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Hill Weller L, Rubinsky AD, Shade SB, Liu F, Cheng I, Lopez G, Robertson A, Smith J, Dang K, Leiva C, Rubin S, Martinez SM, Bibbins-Domingo K, Morris MD. Lessons learned from implementing a diversity, equity, and inclusion curriculum for health research professionals at a large academic research institution. J Clin Transl Sci 2024; 8:e22. [PMID: 38384906 PMCID: PMC10879992 DOI: 10.1017/cts.2024.6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/30/2023] [Revised: 12/12/2023] [Accepted: 01/03/2024] [Indexed: 02/23/2024] Open
Abstract
Objective Despite advances in incorporating diversity and structural competency into medical education curriculum, there is limited curriculum for public health research professionals. We developed and implemented a four-part diversity, equity, and inclusion (DEI) training series tailored for academic health research professionals to increase foundational knowledge of core diversity concepts and improve skills. Methods We analyzed close- and open-ended attendee survey data to evaluate within- and between-session changes in DEI knowledge and perceived skills. Results Over the four sessions, workshop attendance ranged from 45 to 82 attendees from our 250-person academic department and represented a mix of staff (64%), faculty (25%), and trainees (11%). Most identified as female (74%), 28% as a member of an underrepresented racial and ethnic minority (URM) group, and 17% as LGBTQI. During all four sessions, attendees increased their level of DEI knowledge, and within sessions two through four, attendees' perception of DEI skills increased. We observed increased situational DEI awareness as higher proportions of attendees noted disparities in mentoring and opportunities for advancement/promotion. An increase in a perceived lack of DEI in the workplace as a problem was observed; but only statistically significant among URM attendees. Discussion Developing applied curricula yielded measurable improvements in knowledge and skills for a diverse health research department of faculty, staff, and students. Nesting this training within a more extensive program of departmental activities to improve climate and address systematic exclusion likely contributed to the series' success. Additional research is underway to understand the series' longer-term impact on applying skills for behavior change.
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Affiliation(s)
- LaMisha Hill Weller
- Department of Obstetrics, Gynecology and Reproductive Sciences, University of California, San Francisco, CA, USA
- Office of Diversity and Outreach, University of California, San Francisco, CA, USA
| | - Anna D. Rubinsky
- Department of Epidemiology and Biostatistics, University of California, San Francisco, CA, USA
| | - Starley B. Shade
- Department of Epidemiology and Biostatistics, University of California, San Francisco, CA, USA
| | - Felix Liu
- Department of Epidemiology and Biostatistics, University of California, San Francisco, CA, USA
| | - Iona Cheng
- Department of Epidemiology and Biostatistics, University of California, San Francisco, CA, USA
| | - Georgina Lopez
- Department of Epidemiology and Biostatistics, University of California, San Francisco, CA, USA
| | - Asha Robertson
- Department of Epidemiology and Biostatistics, University of California, San Francisco, CA, USA
| | - Jennifer Smith
- Department of Epidemiology and Biostatistics, University of California, San Francisco, CA, USA
| | - Kristina Dang
- Department of Epidemiology and Biostatistics, University of California, San Francisco, CA, USA
| | - Christian Leiva
- Department of Epidemiology and Biostatistics, University of California, San Francisco, CA, USA
| | - Susan Rubin
- Department of Epidemiology and Biostatistics, University of California, San Francisco, CA, USA
| | - Suzanna M. Martinez
- Department of Epidemiology and Biostatistics, University of California, San Francisco, CA, USA
| | - Kirsten Bibbins-Domingo
- Department of Epidemiology and Biostatistics, University of California, San Francisco, CA, USA
- Department of Medicine, University of California, San Francisco, CA, USA
| | - Meghan D. Morris
- Department of Epidemiology and Biostatistics, University of California, San Francisco, CA, USA
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Knapke J, Marcum M, Mendell A, Ryan P. Development of an undergraduate certificate in clinical and translational science: improving competence of the clinical research workforce. Front Pharmacol 2023; 14:1294534. [PMID: 38125884 PMCID: PMC10731045 DOI: 10.3389/fphar.2023.1294534] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2023] [Accepted: 11/13/2023] [Indexed: 12/23/2023] Open
Abstract
Introduction: Academic research centers often struggle to recruit and retain a well-trained and diverse clinical and translational science (CTS) workforce. In particular, the clinical research professional (CRP) career pathway is not well known to undergraduate students and other individuals outside of academic medicine despite being a potential career route. To address these workforce challenges, the CRP Task Force at the University of Cincinnati (UC) aims to train a competent and diverse CRP workforce through targeted educational programming in the UC undergraduate population. Methods: Using a six-step curriculum development process that included: 1) performing a needs assessment, 2) determining content, 3) writing goals and objectives, 4) selecting the educational strategies, 5) implementing the curriculum, and 6) evaluating the curriculum, we designed an undergraduate certificate program in CTS. Results: The needs assessment included both internal and external data gathering to inform curriculum development and program decisions. Content was determined using the Core Competency Framework for the Clinical Research Professional Version 3.1., and program learning outcomes were written with both the competency framework and local workforce needs in mind. Educational strategies were selected based on optimization of available resources and local expertise with an emphasis on interactive didactics complemented by experiential learning. Implementation is underway and evaluation will follow once students begin enrolling. Discussion: By educating an undergraduate student population about CTS methods and career opportunities, we anticipate increased numbers of well-qualified, diverse applicants who pursue CRP careers locally and regionally.
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Affiliation(s)
- Jacqueline Knapke
- Department of Family and Community Medicine, University of Cincinnati, Cincinnati, OH, United States
- Center for Clinical and Translational Science and Training, University of Cincinnati, Cincinnati, OH, United States
| | - Michelle Marcum
- Cancer Center, University of Cincinnati, Cincinnati, OH, United States
| | - Angela Mendell
- Center for Clinical and Translational Science and Training, University of Cincinnati, Cincinnati, OH, United States
| | - Patrick Ryan
- Center for Clinical and Translational Science and Training, University of Cincinnati, Cincinnati, OH, United States
- Department of Pediatrics, Division of Biostatistics and Epidemiology, Cincinnati Children’s Hospital Medical Center/University of Cincinnati, Cincinnati, OH, United States
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