time to spend communicating and learning about either our students or our patients as people. But it makes a huge difference to their health, for patients, and to the education for students. So it is a skill that I think medical students can learn. How do you quickly or efficiently find out what’s meaningful to the person about their situation? And how do you do that in a compassionate way? It’s something that I don’t think comes easy but with practice can happen.

What is the most memorable or valuable piece of advice you were given when you were in medical school?
I think the most valuable message that I got was not to underestimate yourself and what you can do. And to be honest it’s those people, the leaders and the mentors that have seen some potential in me that I didn’t see for myself, that really helped me keep going and move forward. So don’t underestimate yourself or what you’re capable of.