23:00 - 23:53 They are frightened at Duke. Duke has a name. And when you start talking about coming to Duke, for any type of education, they say, "Well, I can't get into Duke.' They usually- And I usually tell them that, "Yes, you can. If you have the qualifications, you can get in." Because we have a holistic approach to education, admissions. A holistic approach and not just- We don't [just] look at GPAs and just one aspect of your training, your knowledge base. We don't just look at what you made on the GREs. What've you been doing? We look at the entire applicant.
57:58 - 59:20 So one of my three metrics was the recruitment of underrepresented minority residents. So I looked at the- the chairs would tell me, "Well, there's just no applicants. You just can't find Black radiology applicants. They just don't exist." It's just an example. I'm not just trying to pick on radiology. But all the fields would say this. "They just aren't there to be recruited." So I would find databases that would tell me how many residents in the country were from different race and ethnic groups, even back then. And so simply look at the proportion of them, and did the Duke residency programs have that same proportion of residency grads, of residents, in that specialty, that area? And so if they had the typical number you would expect, they would get a little green. Because I tried to model this after what the hospital was doing for their quality improvement metrics. And if they had a little less than that, they'd get a yellow. And if they got way below that, they'd get a red. And then if they exceeded that, they'd get a blue. So we have four color combinations. And I wasn't there to pass judgment, but just say, if you don't have the same proportion as there are nationally, have you ever been curious enough why not? And what might you want to do about that? So again, that was around 2002, 2003. So I don't think that was the time when that type of thing was as thought about or talked about.
2:55 - 4:22 Well, I work a lot with the Hispanic and Latino population. So, I do a lot of health disparity research and advocacy. Mostly because unfortunately, the burden of diabetes and diabetes- related complications is significantly high in the Hispanic or Latino population. And that's, for many reasons, including social drivers of health, but there's also the component of genetics. So, I do a lot of work trying to ameliorate that burden by, you know, doing work related to prevention, or improving quality of care, healthcare, and also understanding better what is driving this difference. So that's where I do a lot of my advocacy. The other advocacy I do, that is not completely related to diabetes, is related to education or higher education. So, I'm really committed to being that person that guides other Hispanic and Latino individuals to pursue higher education, especially medical education or health professional education. Because growing up, I remember that my dad used to say the only equalizer was education. In order to actually move up and be able to have the income to provide for your family, education was the key. So I see that as one of the motivations for me to also do a lot of work with students and other individuals that are trying to break that cycle.
Delbert Wigfall: 25:12 - 26:00 So, I think one of the things that she did was make it okay to talk about differences and to talk about how people are perceived, and to make it okay not to know the right thing. It's a very critical lesson. We don't necessarily like to take chances. We don't want to be wrong, and we don't want to wrong anyone intentionally. But you can, accidentally, and you can learn from that. If you learn from that, you avoid the same mistakes. I think that kind of change is something that she brought. She brought an acknowledgement and an acceptance that underrepresented students may not come necessarily with the same ammunition, but they can fight just as hard as anybody else.