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Crews DC. The Future of the US Nephrology Workforce following the End of Affirmative Action. Clin J Am Soc Nephrol 2024; 19:01277230-990000000-00363. [PMID: 38449079 PMCID: PMC11254018 DOI: 10.2215/cjn.0000000000000455] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/03/2023] [Accepted: 03/04/2024] [Indexed: 03/08/2024]
Affiliation(s)
- Deidra C Crews
- Division of Nephrology, Department of Medicine, Johns Hopkins University School of Medicine, Baltimore, Maryland; Johns Hopkins Center for Health Equity, Johns Hopkins University, Baltimore, Maryland; and Welch Center for Prevention, Epidemiology and Clinical Research, Johns Hopkins University, Baltimore, Maryland
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2
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Alegría M, Thurston IB, Cheng M, Herrera C, Markle SL, O'Malley IS, Porter D, Estrada R, Giraldo-Santiago N. A Learning Assessment to Increase Diversity in Academic Health Sciences. JAMA HEALTH FORUM 2024; 5:e235412. [PMID: 38393720 DOI: 10.1001/jamahealthforum.2023.5412] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/25/2024] Open
Abstract
Importance Strategies and innovations to advance racial and ethnic equity in recruitment, promotion, and retention at academic health science institutions are needed. Objective This learning assessment aims to isolate evidence-based strategies to advance racial equity in the academic health sciences, which have implications for policy and institution-level interventions. Evidence Review This learning assessment used a mixed-methods approach, including a quantitative survey, qualitative in-depth interviews, and a scoping literature review. Survey respondents were recruited from outreach lists that included researchers working with racial and ethnic minoritized populations. In-depth interviews were conducted among 60 university administrators, faculty/staff, scholars, students, and individuals affiliated with governmental, nongovernmental, and identity-based professional associations. A search of the literature in PsycINFO, MEDLINE, ERIC, Education Source, Academic Search Ultimate, and CINAHL was conducted for the scoping review. The scoping review included 366 primary articles of studies evaluating strategies to advance racial and ethnic equity at academic health science institutions. Findings The survey yielded analyzable results from 328 individuals, including faculty, students, administrators, or staff, and individuals not currently employed at or enrolled full time at a university or college. The interviews included 60 participants with a mean (SD) age of 49.3 (16.5) years, and 39 (65%) were female. The scoping review included 366 primary research articles that met inclusion criteria for analysis. Data were analyzed individually across the survey, interviews, and scoping review, and findings were triangulated. While each of the 3 assessments yielded unique findings, 13 common themes emerged across all project components. Results revealed strategies implemented and evaluated successfully, as well as challenges and barriers to advancing equity in the academic health sciences. Conclusions and Relevance In this study, 13 meaningful strategies emerged across the survey, in-depth interviews, and scoping review. Through triangulation of findings, recommendations of actionable steps were made.
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Affiliation(s)
- Margarita Alegría
- Disparities Research Unit, Department of Medicine, Massachusetts General Hospital Mongan Institute, Boston
- Department of Medicine, Harvard Medical School, Boston, Massachusetts
- Department of Psychiatry, Harvard Medical School, Boston, Massachusetts
| | - Idia Binitie Thurston
- CHANGE Lab, Northeastern University, Boston, Massachusetts
- Institute for Health Equity and Social Justice Research, Northeastern University, Boston, Massachusetts
- Department of Health Sciences and Applied Psychology, Northeastern University, Boston, Massachusetts
- Department of Psychological and Brain Sciences, College of Arts and Sciences, Texas A&M University, College Station
| | - Michelle Cheng
- Disparities Research Unit, Department of Medicine, Massachusetts General Hospital Mongan Institute, Boston
| | | | - Sheri Lapatin Markle
- Disparities Research Unit, Department of Medicine, Massachusetts General Hospital Mongan Institute, Boston
| | | | - Danielle Porter
- Department of Psychological and Brain Sciences, College of Arts and Sciences, Texas A&M University, College Station
| | - Rodolfo Estrada
- Warren Alpert Medical School, Brown University, Providence, Rhode Island
| | - Natalia Giraldo-Santiago
- Center for Health Outcomes and Interdisciplinary Research, Massachusetts General Hospital, Boston
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Das RK, Buttafuoco KA, Ibidunni L, Mubang R, Terhune KP, Drolet BC. Effect of an Oncology Focused High School Outreach Event in Increasing Interest in Cancer Care and Healthcare Careers. JOURNAL OF CANCER EDUCATION : THE OFFICIAL JOURNAL OF THE AMERICAN ASSOCIATION FOR CANCER EDUCATION 2024; 39:33-38. [PMID: 37723369 DOI: 10.1007/s13187-023-02372-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 09/10/2023] [Indexed: 09/20/2023]
Abstract
Despite widely heralded efforts to improve diversity, equity, and inclusion in oncology, few outreach programs exist to inspire high school students to pursue a career in medicine. Doctors' Day is an event developed and organized by medical trainees that features both didactic and hands-on learning components to provide high school students with exposure to the healthcare field and knowledge about cancer and cancer screening. We investigated in the influence of Doctors' Day on students' interest in healthcare careers and oncology. On March 30, 2023, health professions students and residents organized and led Doctors' Day, a half-day educational program for eight public high schools in Nashville, TN. After the event, high school student participants were invited to complete a 21-item survey. The questionnaire collected demographic information, feedback regarding the session, and comfort with various activities related to the program. Among the 8 public high schools involved in Doctors' Day, 91 participants completed the survey. Few (9, 9.9%) participants were White or European American, and 30 (33.0%) and 23 (25.3%) were Black and Hispanic, respectively. There were 20 (22.0%) participants who identified as LGBTQI+ with 2 (2.2%) indicating they were unsure. Feedback regarding the program was positive across all domains, and students reported increased interest in healthcare careers and oncology along with an increased comfort level in describing the importance of cancer screening. Our community outreach program for high school students with backgrounds underrepresented in medicine was effective in increasing interest in healthcare careers and oncology.
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Affiliation(s)
- Rishub K Das
- Vanderbilt University School of Medicine, 1161 21st Ave S, Nashville, TN, 37232, USA.
| | - Kayla A Buttafuoco
- Vanderbilt University School of Medicine, 1161 21st Ave S, Nashville, TN, 37232, USA
| | - Laura Ibidunni
- Department of Anesthesiology, Vanderbilt University Medical Center, Nashville, TN, USA
| | - Ronnie Mubang
- Department of Plastic Surgery, Vanderbilt University Medical Center, Nashville, TN, USA
| | - Kyla P Terhune
- Department of Surgery, Vanderbilt University Medical Center, Nashville, TN, USA
| | - Brian C Drolet
- Department of Plastic Surgery, Vanderbilt University Medical Center, Nashville, TN, USA
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4
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Kaljo K, Braun MT, Maddula R, Ferguson CC, Bonifacino E, Farkas A. Undergraduate College Pathway Programs Designed to Attract and Matriculate Students from Underrepresented Groups into Medicine. South Med J 2023; 116:942-949. [PMID: 38051167 DOI: 10.14423/smj.0000000000001631] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/07/2023]
Abstract
OBJECTIVES Undergraduate college pathway (or pipeline) programs support students' interests as they explore advanced degree and career pathways. Many programs aim to diversify the medical workforce by reducing barriers that may have otherwise prevented desired academic and career goals; however, variability in structure, expectations, benefits, and outcome data exist. This systematic review was conducted to identify and evaluate undergraduate college pathway programs designed to increase the diversity of medical school matriculants. METHODS We searched Ovid Medline, PsycInfo, Scopus, and the Education Resources Information Center for peer-reviewed, original research publications (1996-2019) describing US pathway/pipeline programs designed for undergraduate-level college students from underrepresented groups to apply and enter medical school. Data extraction included application processes, participant demographics, curricular components, social support systems, mentorship, funding, and program/participant outcomes. We reviewed the journal impact factor to inform us about where articles are being published. RESULTS Our full-text review included 137 articles; 25 articles met the inclusion criteria. All of the papers were descriptive, requiring an application, minimum grade point average, letters of recommendation, and personal statements. All of the programs aimed to diversify medicine, yet some could not request identification of race/ethnicity because of changes in affirmative action or legal restrictions when reporting demographics. Women represented the majority of enrollees. The program length varied; all reported having one or a combination of academic enrichment, research, field observation/experience, and mentorship. All of the programs included career development and various supplemental social supports. Only two programs provided comparison data; four reported no outcomes. CONCLUSIONS Pathway programs support the acquisition and enhancement of professional skills. Lacking longitudinal or comparison data leads to questions of the long-term impact on diversifying the medical workforce. This article highlights a need for rigorous data collection methods and transparent reporting of participant outcomes to inform programmatic efficacy.
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Affiliation(s)
- Kristina Kaljo
- From the Kern Institute for the Transformation of Medical Education, Medical College of Wisconsin, Milwaukee
| | - Michael T Braun
- From the Kern Institute for the Transformation of Medical Education, Medical College of Wisconsin, Milwaukee
| | - Ragasnehith Maddula
- From the Kern Institute for the Transformation of Medical Education, Medical College of Wisconsin, Milwaukee
| | - Catherine C Ferguson
- From the Kern Institute for the Transformation of Medical Education, Medical College of Wisconsin, Milwaukee
| | - Eliana Bonifacino
- From the Kern Institute for the Transformation of Medical Education, Medical College of Wisconsin, Milwaukee
| | - Amy Farkas
- From the Kern Institute for the Transformation of Medical Education, Medical College of Wisconsin, Milwaukee
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5
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Teherani A, Uwaezuoke K, Kenny J, Calderón-Jensen C, Magana T, Flores K, Fernandez A. Aspiring physicians program: description and characterization of the support processes for an undergraduate pathway program to medicine. MEDICAL EDUCATION ONLINE 2023; 28:2178368. [PMID: 36790340 PMCID: PMC9936991 DOI: 10.1080/10872981.2023.2178368] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/30/2022] [Revised: 01/25/2023] [Accepted: 02/06/2023] [Indexed: 06/18/2023]
Abstract
Latinx physician rates are lower than non-Latinx white physicians. Many pathway programs to careers in medicine have been established for underrepresented students, yet few focus on premedical college education or undergraduate pathway programs, which marks a critical junction in the commitment to and preparation for application to medical school. Moreover, little is known about the program components which prepare and support learners. Framed by Swail's Model for Persistence and Achievement, we characterize how a given program's components impact support and growth for participating students. Using the process step of the Context, Input, Process, and Product evaluation model, we conducted focus groups at the end of the program, with four cohorts of student participants between 2019 and 2022. Focus groups identified strengths and limitations in content and delivery to improve program effectiveness and plan for the future of a program. We used thematic analysis, following an inductive approach, to analyze data from transcribed focus groups. A total of 66 of 81 (81.5%) students participated in focus groups. Students described that supportive program components include long-term mentorship and advising that builds trust, academic preparation for medical school, early exposure to clinical career exploration, tools to articulate students' personal narrative, methods to recognize and address challenging situations in the professional environment, community leadership development, and leveraging health policy and advocacy to empower students to create systems change within communities. Our findings affirm and provide a needed account of program components known to be contributors to student success in undergraduate pathway programs. Our evaluation also characterizes additional supportive processes not discussed elsewhere. Our findings contribute to knowledge about development and implementation of undergraduate pathway programs and the components by which these programs create opportunities for success among underrepresented students aspiring to careers in medicine.
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Affiliation(s)
- Arianne Teherani
- School of Medicine, Center for Faculty Educators, University of California, San Francisco, California, USA
| | - Kelechi Uwaezuoke
- Inclusion and Community Partnerships at SF BUILD, San Francisco State University, San Francisco, CA, USA
| | - Jazmine Kenny
- University of California, Merced, Merced, CA and Latinx Center of Excellence, University of California, San Francisco, School of Medicine, San Francisco, CA, USA
| | - Connie Calderón-Jensen
- School of Medicine, Latinx Center of Excellence, University of California, San Francisco, California, USA
| | - Tomás Magana
- School of Medicine, Latinx Center of Excellence, University of California, San Francisco, California, USA
| | - Katherine Flores
- School of Medicine, Latinx Center of Excellence, University of California, San Francisco, California, USA
| | - Alicia Fernandez
- School of Medicine, Latinx Center of Excellence, University of California, San Francisco, California, USA
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6
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Edwards N, Nathaniel T, Goodwin R, Khalil M, McPhail B, Fowler L, Russ-Sellers R, Chosed R. Research Education Program for Underrepresented Minority Students: Students' Perception of Academic Enrichment and Research Activities. Int J Aging Hum Dev 2023; 96:63-75. [PMID: 35695199 DOI: 10.1177/00914150221106652] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/26/2022]
Abstract
The Research Education Program (REP) is an NIH R25-funded training grant designed to increase the pipeline of underrepresented minority (URM) students entering graduate programs and pursuing biomedical research and health care careers. Each week, students participated in different academic enrichment activities during morning sessions. Research activities were during afternoon sessions. URM students presented their research findings in a local poster session with their peers, graduate medical students, and faculty members. They also attended national conferences to gain experience and expand their professional networks. Our participants included 14.3% rural, 42.85% suburban, and 42.85% urban students. Of this, 83.33% were females, while 16.67% were males. In addition, 100% of students indicated exceptional satisfaction in 64.0% of the academic enrichment activities offered by the REP, and 100% indicated exceptional satisfaction in 63.0% of the research activities. Future research will investigate the long-term effects of REP and graduate enrollments.
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Affiliation(s)
- Nishika Edwards
- 368074University of South Carolina School of Medicine Greenville Campus, Greenville, South Carolina, USA
| | - Thomas Nathaniel
- 368074University of South Carolina School of Medicine Greenville Campus, Greenville, South Carolina, USA
| | - Richard Goodwin
- 368074University of South Carolina School of Medicine Greenville Campus, Greenville, South Carolina, USA
| | - Mohammed Khalil
- 368074University of South Carolina School of Medicine Greenville Campus, Greenville, South Carolina, USA
| | - Brooks McPhail
- 368074University of South Carolina School of Medicine Greenville Campus, Greenville, South Carolina, USA
| | - Lauren Fowler
- 368074University of South Carolina School of Medicine Greenville Campus, Greenville, South Carolina, USA
| | - Rebecca Russ-Sellers
- 368074University of South Carolina School of Medicine Greenville Campus, Greenville, South Carolina, USA
| | - Renee Chosed
- 368074University of South Carolina School of Medicine Greenville Campus, Greenville, South Carolina, USA
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Clemons MR, Flores AA, Black CX, Murphy MK, Dimico RH, Fife P, Lee MD, Camerino MJ, Schlussler M, Baielli M, Rogers A, Bartle A, Beard R, Cooper R, Fuerst PG. Student remote and distance research in neuroanatomy: Mapping Dscaml1 expression with a LacZ gene trap in mouse brain. Anat Histol Embryol 2023; 52:73-84. [PMID: 36148518 PMCID: PMC9845144 DOI: 10.1111/ahe.12865] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/12/2022] [Revised: 07/21/2022] [Accepted: 08/31/2022] [Indexed: 01/21/2023]
Abstract
Undergraduate student engagement in research increases retention and degree completion, especially for students who are underrepresented in science. Several approaches have been adopted to increase research opportunities including curriculum based undergraduate research opportunities (CUREs), in which research is embedded into course content. Here we report on efforts to tackle a different challenge: providing research opportunities to students engaged in remote learning or who are learning at satellite campuses or community colleges with limited research infrastructure. In our project we engaged students learning remotely or at regional centers to map gene expression in the mouse brain. In this project we mapped expression of the Down syndrome cell adhesion molecule like 1 (Dscaml1) gene in mouse brain using a LacZ expression reporter line. Identifying where Dscaml1 is expressed in the brain is an important next step in determining if its roles in development and function in the retina are conserved in the rest of the brain. Students working remotely reconstruct brain montages and annotated Dscaml1 expression in the brain of mice carrying one or two copies of the gene trap. We built on these findings by further characterizing Dscaml1 expression in inhibitory neurons of the visual pathway. These results build on and extend previous findings and demonstrate the utility of including distance learners in an active research group for both the student learners and the research team. We conclude with best practices we have developed based on this and other distance learner focused projects.
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Affiliation(s)
- Mellisa R. Clemons
- University of Idaho, Department of Biological Sciences, Moscow, Idaho 83844, USA
| | - Alex A. Flores
- University of Idaho, Department of Biological Sciences, Moscow, Idaho 83844, USA
| | - Cailyn X. Black
- University of Idaho, Department of Biological Sciences, Moscow, Idaho 83844, USA
| | - Molly K. Murphy
- University of Idaho, Department of Biological Sciences, Moscow, Idaho 83844, USA
| | - Ren H. Dimico
- University of Idaho, Department of Biological Sciences, Moscow, Idaho 83844, USA
| | - Parker Fife
- University of Idaho, Department of Biological Sciences, Moscow, Idaho 83844, USA
| | - Mark D. Lee
- University of Idaho, Department of Biological Sciences, Moscow, Idaho 83844, USA
| | - Michael J. Camerino
- University of Idaho, Department of Biological Sciences, Moscow, Idaho 83844, USA
| | - Megan Schlussler
- University of Idaho, Department of Biological Sciences, Moscow, Idaho 83844, USA
| | - Michael Baielli
- University of Idaho, Department of Biological Sciences, Moscow, Idaho 83844, USA
| | - Aspen Rogers
- University of Idaho, Department of Biological Sciences, Moscow, Idaho 83844, USA
| | - Amaris Bartle
- University of Idaho, Department of Biological Sciences, Moscow, Idaho 83844, USA
| | - Reese Beard
- University of Idaho, Department of Biological Sciences, Moscow, Idaho 83844, USA
| | - Rhena Cooper
- North Idaho College, Division of Natural Sciences, Coeur d’Alene, Idaho, 83814, USA
| | - Peter G. Fuerst
- University of Washington School of Medicine, WWAMI Medical Education Program, Moscow, Idaho 83844, USA
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8
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Friedman DB, Escoffery C, Noblet SB, Agnone CM, Flicker KJ. Building Capacity in Implementation Science for Cancer Prevention and Control Through a Research Network Scholars Program. JOURNAL OF CANCER EDUCATION : THE OFFICIAL JOURNAL OF THE AMERICAN ASSOCIATION FOR CANCER EDUCATION 2022; 37:1957-1966. [PMID: 34240329 PMCID: PMC8266406 DOI: 10.1007/s13187-021-02066-3] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 06/30/2021] [Indexed: 05/28/2023]
Abstract
Building capacity of researchers and practitioners in the dissemination and implementation (D&I) of evidence-based interventions is greatly needed to improve cancer prevention and control. A diverse workforce trained in D&I science is critical for improving cancer outcomes and reducing cancer-related health disparities. The US Centers for Disease Control and Prevention's (CDC) Cancer Prevention and Control Research Network (CPCRN) Scholars Program aimed at training students, researchers, and practitioners in D&I for cancer prevention and control launched in 2021. The purpose of this paper is to describe the creation of the training program, curriculum, and evaluation plans, and to present the baseline results and lessons learned. CPCRN investigator and partner input and formative interviews (n = 16) with assistant professors, postdoctoral fellow, doctoral and undergraduate students, and a program manager guided development of the program. Twenty of 24 applicants were accepted into the inaugural year of the program. The majority of accepted scholars identified as female (80%) and were graduate students (50%). Thirty-five percent were of racially diverse backgrounds. Most self-rated their previous D&I experience and competencies at a beginner level. The multi-step approach used for development of this training program and lessons learned will be helpful for others collaborating on preparing the research and practice workforce in D&I science.
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Affiliation(s)
- Daniela B Friedman
- Department of Health Promotion, Education, and Behavior and Office for the Study of Aging, Arnold School of Public Health, University of South Carolina, 915 Greene Street, Columbia, SC, 29208, USA.
| | - Cam Escoffery
- Department of Behavioral, Social, and Health Education Sciences, Rollins School of Public Health, 1518 Clifton Road, Atlanta, GA, 30322, USA
| | - Samuel B Noblet
- Department of Health Promotion, Education, and Behavior and Prevention Research Center, Arnold School of Public Health, University of South Carolina, 915 Greene Street, Columbia, SC, 29208, USA
| | - Christine M Agnone
- Emory Rollins School of Public Health, 1518 Clifton Road, Atlanta, GA, 30322, USA
| | - Kimberly J Flicker
- Department of Health Promotion, Education, and Behavior and Office for the Study of Aging, Arnold School of Public Health, University of South Carolina, 915 Greene Street, Columbia, SC, 29208, USA
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9
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Cain L, Brady M, Inglehart MR, Istrate EC. Faculty diversity, equity, and inclusion in academic dentistry: Revisiting the past and analyzing the present to create the future. J Dent Educ 2022; 86:1198-1209. [PMID: 36165257 DOI: 10.1002/jdd.13013] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/18/2022] [Accepted: 05/28/2022] [Indexed: 11/09/2022]
Abstract
AIM In 2021, NIDCR published the landmark report "Oral Health in America." It described that while oral health-related research and care has seen amazing progress, oral health inequities and lack of oral care for large segments of the US population have not improved. This situation plus the predicted increase of the diversification of the US population requires decisive actions to ensure that future dentists will be optimally prepared to provide the best possible care for all patients. A diverse dental educator workforce plays a crucial role in obtaining this goal. The objectives of this document were threefold. Aim 1 was to analyze past and current trends in the diversity and inclusion of historically underrepresented ethnic/racial (HURE) and marginalized (HURM) dental faculty members. Aim 2 focused on reviewing best practices and challenges related to achieving dental faculty and leadership diversity and inclusion. Aim 3 was to develop recommendations for increasing the diversity and inclusion of dental faculty in the present and future. METHODS An analysis of ethnicity/race and gender faculty data collected by the American Dental Education Association (ADEA) in 2011-2012 and 2018-2019 showed that achieving faculty diversity and inclusion has been an ongoing challenge, with limited success for faculty from HURE backgrounds. In order to create this much-needed change, best practices to increase the applicant pool, change recruitment strategies, and develop solid retention and promotion efforts were described. Research discussing the challenges to creating such changes was analyzed, and strategies for interventions were discussed. CONCLUSION In conclusion, evaluations of efforts designed to create a more diverse and inclusive work force is crucial. Institutions must evaluate their diversity data, practices utilized, and the policies implemented to determine whether the desired outcomes are achieved. Only then will the future dental workforce be optimally prepared to provide the best possible care for all patients in the United States.
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Affiliation(s)
- Lisa Cain
- Department of Diagnostic and Biomedical Sciences, The University of Texas Health Sciences Center at Houston, School of Dentistry, Houston, Texas, USA
| | - Michelle Brady
- Arthur A. Dugoni School of Dentistry, University of the Pacific, San Francisco, California, USA
| | - Marita R Inglehart
- Department of Periodontics and Oral Medicine, School of Dentistry and Department of Psychology, College of Literature, Science & Arts (LS&A), University of Michigan, Ann Arbor, Michigan, USA
| | - Emilia C Istrate
- Office of Policy and Education Research, American Dental Education Association, Washington, District of Columbia, USA
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Stephenson-Hunter C, Franco S, Martinez A, Strelnick AH. Virtual Summer Undergraduate Mentorship Program for Students Underrepresented in Medicine Yields Significant Increases in Self-Efficacy Measurements During COVID-19 Pandemic: A Mixed Methods Evaluation. Health Equity 2021; 5:697-706. [PMID: 34909539 PMCID: PMC8665814 DOI: 10.1089/heq.2021.0060] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/09/2021] [Indexed: 12/23/2022] Open
Abstract
Purpose: The barriers that Black and Hispanic/Latinx students underrepresented in medicine (URiM) face while seeking biomedical careers have been identified, including lack of career preparation and social support. Yet it is unclear how the COVID-19 pandemic has impacted their decisions and progress toward their occupational goals. Methods: Adapting to the precautions necessitated by the COVID-19 pandemic, the authors conducted a mixed-methods evaluation of our 2020 virtual summer URiM biomedical mentoring program, using both quantitative and qualitative pre- and post-program questionnaires to measure the students' perceptions of their preparation and self-efficacy for applying to health professional schools. Results: Themes were extracted from qualitative data through thematic analysis. When students were asked how the COVID-19 pandemic affected them, two themes and subthemes emerged: (1) loss of supportive environment, (1.1) challenging learning environment, (2) derailed or uncertain future, and (2.2) COVID-19 hitting home. When students were surveyed about their online experience at the end of the program, the themes (3) supportive community and (4) inspired and reinforced goals appeared. In addition, quantitative data examined through statistical analysis revealed that the students' career self-efficacy improved significantly after program participation. Conclusion: Our results indicate that the COVID-19 pandemic has further challenged URiM students with pre-existing career obstacles. The outcomes also demonstrate that it is possible to virtually provide URiM students with socioemotional support and increase their career self-efficacy. Overall, frequent evaluations are encouraged to better understand the dynamic challenges of URiM students, improve the design of health career "pipeline" programs, and diversify the physician workforce to address racial health inequities.
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Affiliation(s)
- Cara Stephenson-Hunter
- Department of Family and Social Medicine, Albert Einstein College of Medicine, Bronx, New York, USA
| | - Stacey Franco
- Department of Family and Social Medicine, Albert Einstein College of Medicine, Bronx, New York, USA
| | - Alicia Martinez
- Office of Diversity Enhancement, Albert Einstein College of Medicine, Bronx, New York, USA
| | - A. Hal Strelnick
- Department of Family and Social Medicine, Albert Einstein College of Medicine, Bronx, New York, USA
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11
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Stephenson-Hunter C, Strelnick AH, Rodriguez N, Stumpf LA, Spano H, Gonzalez CM. Dreams Realized: A Long-Term Program Evaluation of Three Summer Diversity Pipeline Programs. Health Equity 2021; 5:512-520. [PMID: 34476324 PMCID: PMC8409231 DOI: 10.1089/heq.2020.0126] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/21/2021] [Indexed: 11/20/2022] Open
Abstract
Purpose: Pipeline programs are a well-known approach to enhancing health care workforce diversity and reducing health disparities. Few evaluations of pipeline programs include long-term outcome; fewer still, if any explore perceptions of students after completing such programs, to elucidate factors that contribute to successful entry into the health professions. The authors conducted a program evaluation of three summer diversity pipeline programs in the Bronx, NY, investigating both long-term outcomes and participants' hindsight perspectives of the impact of these programs on their career trajectories. Methods: Investigators conducted a cross-sectional, long-term, mixed-methods survey study. The primary and secondary outcomes for the quantitative analysis were matriculation into biomedical programs to pursue MD or PhD degrees and Master's degrees, respectively, and associated demographic factors. Free-text questions explored the most valuable and influential components of the programs; responses were analyzed qualitatively. Results: Of 147 respondents, 107 (73%) were on-track or had entered a doctoral or master's program, achieving either the primary or secondary outcomes, respectively. Components cited as most valuable included clinical experience, mentorship, career exposure, and research opportunities. Three themes were identified from the free-text responses: (1) Dreams realized; (2) Professional identity formation; and (3) Addressing systemic inequities. Conclusions: These three pipeline programs achieved career outcomes similar to published data. Participants' insights highlight the value of relationships, direct exposure to the health professions, and the importance of such programs to address systemic barriers faced. Results can inform criteria both for participant selection, as well as benchmarks used to define individual and programmatic success.
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Affiliation(s)
- Cara Stephenson-Hunter
- Department of Family and Social Medicine, Albert Einstein College of Medicine, Bronx, New York, USA
| | - A Hal Strelnick
- Department of Family and Social Medicine, Albert Einstein College of Medicine, Bronx, New York, USA
| | - Natalia Rodriguez
- Department of Family and Social Medicine, Albert Einstein College of Medicine, Bronx, New York, USA
| | - Luciana A Stumpf
- Department of Family and Social Medicine, Albert Einstein College of Medicine, Bronx, New York, USA
| | - Hope Spano
- Hispanic Center of Excellence's Summer Undergraduate Program, Albert Einstein College of Medicine, Bronx, New York, USA
| | - Cristina M Gonzalez
- Department of Medicine, Albert Einstein College of Medicine, Bronx, New York, USA
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Alexander K, Nicholson S, Cleland J. "It's going to be hard you know…" Teachers' perceived role in widening access to medicine. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2021; 26:277-296. [PMID: 32712931 PMCID: PMC7900090 DOI: 10.1007/s10459-020-09984-9] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/23/2019] [Accepted: 07/13/2020] [Indexed: 05/09/2023]
Abstract
Medical schools worldwide undertake widening access (WA) initiatives (e.g. pipeline, outreach and academic enrichment programmes) to support pupils from high schools which do not traditionally send high numbers of applicants to medicine. UK literature indicates that pupils in these schools feel that their teachers are ill-equipped, cautious or even discouraging towards their aspiration and/or application to medicine. This study aimed to explore teachers' perspectives and practices to include their voice in discussions and consider how medical schools might best engage with them to facilitate WA. Interviews were conducted with high school teachers in three UK regions, working in schools targeted by WA initiatives. Data were analysed thematically using template analysis, using a largely data-driven approach. Findings showed that although medicine was largely seen as a prestigious and worthwhile career, teachers held reservations about advocating this above other choices. Teachers saw it as their role to encourage pupils to educate themselves about medicine, but to ultimately allow pupils to make their own decisions. Their attitudes were influenced by material constraints in their schools, and the perception of daunting, long and emotionally difficult admissions requirements, with low chances of success. Medical schools may wish to work with teachers to understand their hesitations and help them develop the mindset required to advocate a challenging and unfamiliar career, emphasising that this encouragement can further the shared goal of empowering and preparing pupils to feel capable of choosing medicine. Reciprocally, medical schools should ensure pupils have fair opportunities for access, should they choose to apply.
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Affiliation(s)
- Kirsty Alexander
- Research Department of Medical Education (RDME), UCL Medical School, University College London (UCL), London, UK
| | - Sandra Nicholson
- Centre for Medical Education, Institute of Health Sciences Education, Barts and the London School of Medicine and Dentistry, Queen Mary University of London, London, UK
| | - Jennifer Cleland
- Medical Education Research and Scholarship Unit (MERSU), Lee Kong Chian School of Medicine, Nanyang Technological University Singapore, Singapore, Singapore
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Jackson CL. Food for Thought: Opportunities to Improve Diversity, Inclusion, Representation, and Participation in Epidemiology. Am J Epidemiol 2020; 189:1016-1022. [PMID: 32602525 PMCID: PMC7666414 DOI: 10.1093/aje/kwaa104] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/11/2020] [Revised: 03/27/2020] [Accepted: 06/12/2020] [Indexed: 01/20/2023] Open
Abstract
DeVilbiss et al. (Am J Epidemiol. 2020;189(10):998-1010) have taken on the noble and worthy cause of improving diversity, inclusion, representation, and participation across the Society for Epidemiologic Research (SER) membership-a reflection/microcosm of society. The objective of this commentary is to underscore the importance of diversity and to offer initiative ideas, which should be centered around inequity stemming from the widespread historical and contemporary maldistribution of power (e.g., decision-making) and resources (e.g., funding) within institutions and organizations. Nonexhaustive strategies could include SER becoming an opportunity and information hub that helps to fill resource gaps. It is also recommended that SER leadership learn from existing associations and scientific initiatives to improve the culture of science in general by equitably incorporating policy, systems, and environmental interventions throughout the career spectrum. Examples include the provision of tools and incentives to address explicit or implicit biases, enhance mentoring skills, and remove predictable barriers (e.g., financial). Explicitly labeling diversity/inclusion efforts should be avoided, and the initiative should be evaluated based on impact rather than intent. Our fates are interconnected, and we can all help increase diversity, inclusion, representation, and participation to improve our science in hopes of equitably improving public health.
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Affiliation(s)
- Chandra L Jackson
- Correspondence to Dr. Chandra L. Jackson, Epidemiology Branch, National Institute of Environmental Health Sciences, 111 TW Alexander Drive, Research Triangle Park, NC 27709 (e-mail: )
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