The Science and Value of Diversity: Closing the Gaps in Our Understanding of Inclusion and Diversity

The importance of rigor in pharmacy research: Challenges and solutions

Scientific rigor broadly refers to upholding basic principles within the conduct of research. Various threats associated with rigor exist in today's research environment, such as the replication crisis, the increasing prevalence of misconduct, and a loss of public trust in regulatory and educational institutions. The purpose of this commentary is to identify problems and solutions associated with research rigor, with a focus on pharmacy research. Problems exist at many levels, including within variable research training/funding, institutional pressures associated with career advancement, and norms associated with academic publishing. However, solutions are possible as methods of harm reduction, including (but not limited to) focused initiatives supporting rigor, team-based approaches to research that include diverse interested parties, and a reimagining of what constitutes value within science. Pharmacists and pharmacy researchers are called upon to uphold research rigor as a professional and ethical responsibility.

Using Social Media to Engage and Enroll Underrepresented Populations: Longitudinal Digital Health Research

BACKGROUND

Emerging digital health research poses roadblocks to the inclusion of historically marginalized populations in research. Exclusion of underresourced communities in digital health research is a result of multiple factors (eg, limited technology access, decreased digital literacy, language barriers, and historical mistrust of research and research institutions). Alternative methods of access and engagement may aid in achieving long-term sustainability of diversified participation in digital health research, ensuring that developed technologies and research outcomes are effective and equitable.

OBJECTIVE

This study aims to (1) characterize socioeconomic and demographic differences in individuals who enrolled and engaged with different remote, digital, and traditional recruitment methods in a digital health pregnancy study and (2) determine whether social media outreach is an efficient way of recruiting and retaining specific underrepresented populations (URPs) in digital health research.

METHODS

The Better Understanding the Metamorphosis of Pregnancy (BUMP) study was used as a case example. This is a prospective, observational, cohort study using digital health technology to increase understanding of pregnancy among 524 women, aged 18-40 years, in the United States. The study used different recruitment strategies: patient portal for genetic testing results, paid/unpaid social media ads, and a community health organization providing care to pregnant women (Moses/Weitzman Health System).

RESULTS

Social media as a recruitment tool to engage URPs in a digital health study was overall effective, with a 23.6% (140/594) enrollment rate of those completing study interest forms across 25 weeks. Community-based partnerships were less successful, however, resulting in 53.3% (57/107) engagement with recruitment material and only 8.8% (5/57) ultimately enrolling in the study. Paid social media ads provided access to and enrollment of a diverse potential participant pool of race- or ethnicity-based URPs in comparison to other digital recruitment channels. Of those that engaged with study materials, paid recruitment had the highest percentage of non-White (non-Hispanic) respondents (85/321, 26.5%), in comparison to unpaid ads (Facebook and Reddit; 37/167, 22.2%). Of the enrolled participants, paid ads also had the highest percentage of non-White (non-Hispanic) participants (14/70, 20%), compared to unpaid ads (8/52, 15.4%) and genetic testing service subscribers (72/384, 18.8%). Recruitment completed via paid ads (Instagram) had the highest study retention rate (52/70, 74.3%) across outreach methods, whereas recruitment via community-based partnerships had the lowest (2/5, 40%). Retention of non-White (non-Hispanic) participants was low across recruitment methods: paid (8/52, 15.4%), unpaid (3/35, 14.3%), and genetic testing service subscribers (50/281, 17.8%).

CONCLUSIONS

Social media recruitment (paid/unpaid) provides access to URPs and facilitates sustained retention similar to other methods, but with varying strengths and weaknesses. URPs showed lower retention rates than their White counterparts across outreach methods. Community-based recruitment showed lower engagement, enrollment, and retention. These findings highlight social media's potential for URP engagement and enrollment, illuminate potential roadblocks of traditional methods, and underscore the need for tailored research to improve URP enrollment and retention.

Diversity among endovascular neurointerventionalists in Canada results of a national survey 2022

AimNeurointervention (NIR) is a relatively new developing filed of medicine. Diversity and inclusion in various medical fields has made a significant progress. However, many surgical and interventional fields are still lagging in this respect. The aim of this study was to evaluate the degree of diversity and inclusion amongst neurointerventionalists in Canada.Materials and methodsA survey was completed in June 2022 by each neurointerventional division in Canada. The survey included questions regarding demographics, inclusivity, diversity, social and personal parameters. The collected data was analysed using semi-quantitative analysis.ResultsAs of 2022, 85 physicians were actively practicing NIR in Canada. 52% were neuroradiologists, 38% neurosurgeons and 9% neurologists. 41% were immigrants to Canada (from 19 countries), for 35% English or French were not first language, 35% were visible minority. Women comprised only 21% of the practitioners, with comparable proportion of women in leadership positions. Most practitioners were in the 30-49 age group. 2.4% practitioners identified as LGBTQ. There was no gender difference in terms of life to work balance, with majority of practitioners being engaged in long term relationships and having children.ConclusionsOur study shows encouraging results in terms of diversity and inclusion amongst Canadian neurointerventionalists regarding the representation of various specialty backgrounds, immigrants, and visible minorities. NIR centers are distributed according to population density and better coverage is needed in smaller communities and remote/isolated areas. Both women and men Canadian neurointerventionalists seem to have a favourable life-work balance. Gaps still exist regarding inclusion of first nations and women which are under-represented among Canadian Neurointerventionalists. Women however are proportionally serving in leadership positions.

Race and gender biases persist in public perceptions of scientists' credibility

This study examines how race and gender stereotypes affect scientists' ability to communicate with diverse US public audiences. Through a unique collaboration between researchers and filmmakers, we conducted an online survey experiment with a nationally representative U.S. quota sample, including an oversample of Black respondents (N = 1637). We found that Black female scientists face challenges in being perceived as warm and competent compared to their peers. Our findings revealed significant intersectional biases: Black female scientists received the lowest ratings in both warmth and competence, with ratings dropping further when introducing a story about a White patient. Black male scientists received consistently high ratings across experimental conditions, particularly showing elevated warmth scores when discussing a Black protagonist with sickle cell anemia. They also maintained high competence ratings whether working with Black or White protagonists. This pattern suggests that while Black scientists generally faced discrimination, Black men's gender afforded them certain privileges that were not extended to Black women in scientific fields. Our findings highlight persistent, intersectional biases and emphasize the need for comprehensive approaches to diversity and inclusion in scientific communication, which includes addressing the prejudices faced by female scientists and scientists of color.

Introducing the Team Card: Enhancing governance for medical Artificial Intelligence (AI) systems in the age of complexity

This paper introduces the Team Card (TC) as a protocol to address harmful biases in the development of clinical artificial intelligence (AI) systems by emphasizing the often-overlooked role of researchers' positionality. While harmful bias in medical AI, particularly in Clinical Decision Support (CDS) tools, is frequently attributed to issues of data quality, this limited framing neglects how researchers' worldviews-shaped by their training, backgrounds, and experiences-can influence AI design and deployment. These unexamined subjectivities can create epistemic limitations, amplifying biases and increasing the risk of inequitable applications in clinical settings. The TC emphasizes reflexivity-critical self-reflection-as an ethical strategy to identify and address biases stemming from the subjectivity of research teams. By systematically documenting team composition, positionality, and the steps taken to monitor and address unconscious bias, TCs establish a framework for assessing how diversity within teams impacts AI development. Studies across business, science, and organizational contexts demonstrate that diversity improves outcomes, including innovation, decision-making quality, and overall performance. However, epistemic diversity-diverse ways of thinking and problem-solving-must be actively cultivated through intentional, collaborative processes to mitigate bias effectively. By embedding epistemic diversity into research practices, TCs may enhance model performance, improve fairness and offer an empirical basis for evaluating how diversity influences bias mitigation efforts over time. This represents a critical step toward developing inclusive, ethical, and effective AI systems in clinical care. A publicly available prototype presenting our TC is accessible at https://www.teamcard.io/team/demo.

Integrative Curriculum Assessment for Inclusion, Representation, and Equity (I-CAIRE)

Introduction

Despite data documenting consistent and ongoing health disparities, health care professionals have yet to make significant change. Health care education that thoughtfully prepares health care providers to address the social determinants of health and health inequities is a crucial step in improving health disparities. The development of an evidence-based tool by which to measure the integration of these concepts within health care education is imperative for achieving this goal.

Methods

We developed the Integrative Curriculum Assessment for Inclusion, Representation, and Equity (I-CAIRE) tool that assists in evaluating and then integrating health equity concepts into new or existing curricula. The four domains of I-CAIRE include health equity; curriculum content; diversity, inclusion, and representation; and accessibility. A group of eleven experts systematically analyzed the tool, providing feedback to ensure rigor regarding clarity, comprehensiveness, relevancy, validity, and useability.

Results

The overall mean score across the primary principles and sections was high. After feedback from expert evaluators and with some revisions, all eleven evaluators stated that they were likely or very likely to recommend the tool.

Discussion

By conducting a self-assessment of the integration of health equity and social determinants of health content, health care professional schools can identify strengths and areas for improvement. Further, the I-CAIRE tool offers resources that can direct schools to resources for bridging gaps identified in the assessment. I-CAIRE is intended to be a starting point for institutional reflection and discussions that lead to strategic plans to implement these concepts throughout the curricula.

Disability Inclusion in Local Public Health Community Health Assessments and Community Health Improvement Plans

OBJECTIVE

To quantify and describe disability inclusion in community health assessments (CHAs) and community health improvement plans (CHIPs) at the local health department (LHD) level.

METHODS

This study uses a cross-sectional design of the 2019 NACCHO Profile and Public Health Accreditation Board-accredited LHD CHAs and CHIPs to quantify and describe disability inclusion.

RESULTS

Less than 25% of LHDs included a CHIP goal, objective, or activity that specifically includes people with disabilities. Having a disability partner as part of CHA and CHIP steering committees was associated with greater odds of including a CHIP goal, objective, or activity that includes people with disabilities (adjusted odds ratio (aOR) = 3.2, P =<.01) as were CHAs and CHIPs conducted by mixed groups of community partners (but not an official coalition) (aOR = 5.04, P = .005).

CONCLUSIONS

Given the role of CHAs and CHIPs in informing the work of public health, being disability inclusive in such materials is likely to reflect the activities of LHDs. However, disability inclusion and representation in CHAs and CHIPs are limited. These findings may help inform CHA and CHIP development processes and tools to increase disability inclusion efforts in public health.

Four Opportunities To Revitalize The US Biomedical Research Enterprise

The US biomedical research enterprise is renowned for its historical and ongoing scientific breakthroughs and advancements. Yet its capacity to solve complex health issues, bridge health equity gaps, and strengthen public trust is constrained by the lack of an overarching national vision, fragmented coordination for research funding, and critical workforce recruitment and retention challenges. To improve national health outcomes and retain global competitiveness, the sector must embrace new approaches. This article, part of the National Academy of Medicine's Vital Directions for Health and Health Care: Priorities for 2025 initiative, identifies four key opportunities to revitalize the biomedical research enterprise: establishing a national advisory body, bolstering the workforce, prioritizing research to reduce health disparities, and developing approaches to streamlining and coordinating federal research funding. These priorities will help the biomedical research enterprise meet twenty-first-century challenges, promote healthy longevity, and preserve US leadership in the global arena.

Gender, Racial, and Academic Authorship Diversity in the Otolaryngology Clinical Trial Literature

OBJECTIVE

To investigate the state and trajectory of gender, racial, and academic authorship diversity in the otolaryngology clinical trial literature over the past 2 decades.

STUDY DESIGN

Bibliometric analysis.

SETTING

Otolaryngology clinical trial literature.

METHODS

Clinical trials published in the 9 major otolaryngology journals between 2000 and 2020 were included. The gender, race, and academic seniority of the first, senior, and corresponding authors were recorded for each trial. Multivariable regression models assessed the temporal trajectory of authorship diversity over time and the disparity in citations across author characteristics. Models adjusted for relevant confounders pertaining to publication environment and study design.

RESULTS

Among 2117 trials, first, senior, and corresponding authors have been predominantly White (60%-64%), male (76%-80%), and attending physicians (63%-69%). Trials led by Black (<1%) and Hispanic (<5%) authors were severely underrepresented. Over time, the representation of female (adj. β 0.8%, 95% CI [0.5%, 1.1%] per year), Asian (1.0% [0.7%, 1.3%] per year), and MD resident (0.4% [0.1%, 0.7%] per year) first authorship increased, but representation of female (0.2% [-0.1%, 0.5%] per year), Black (0% [-0.03%, 0.02%] per year), Hispanic (-0.2% [-0.33%, -0.02%] per year) senior authorship remained persistently low. Asian-led trials were cited significantly less compared to White-led trials even after adjusting for study design and publication year (aIRR 0.82 [0.73, 0.92]).

CONCLUSIONS

Despite promising signs of improving authorship diversity over time, persistent underrepresentation of female, Black, Hispanic senior authorship underscore the need for additional efforts to diversify the otolaryngology clinical science workforce.

Combining Diagnostics and Research in an Academic Laboratory

Combining diagnostics and research in academic laboratories faces challenges and bears great opportunities. In this short review, we describe the objectives of diagnostic and research laboratories dealing with thrombosis and hemostasis questions. We give an overview of specific goals for diagnostic and research laboratories and explain the synergies and tasks which need to be managed in an interdisciplinary team.

Updating US Public Health For Healthier Communities

The United States faces urgent public health challenges, including high preventable death rates, pervasive health disparities, and emerging health risks, despite unprecedented medical progress. This article, part of the National Academy of Medicine's Vital Directions for Health and Health Care: Priorities for 2025 initiative, presents a vision for modernizing the US public health system to address these twenty-first-century challenges through federally supported partnerships with health care, social services, and community organizations. We identify actions to address persistent public health challenges that stem from insufficient and fragmented funding models, inadequate data infrastructure, workforce vulnerabilities, and limited public trust. Our proposals focus on four areas: enabling cross-sector collaboration, aligning financing mechanisms with accountability for population health outcomes, improving data systems, and building a ready workforce. These changes would enable significant improvements in population health outcomes and reductions in health disparities and provide a stronger foundation for a "team-based" future public health enterprise.

Increasing diversity in the nutrition, obesity, and diabetes biomedical workforce: the BRIDGES consortium

Scientists from diverse backgrounds are underrepresented (UR) in academia. This lack of diversity impedes scientific discovery and innovation. UR scientists tend to conduct research on issues relevant to UR populations, including chronic disease prevention and management, and health disparities. Difficulty in attaining grant funding is a major barrier preventing UR scientists from remaining in academia. Programs designed to provide UR scientists with career development training can help increase the number of UR scientists who obtain grant funding. These programs have shown some level of success, yet none have been specifically designed to target scientists conducting research pertaining to the interests of the National Institute for Diabetes, Digestive, and Kidney Disorders (NIDDK). Here, the Bringing Resources to Increase Diversity, Growth, Equity, and Scholarship for Obesity, Nutrition, and Diabetes Research (BRIDGES) consortium is described. BRIDGES is the first program to be funded by the NIDDK designed to increase the success rate of UR scientists competing for and obtaining funding related to nutrition, obesity, and diabetes. Four programs across the country, located in California, Massachusetts, North Carolina, and Louisiana, were funded in 2022. By design, some programmatic elements are shared across each of the funded programs, including mentoring and a pilot and feasibility funding program. Some elements are specific to each program. The BRIDGES program is expected to impact a substantial number of UR scientists who are then likely to have an influence on nutrition, obesity, diabetes, and health disparities research, shaping NIH priorities, and future scientists conducting NIDDK-related research.

Impact of Financial Incentives and Department Size on Scholarly Activity Output

PURPOSE

Family medicine research is essential to improving population health. It has the unique ability to answer questions about health care outcomes and use those insights to impact communities. Increasing research capacity continues to be a challenge; however, recent literature has touted the success of incentivization in several academic medicine specialties. We used the 2022 CERA annual Family Medicine Department Chair survey to characterize the amount and type of scholarly activities by institutional financial incentive status (yes or no) and type (flat vs variable amount), to investigate the relationship between financial incentives and scholarly output.

METHODS

Questions included targeted demographic variables, institutional incentives, and family medicine department scholarly output. Summary statistics and logistical regression analyses were conducted.

RESULTS

The overall survey response rate was 47.1% (106/225). Respondents reported financial incentives were allowed at 41 (38.7%) of 106 institutions. Of these, 19 (17.9%) reported clinical faculty received cash-based incentives, while 34 (32.1%) received noncash-based incentives for engaging in scholarly activity. The main barriers to offering financial incentives were institutional budget constraints and department culture or tradition. Financial incentives were not statistically associated with scholarly output; however, faculty size was statistically significant for giving more than 6 presentations (adjusted odds ratio = 0.20; 95% CI, 0.054-0.739).

CONCLUSIONS

Institutions aiming to increase their family medicine department scholarly productivity might benefit from focusing resources on increasing their faculty size such as adding consultants, statistical analysts, grant writers, or other research staff.

Research for all: building a diverse researcher community for the All of Us Research Program

OBJECTIVES

The NIH All of Us Research Program (All of Us) is engaging a diverse community of more than 10 000 registered researchers using a robust engagement ecosystem model. We describe strategies used to build an ecosystem that attracts and supports a diverse and inclusive researcher community to use the All of Us dataset and provide metrics on All of Us researcher usage growth.

MATERIALS AND METHODS

Researcher audiences and diversity categories were defined to guide a strategy. A researcher engagement strategy was codeveloped with program partners to support a researcher engagement ecosystem. An adapted ecological model guided the ecosystem to address multiple levels of influence to support All of Us data use. Statistics from the All of Us Researcher Workbench demographic survey describe trends in researchers' and institutional use of the Workbench and publication numbers.

RESULTS

From 2022 to 2024, some 13 partner organizations and their subawardees conducted outreach, built capacity, or supported researchers and institutions in using the data. Trends indicate that Workbench registrations and use have increased over time, including among researchers underrepresented in the biomedical workforce. Data Use and Registration Agreements from minority-serving institutions also increased.

DISCUSSION

All of Us built a diverse, inclusive, and growing research community via intentional engagement with researchers and via partnerships to address systemic data access issues. Future programs will provide additional support to researchers and institutions to ameliorate All of Us data use challenges.

CONCLUSION

The approach described helps address structural inequities in the biomedical research field to advance health equity.

The Impact of Infectious Diseases Scholarly Mentorship on Subsequent Infectious Disease Fellowship Application

INTRODUCTION

Infectious diseases physicians invest significant time mentoring medical students and internal medicine residents through research projects as well as case reports. Although having an infectious diseases mentor has been shown to be associated with subsequent infectious diseases fellowship application, the impact of specific scholarly activities on future application to infectious diseases fellowship is unknown.

METHODS

All research and case reports published or presented from Brooke Army Medical Center between 2014 and 2022 with an infectious diseases senior author and a medical student or internal medicine resident first author were evaluated. The presentations and publications that resulted from each project as well as whether the trainee applied to infectious diseases were recorded.

RESULTS

During the study period, 16 faculty mentored 35 medical student and resident research projects and 26 case reports. Research and case reports were primarily performed by residents (88% and 96%, respectively). Compared to case reports, research projects were more likely to be presented at national meetings (77% vs 32%, P = .0009). Of the 55 projects performed by trainees who completed training, research was associated with greater rates of infectious disease fellowship application as compared to case reports (41% vs 4%, P = .0012).

CONCLUSIONS

Internal medicine resident and medical student involvement in research mentored by an infectious disease physician was associated with a greater infectious diseases fellowship application rate as compared to those who were mentored for case reports. Investment in trainee research may be a strategy for recruiting the next generation of infectious diseases physicians.

PROPEL: a scalable model for postbaccalaureate training to promote diversity in the biomedical workforce

Promoting diversity in the scientific workforce is crucial for harnessing the potential of available talent and ensuring equitable access to Science, Technology, Engineering, Mathematics, and Medicine (STEM-M) careers. We have developed an innovative program called Postbaccalaureate Research Opportunity to Promote Equity in Learning (PROPEL) that provides scientific and career development training for postbaccalaureate scholars from historically excluded backgrounds in STEM-M fields with an interest in pursuing a PhD or MD/PhD degree. Our program is distinct from other postbaccalaureate programs in that scholars are hired by individual labs rather than funded centrally by the program. This funding mechanism removes the idea that central funding is necessary to encourage faculty to train diverse scholars and allows the program to scale dynamically according to the needs of the scientific community. The PROPEL program started in 2020 with six scholars and has since grown to an enrollment of over 100, making it the largest postbaccalaureate program for biomedical research in the country. Here, we describe the program structure and curriculum, our strategy for recruitment, the enrollment trends, the program demographics, metrics of scholar engagement, and outcomes for scholars who completed the program in 2023. Our experience demonstrates the strong demand from both scholars and faculty for programming of this type and describes the feasibility of implementation.

A systematic review of the impact of chemical pollution on sea turtles: Insights from biomarkers of aquatic contamination

Chemical anthropogenic contaminants in the marine environment pose a substantial threat to sea turtles. The current systematic review quantified the published literature on biomarkers of aquatic contamination in sea turtles. It examined the exposure and potential impacts of pollution at biochemical, molecular, and cellular levels, as indicated by these biomarkers. Eighty-seven primary peer-reviewed papers were included, most of which were published from 2013 onwards. Most studies focused on the species Chelonia mydas (n = 43 papers) and Caretta caretta (n = 36) and used blood samples for biomarker (n = 54) and chemical (n = 38) analyses. Chemical analyses were assessed alongside biomarker analyses in most studies (n = 71). Some studies indicated possible damage to the DNA, cells, oxidative balance, and reproduction of sea turtles associated with chemical contaminants as metals, emerging, and mixtures of organic pollutants. Research gaps and recommendations for future studies were addressed to help understand the toxicity of chemical pollutants in sea turtles. The purpose of this review is to contribute for supporting actions to mitigate the threats posed by pollution to these protected species, as well as to plan new studies in this research field for both conservation and biomonitoring purposes.

Citation bias, diversity, and ethics

How often a researcher is cited usually plays a decisive role in that person's career advancement, because academic institutions often use citation metrics, either explicitly or implicitly, to estimate research impact and productivity. Research has shown, however, that citation patterns and practices are affected by various biases, including the prestige of the authors being cited and their gender, race, and nationality, whether self-attested or perceived. Some commentators have proposed that researchers can address biases related to social identity or position by including a Citation Diversity Statement in a manuscript submitted for publication. A Citation Diversity Statement is a paragraph placed before the reference section of a manuscript in which the authors address the diversity and equitability of their references in terms of gender, race, ethnicity, or other factors and affirm a commitment to promoting equity and diversity in sources and references. The present commentary considers arguments in favor of Citation Diversity Statements, and some practical and ethical issues that these statements raise.

One size does not fit all for URiM applicants: a comparison of NPM program size on URiM applications

Neonatal-perinatal medicine (NPM) lacks a racially and ethnically diverse physician workforce. Fewer trainees from groups underrepresented in medicine (URiM) are entering NPM due to declining match rates in general pediatrics, financial burdens from delaying workforce entry, and ineffective recruitment into NPM. Annual surveys from the Organization of Neonatology Training Program Directors (ONTPD) were analyzed to assess URiM recruitment trends between 2021 and 2023. Concerningly, the number of URiM candidates applying to NPM fellowship programs remains low, highlighting the need for investment in pathway programming and enhanced recruitment strategies to diversify the NPM workforce. A multifaceted approach, including promoting early interest in pediatrics, minimizing financial disincentives, collecting robust URiM trainee and workforce data, and creating inclusive, diverse educational environments will be critical to increasing URiM representation in NPM and ultimately improving health outcomes for neonates.

Interplay between Lung Diseases and Viral Infections: A Comprehensive Review

The intricate relationship between chronic lung diseases and viral infections is a significant concern in respiratory medicine. We explore how pre-existing lung conditions, including chronic obstructive pulmonary disease, asthma, and interstitial lung diseases, influence susceptibility, severity, and outcomes of viral infections. We also examine how viral infections exacerbate and accelerate the progression of lung disease by disrupting immune responses and triggering inflammatory pathways. By summarizing current evidence, this review highlights the bidirectional nature of these interactions, where underlying lung diseasesincrease vulnerability to viral infections, while these infections, in turn, worsen the clinical course. This review underscores the importance of preventive measures, such as vaccination, early detection, and targeted therapies, to mitigate adverse outcomes in patients with chronic lung conditions. The insights provided aim to inform clinical strategies that can improve patient management and reduce the burden of chronic lung diseases exacerbated by viral infections.

Becoming JEDI Warriors in Physical Therapy Research: A Multifaceted Approach

The COVID-19 pandemic and recent incidents of social injustice exposed the systemic racism and discrimination in health care and clinical research that perpetuate systemic inequities. This perspective utilizes the acronym JEDI (justice, equity, diversity, and inclusion) as a vision for addressing inequities in physical therapy research. The need to go beyond diversity and focus on inclusion, equity, and justice is emphasized to achieve transformation within physical therapy research. The prevailing research paradigms are examined, acknowledging that research can perpetuate inequities and reinforcing the importance of integrating JEDI principles into the research process. The underrepresentation of diverse researchers in physical therapy is discussed, as well as the barriers faced by underrepresented researchers and research participants. Funding disparities are also highlighted, emphasizing the need for JEDI principles in research funding practices. How other health professions' associations are addressing JEDI in research is also explored. The authors propose a framework for action, utilizing the concepts of the socioecological model to identify gaps in JEDI within physical therapy research at different levels of influence and conclude by emphasizing the importance of justice in dismantling inequitable systems and urge the physical therapy research community to become JEDI warriors to bring about transformative change.

IMPACT

By championing cultures that value justice, equity, diversity, and inclusion, individuals within the physical therapy research community have the potential to ignite a powerful transformation in society. The authors envision a future where JEDI warriors emerge, embracing the spirit of "Do or do not. There is no try," to forge a research community that is inclusive for all. 1 Drawing inspiration from this mindset, this perspective seeks to empower individuals to harness the force of a JEDI warrior, fostering cultures that value justice, embrace inclusive methodologies, and ensure equitable access to resources and opportunities for researchers and participants.

Analyzing diversity trends in dermatology: A comprehensive overview

Background

Dermatology lags behind other medical specialties in workforce diversity, particularly regarding gender, race, and ethnicity. This study aims to analyze the current demographics of dermatology physicians in the United States, comparing them with other medical specialties, the overall population of practicing U.S. physicians, and the U.S. population as a whole.

Design and Method

Data from the Association of American Medical Colleges and the U.S. Census Bureau (2007-2022) were used to evaluate gender, racial, and ethnic diversity within dermatology. Demographic factors analyzed included gender, race, and ethnicity, with racial categories grouped as White, Asian, and underrepresented minorities in medicine (URiM). Chi-square tests assessed the fit of gender and age distributions with population proportions, while linear regression models examined trends over time.

Results

From 2007 to 2021, the number of dermatologists grew by 22.9%, with a corresponding decrease in population per dermatologist, indicating growth relative to the general population. The proportion of female dermatologists rose by 68.1% during this period, while the male proportion declined by 5.1%. From 2019 to 2022, a significant linear increase (p < 0.001) in URiM representation among dermatology residents was observed, with a model-predicted annual increase of 1.6%.

Conclusions

The increasing diversity in dermatology may be attributed to initiatives such as scholarships and mentorship programs implemented by dermatology organizations and residency programs. By fostering a more diverse workforce, dermatology can better address the healthcare needs of a diverse population and promote health equity across all demographics.

Will they always be living the Sisyphus punishment? The triple whammy for racialized women: a qualitative investigation of primary care researchers in Canada

Background

Existing literature overlooks the role of gender and race on research productivity, particularly in the context of primary care research. This study examines how gender and race influence the research productivity of primary care researchers in Canada, addressing a gap in existing literature.

Methods

Qualitative, descriptive methods were used, involving 60-min interviews with 23 Canadian primary care researchers. 13 participants were female (57%) and 10 participants (43%) were male. Fourteen participants were White (non-racialized; 61%), 8 were racialized (35%) and 1 did not comment on race (4%). Reflexive thematic analysis captured participant perceptions of factors influencing research productivity, including individual, professional, institutional, and systemic aspects.

Findings

Systemic bias and institutional culture, including racism, sexism, and unconscious biases against racialized women, emerge as key barriers to research productivity. The parenting life stage further compounds these biases. Barriers include lack of representation in faculty roles, toxic work environments, research productivity metrics, and exclusion by colleagues. Participants indicated that institutional reforms and systemic interventions are needed to foster a diverse, equitable, and inclusive environment. Strategies include recruiting equity-focused leaders, increasing representation of racialized female faculty, diversity training, mentorship programs, providing meaningful support, flexible work arrangements, and protected research time. Sponsors can offer more targeted grants for female and racialized researchers. Adjusting metrics for gender, race, parenthood, and collaborative metrics is proposed to enhance diversity and inclusion among researchers.

Interpretation

This study underscores the importance of addressing systemic bias at institutional and systemic levels to create a fair and supportive environment for primary care researchers. A multitude of strategies are needed including increasing representation of racialized female faculty, creating supportive and psychologically safe work environments, and public reporting of data on faculty composition for accreditation and funding decisions. Together, these strategies can alleviate the triple whammy and free these researchers from the Sisyphus Punishment - the absurdity of being asked to climb a hill while pushing a boulder with no hope of reaching the top.

Funding

College of Family Physicians of Canada.

"In the end, we had to leave": Truth-telling to unsettle whiteness in nursing academia

Nursing is renowned for its high ethical standards and is considered one of the most trusted professions globally, yet it has deep historical ties to Eurocentric and white supremacist ideologies. These entrenched ideologies in nursing raise significant concerns regarding equity, diversity, and inclusion within the profession as they shape nursing education, research, and practice. Western nursing institutions are deeply engrained in a system designed to center and uphold whiteness, which frequently serves to safeguard dominant groups in power while detrimentally affecting faculty from underrepresented backgrounds. Consequently, faculty members from underrepresented groups depart academia due to systemic racism and inadequate institutional accountability and support. To decenter whiteness in nursing, we have shared our experiences to underscore how systems of oppression marginalize underrepresented faculty in nursing academia.

Black and Hispanic Representation Declined After Increased Degree Requirements for Physician Assistants

INTRODUCTION

The physician assistant (PA) profession is one of the least racially and ethnically diverse health professions requiring advanced education. New PA graduates are even less diverse than the current PA workforce and less diverse than professions requiring doctoral degrees. Between 1995 and 2020, the percent of all PA graduates that were Black individuals fell from 7% to 3.1%, while Hispanic representation increased from 4.5% to 7.9%.

METHODS

Using the federal Integrated Postsecondary Education Data System, we examine the impact of transitions to master's degrees for PAs on Black and Hispanic representation between 1995 and 2020, using individual universities as the unit of analysis.

RESULTS

After adjusting for state and year effects, PA programs that transitioned from bachelor's to master's degrees experienced a 5.3% point decline in Black representation and a 3.8% point decline in Hispanic representation. Relative to the already low proportions of Black and Hispanic graduates in PA programs, these declines are significant.

DISCUSSION

Steps should be taken to ensure that underrepresented populations have greater access to PA education.

Advancing equity in spine surgery: unraveling the impact of affirmative action reversal

Affirmative action has been pivotal in addressing historical and systemic discrimination, particularly within healthcare. This paper delves into the impact of affirmative action policies on diversity in spine surgery, elucidating their critical role in fostering inclusivity and equal opportunities for individuals of underrepresented racial and ethnic groups. Historically, affirmative action has been instrumental in breaking down barriers to education and careers in medicine. Landmark cases such as Brown v. Board of Education have been influential in shaping these policies. However, the recent reversal of affirmative action poses a substantial threat to diversity in medical school admissions, potentially diminishing the presence of minority groups in spine surgery. We examine the historical foundation and transformative impact of affirmative action, focusing on key legal cases and their influence on educational and professional inclusivity. The current landscape of diversity in medical education and spine surgery highlights the role of affirmative action in cultivating an inclusive workforce. Counterarguments to affirmative action are critically evaluated, emphasizing the extensive benefits of diversity in enhancing patient care, driving research innovation, and informing policy advocacy. To counteract the adverse effects of the affirmative action reversal, we propose proactive initiatives, including targeted support for college students, medical students, residents, and practicing surgeons. These strategies are designed to ensure the recruitment and retention of a diverse workforce in spine surgery, thereby enriching patient care and advancing the field.

A 100-day mentoring program leads to positive shifts in girls' perceptions and attitudes towards biomechanics and related STEM disciplines

The gender gap in STEM (Science, Technology, Engineering, and Mathematics) is among the widest across education and professional fields, with an underrepresentation of girls and women, particularly in engineering and biomechanics. This issue begins early in education and worsens as females progress into more senior roles. To address this gap, we designed and implemented the Biomechanics Research and Innovation Challenge (BRInC), a 100-day STEM program focused on mentoring and role modelling to engage high school girls and early-career biomechanists at key phases where they most commonly disengage in STEM. We evaluated the influence of the program on (i) identity and perceptions towards science, engineering, and biomechanics; (ii) attitudes towards biomechanics, maths and science; and (iii) attitudes towards gender bias, education and career aspirations in STEM, within high school girls following participation in the BRInC program. We observed significant and positive shifts in girls' perceptions of both biomechanics and engineering. Participation in the program appeared to lead to favourable shifts in attitudes towards biomechanics, maths, and science and fostered a positive influence on girls' education and career aspirations, igniting an interest in future research opportunities. Innovative STEM engagement programs, such as BRInC, highlight the promising potential of targeted and bespoke approaches to address the underrepresentation of females in biomechanics and STEM-related education and careers. Future programs should strive to enhance socioeconomic and cultural diversity, employ whole of life-cycle approaches by offering programs for girls and women at various phases of the STEM pathway, and prioritize impact assessments to effectively monitor progress.

Advancing Equity and Justice in Academic Nursing Through Trauma-Informed Education Practice

BACKGROUND

As educators and schools redouble their efforts to support and graduate a diverse and highly competent student body, there is an urgent need to adopt an academic framework to understand the effects of trauma on student learning, ground equity and justice in nursing education, and underpin policy development.

METHOD

This article explicates the use of equity-centered trauma-informed education practice (TIEP) as a framework for examining, scrutinizing, and eliminating the influences and effects of racism, including explicit, implicit, systematic, and microaggressions, as well as inequitable approaches in practices, pedagogy, and policy.

RESULTS

Five key strategies were identified: (1) bias and antiracist work; (2) safety and trust; (3) culturally responsive pedagogy; (4) wellness and balance and (5) community-building.

CONCLUSION

Transforming nursing education requires a paradigm shift, with changes occurring from an individual to a system level. TIEP ensures changes are equity-centered and justice-focused. [J Nurs Educ. 2024;63(8):507-514.].

Diversity and inclusion: A hidden additional benefit of Open Data

The recent imperative by the National Institutes of Health to share scientific data publicly underscores a significant shift in academic research. Effective as of January 2023, it emphasizes that transparency in data collection and dedicated efforts towards data sharing are prerequisites for translational research, from the lab to the bedside. Given the role of data access in mitigating potential bias in clinical models, we hypothesize that researchers who leverage open-access datasets rather than privately-owned ones are more diverse. In this brief report, we proposed to test this hypothesis in the transdisciplinary and expanding field of artificial intelligence (AI) for critical care. Specifically, we compared the diversity among authors of publications leveraging open datasets, such as the commonly used MIMIC and eICU databases, with that among authors of publications relying exclusively on private datasets, unavailable to other research investigators (e.g., electronic health records from ICU patients accessible only to Mayo Clinic analysts). To measure the extent of author diversity, we characterized gender balance as well as the presence of researchers from low- and middle-income countries (LMIC) and minority-serving institutions (MSI) located in the United States (US). Our comparative analysis revealed a greater contribution of authors from LMICs and MSIs among researchers leveraging open critical care datasets (treatment group) than among those relying exclusively on private data resources (control group). The participation of women was similar between the two groups, albeit slightly larger in the former. Notably, although over 70% of all articles included at least one author inferred to be a woman, less than 25% had a woman as a first or last author. Importantly, we found that the proportion of authors from LMICs was substantially higher in the treatment than in the control group (10.1% vs. 6.2%, p<0.001), including as first and last authors. Moreover, we found that the proportion of US-based authors affiliated with a MSI was 1.5 times higher among articles in the treatment than in the control group, suggesting that open data resources attract a larger pool of participants from minority groups (8.6% vs. 5.6%, p<0.001). Thus, our study highlights the valuable contribution of the Open Data strategy to underrepresented groups, while also quantifying persisting gender gaps in academic and clinical research at the intersection of computer science and healthcare. In doing so, we hope our work points to the importance of extending open data practices in deliberate and systematic ways.

Observations on the Representation of Asians in Surgical Training and Leadership

INTRODUCTION

Diversity in medicine has a positive effect on outcomes, especially for Asian patients. We sought to evaluate representation of Asians across entry and leadership levels in surgical training.

METHODS

Publicly accessible population data from 2018 to 2023 were collected from the US Census Bureau, the Association of American Medical Colleges, and the American Board of Surgery (ABS). Frequencies based on self-identified Asian status were identified, and proportions were calculated.

RESULTS

The US census showed Asians constituted 4.9% of the US population in 2018 versus 6% in 2023. The proportion of Asian medical students rose from 21.6% to 24.8%; however, Asian surgical residency applicants remained constant at 20%. ABS certifications of Asians have increased from 13.7% to 18.5%. ABS examiners increased from 15.7% to 17.1%.

CONCLUSIONS

In 5 years, Asians have made numeric gains in medical school and surgical training. However, Asian representation lags at Board examiner levels compared to the medical student population. The ABS has made recent efforts at transparency around examiner and examinee characteristics. A pillar of ensuring a well-trained surgical workforce to serve the public is to mandate that all surgical trainees and graduates undergo fair examinations, and are fairly assessed on their qualifications. Observed progress should further invigorate all surgical applicants, residents and leadership to take an even more active role in making surgery more diverse and welcoming to all, by including careful analyses of diversity at all levels.

Internet-enabled lab-on-a-chip technology for education

Despite many interventions, science education remains highly inequitable throughout the world. Internet-enabled experimental learning has the potential to reach underserved communities and increase the diversity of the scientific workforce. Here, we demonstrate the use of lab-on-a-chip (LoC) technologies to expose Latinx life science undergraduate students to introductory concepts of computer programming by taking advantage of open-loop cloud-integrated LoCs. We developed a context-aware curriculum to train students at over 8000 km from the experimental site. Through this curriculum, the students completed an assignment testing bacteria contamination in water using LoCs. We showed that this approach was sufficient to reduce the students' fear of programming and increase their interest in continuing careers with a computer science component. Altogether, we conclude that LoC-based internet-enabled learning can become a powerful tool to train Latinx students and increase the diversity in STEM.

Diverse Mentoring Connections Across Institutional Boundaries in the Biomedical Sciences: Innovative Graph Database Analysis

BACKGROUND

With an overarching goal of increasing diversity and inclusion in biomedical sciences, the National Research Mentoring Network (NRMN) developed a web-based national mentoring platform (MyNRMN) that seeks to connect mentors and mentees to support the persistence of underrepresented minorities in the biomedical sciences. As of May 15, 2024, the MyNRMN platform, which provides mentoring, networking, and professional development tools, has facilitated more than 12,100 unique mentoring connections between faculty, students, and researchers in the biomedical domain.

OBJECTIVE

This study aimed to examine the large-scale mentoring connections facilitated by our web-based platform between students (mentees) and faculty (mentors) across institutional and geographic boundaries. Using an innovative graph database, we analyzed diverse mentoring connections between mentors and mentees across demographic characteristics in the biomedical sciences.

METHODS

Through the MyNRMN platform, we observed profile data and analyzed mentoring connections made between students and faculty across institutional boundaries by race, ethnicity, gender, institution type, and educational attainment between July 1, 2016, and May 31, 2021.

RESULTS

In total, there were 15,024 connections with 2222 mentees and 1652 mentors across 1625 institutions contributing data. Female mentees participated in the highest number of connections (3996/6108, 65%), whereas female mentors participated in 58% (5206/8916) of the connections. Black mentees made up 38% (2297/6108) of the connections, whereas White mentors participated in 56% (5036/8916) of the connections. Mentees were predominately from institutions classified as Research 1 (R1; doctoral universities-very high research activity) and historically Black colleges and universities (556/2222, 25% and 307/2222, 14%, respectively), whereas 31% (504/1652) of mentors were from R1 institutions.

CONCLUSIONS

To date, the utility of mentoring connections across institutions throughout the United States and how mentors and mentees are connected is unknown. This study examined these connections and the diversity of these connections using an extensive web-based mentoring network.

Mentoring practices that predict doctoral student outcomes in a biological sciences cohort

Despite the importance of a diversity of backgrounds and perspectives in biological research, women, racial and ethnic minorities, and students from non-traditional academic backgrounds remain underrepresented in the composition of university faculty. Through a study on doctoral students at a research-intensive university, we pinpoint advising from faculty as a critical component of graduate student experiences and productivity. Graduate students from minority backgrounds reported lower levels of support from their advisors and research groups. However, working with an advisor from a similar demographic background substantially improved productivity and well-being of these students. Several other aspects of mentoring practices positively predicted student success and belonging, including frequent one-on-one meetings, empathetic and constructive feedback, and relationships with other peer or faculty mentors. Our study highlights the need to renovate graduate education with a focus on retention-not just recruitment-to best prepare students for success in scientific careers.

LGBTQ+ faculty, queering health sciences classrooms: student perspectives

Lesbian, gay, bisexual, transgender, and queer plus (LGBTQ+) students in undergraduate science, technology, engineering, and math (STEM) majors are more likely to drop out than their cisgender, heterosexual peers despite having equivalent grades and research exposure. It has been demonstrated that a sense of belonging, a very strong predictor of student retention, is low in LGBTQ+-identified STEM undergraduates. It has further been posited that faculty openness and authenticity can enhance a sense of belonging for LGBTQ+ students through the creation of an inclusive classroom culture. The authors of this article, three LGBTQ+-identified faculty in the health sciences department at Boston University, surveyed students enrolled in their courses to elicit student thoughts, feelings, and behaviors regarding the effect of faculty 1) sharing their identity openly in the classroom, and 2) actively working to create open, inclusive dialogue and space in their classrooms. Of 86 student participants across multiple classes, the large majority of students, both LGBTQ+-identified and non-LGBTQ+-identified, described feeling safe, included, and welcomed in the classroom. They described engaging more in peer-to-peer education and felt that instructor authenticity created a safe and inclusive classroom. A minority of LGBTQ+-identified students and non-LGBTQ+-identified students reported feeling unsure of voicing their opinions, for the former related to insecurity about being LGBTQ+ and the latter feeling a liberal bias existed in the classroom. Altogether, these results suggest a positive effect on student sense of belonging when faculty authenticity and intentionality create inclusive classroom environments in the health sciences.NEW & NOTEWORTHY Openness and authenticity of lesbian, gay, bisexual, transgender, and queer plus (LGBTQ+)-identified faculty in the health sciences positively affect students by helping them feel seen, welcomed, and included for both students who identify as LGBTQ+ and those who do not. Moreover, faculty openness fostered student action by encouraging them to have peer-to-peer discussions about inclusive language and engage more openly in classroom discussions. Creating academic job security for LGBTQ+-identified faculty to be open can enhance classroom culture, student engagement, and learning.

The effects of language proficiency and awareness of time limit in animated vs. text-based situational judgment tests

BACKGROUND

Situational Judgment Tests (SJTs) are commonly used in medical school admissions. However, it has been consistently found that native speakers tend to score higher on SJTs than non-native speakers, which can be particularly problematic in the admission context due to the potential risk of limited fairness. Besides type of SJT, awareness of time limit may play a role in subgroup differences in the context of cognitive load theory. This study examined the influence of SJT type and awareness of time limit against the background of language proficiency in a quasi high-stakes setting.

METHODS

Participants (N = 875), applicants and students in healthcare-related study programs, completed an online study that involved two SJTs: one with a text-based stimulus and response format (HAM-SJT) and another with a video-animated stimulus and media-supported response format (Social Shapes Test, SST). They were randomly assigned to a test condition in which they were either informed about a time limit or not. In a multilevel model analysis, we examined the main effects and interactions of the predictors (test type, language proficiency and awareness of time limit) on test performance (overall, response percentage).

RESULTS

There were significant main effects on overall test performance for language proficiency in favor of native speakers and for awareness of time limit in favor of being aware of the time limit. Furthermore, an interaction between language proficiency and test type was found, indicating that subgroup differences are smaller for the animated SJT than for the text-based SJT. No interaction effects on overall test performance were found that included awareness of time limit.

CONCLUSION

A SJT with video-animated stimuli and a media-supported response format can reduce subgroup differences in overall test performance between native and non-native speakers in a quasi high-stakes setting. Awareness of time limit is equally important for high and low performance, regardless of language proficiency or test type.

Racial and Ethnic Differences in Time to Completion of Academic Enrichment Program Applications

INTRODUCTION

Diversity in healthcare and research is integral to serving our increasingly diverse population. Access to academic enrichment programs, an important pathway to science, technology, engineering, and mathematics (STEM) careers promotes educational attainment through academic preparation and increased interest, useful strategies for improving diverse representation in higher learning. Given this important pathway to STEM fields, attention to equity in enrichment programs admissions is as important as the increasing focus on mitigating racial/ethnic disparities in undergraduate and graduate admissions.  Methods: In a retrospective cohort study at the University of Washington, we used descriptive and Chi-Square statistics to compare a hybrid competitive summer application program with stipend with an asynchronous first-come, first-served enrollment program in injury and violence prevention research. The three main outcomes were: 1) time to application, measured by number of days to apply/enroll after application or enrollment period start date, 2) percentage of application/enrollment period, measured by when application or enrollment occurred in relation to the total application or enrollment period, and 3) differences in Black, Hispanic, and Native American applicants and enrollees.  Results: In a study examining two injury and violence prevention programs, which reached educational institutions including Historically Black Colleges and Universities (HBCU) and Tribal Colleges: 1) Applicants were 9.6% and 6.4% Black (application vs enrollment programs; p<0.0001), 0.4% and 0% Native American to the application and enrollment programs, and 9.1% and 10.3% Hispanic (application vs enrollment programs; p=0.6), 2) Across all racial and ethnic groups, students applied later (last 15% percent of application period) in the competitive application program than to the first-come first-served enrollment program in which students enrolled throughout the enrollment period, and 3) Across both program types, there were racial and ethnic differences in time to application and enrollment start and completion.

CONCLUSION

Findings show that free enrollment programs alone do not incentivize educational attainment for all groups and that application rolling admissions processes may not equally promote racial and ethnic diversity for all groups.

Promoting Equity, Diversity, and Inclusion in Medicine: A Comprehensive Toolkit for Change in Radiology

This toolkit presents a comprehensive framework for a toolkit intended to increase equity, diversity, and inclusion (EDI) within the medical field and recommendations. We advocate for clear, comprehensive definitions and interpretations of fundamental EDI terms, laying the groundwork necessary for initiating and maintaining EDI initiatives. Furthermore, we offer a systematic approach to establishing EDI committees within medical departments, accentuating the pivotal role these committees play as they drive and steer EDI strategies. This toolkit also explores strategies tailored for the recruitment of a diverse workforce. This includes integral aspects such as developing inclusive job advertisements, implementing balanced search methods for candidates, conducting unbiased appraisals of applications, and structuring diverse hiring committees. The emphasis on these strategies not only augments the diversity within medical institutions but also sets the stage for a more holistic approach to healthcare delivery. Therefore, by adopting the recommended strategies and guidelines outlined in this framework, medical institutions and specifically radiology departments can foster an environment that embodies inclusivity and equity, thereby enhancing the quality of patient care and overall health outcomes.

Operationalizing Equity, Inclusion, and Access in Research Practice at a Large Academic Institution

INTRODUCTION

Healthcare advances are hindered by underrepresentation in prospective research; sociodemographic, data, and measurement infidelity in retrospective research; and a paucity of guidelines surrounding equitable research practices.

OBJECTIVE

The Joint Research Practices Working Group was created in 2021 to develop and disseminate guidelines for the conduct of inclusive and equitable research.

METHODS

Volunteer faculty and staff from two research centers at the University of Pennsylvania initiated a multi-pronged approach to guideline development, including literature searches, center-level feedback, and mutual learning with local experts.

RESULTS

We developed guidelines for (1) participant payment and incentives; (2) language interpretation and translation; (3) plain language in research communications; (4) readability of study materials; and (5) inclusive language for scientific communications. Key recommendations include (1) offer cash payments and multiple payment options to participants when required actions are completed; (2) identify top languages of your target population, map points of contact, and determine available interpretation and translation resources; (3) assess reading levels of materials and simplify language, targeting 6th- to 8th-grade reading levels; (4) improve readability through text formatting and style, symbols, and visuals; and (5) use specific, humanizing terms as adjectives rather than nouns.

CONCLUSIONS

Diversity, inclusion, and access are critical values for research conduct that promotes justice and equity. These values can be operationalized through organizational commitment that combines bottom-up and top-down approaches and through partnerships across organizations that promote mutual learning and synergy. While our guidelines represent best practices at one time, we recognize that practices evolve and need to be evaluated continuously for accuracy and relevance. Our intention is to bring awareness to these critical topics and form a foundation for important conversations surrounding equitable and inclusive research practices.

A dual approach to addressing gaps in scholar diversity in aging research

The number of people with Alzheimer's disease and related dementias (ADRD) in the United States is steadily increasing, with minoritized populations having a disproportionate burden of disease. One strategy to address the racial and ethnic disparities in aging is to diversify scholars in the field of aging, to increase dynamic solution development and create cultural congruence among researchers and participants. The National Institute on Aging has a committed effort to increase and diversify the number of scientists who conduct aging and ADRD research, placing a call for Centers to focus on this effort. In response to the National Institute on Aging call, the Carolina Center for Alzheimer's Disease and Minority Research, housed at the University of South Carolina, proposed a dual approach to addressing these gaps through a joint national conference and mentorship program for underrepresented minoritized faculty. After one year of the program, the participating scholars were surveyed, and successes and growth points of the program were identified to help guide the improvement of this dual approach to addressing gaps in scholar diversity in aging research.

Gender inequality in genitourinary malignancies clinical trials leadership

BACKGROUND

Over the past 2 decades, there has been a growing interest in the significance of gender roles in healthcare and several efforts and initiatives have focused on increasing female representation in the medical field. Clinical trials play a very important role in shaping medical practice; moreover, the leaders of clinical trials often represent the upper echelon of researchers in any designated field. Presently, there is no data regarding women's representation in urological oncology clinical trials leadership. Therefore, the aim of this study is to examine the extent of female representation in leading urological clinical trials.

METHODOLOGY

To thoroughly examine the representation of females as principal investigators (PIs) in urological cancer clinical trials between 2000 and 2020, we conducted a comprehensive search of completed trials focused on kidney, prostate, and bladder cancer on ClinicalTrials.gov. We extracted relevant information regarding the PIs and analyzed the data using univariate analyses to identify any significant differences between male and female PIs.

RESULTS

A total of 9145 cancer clinical trials were conducted over the last 2 decades, and 11.3% (n = 1033) of them were urological cancer clinical trials. We were able to obtain detailed information about the principal investigators (PI) in 79.0% (n = 816) of the clinical trials, and we found that 16.8% (n = 137) of them were led by female investigators. Upon evaluating the characteristics of the PIs, female PIs had a significantly lower median age and median total citations as compared to male PIs (55.0 vs 59.0 and 5333 vs 7902; p-value < 0.001 and 0.006, respectively). However, there was no statistically significant difference between the termination rate, publication rate, funding source, cancer type, and the subject of conducting the clinical trials between male and female PIs.

CONCLUSION

Between 2000 and 2020, only 16.8% of urological cancer clinical trials were led by a female PI, perhaps reflective of a low percentage of senior female researchers in the fields of urology, oncology and radiation oncology. Universities, research institutes and funding agencies should work to improve mentorship, representation and opportunities for female investigators to encourage more involvement for female researchers in these clinical trials.

The Inclusion of Underrepresented Populations in Cardiovascular Genetics and Epidemiology

Novel genetic risk markers have helped us to advance the field of cardiovascular epidemiology and refine our current understanding and risk stratification paradigms. The discovery and analysis of variants can help us to tailor prognostication and management. However, populations underrepresented in cardiovascular epidemiology and cardiogenetics research may experience inequities in care if prediction tools are not applicable to them clinically. Therefore, the purpose of this article is to outline the barriers that underrepresented populations can face in participating in genetics research, to describe the current efforts to diversify cardiogenetics research, and to outline strategies that researchers in cardiovascular epidemiology can implement to include underrepresented populations. Mistrust, a lack of diverse research teams, the improper use of sensitive biodata, and the constraints of genetic analyses are all barriers for including diverse populations in genetics studies. The current work is beginning to address the paucity of ethnically diverse genetics research and has already begun to shed light on the potential benefits of including underrepresented and diverse populations. Reducing barriers for individuals, utilizing community-driven research processes, adopting novel recruitment strategies, and pushing for organizational support for diverse genetics research are key steps that clinicians and researchers can take to develop equitable risk stratification tools and improve patient care.

Does Sponsorship Promote Equity in Career Advancement in Academic Medicine? A Scoping Review

Sponsorship describes a set of actions wherein an influential champion (sponsor) uses their position to actively support a colleague's career by helping them gain visibility, recognition, and/or positions. There is growing awareness of the importance of sponsorship for career advancement in academic medicine, particularly for women and those who are historically underrepresented and excluded in medicine (UIM). This scoping review examines the current landscape of evidence, and knowledge gaps, on sponsorship as it relates to career advancement in academic medicine for women and UIM faculty. We searched peer-reviewed literature in PubMed, Embase, and Web of Science (WoS) over the past 50 years (from 1973 through July 2023). Sixteen studies were included in the final review. We found relative consensus on sponsorship definition and value to career advancement. Heterogeneity in study design limited our ability to directly compare study outcomes. All included studies focused on gender differences in sponsorship: two of four quantitative studies found men were more likely to receive sponsorship, one reported no gender differences, and one was insufficiently powered. All but one of the qualitative studies reported gender differences, with women less likely to access or be identified for sponsorship. The mixed-methods studies suggested sponsorship may vary by career stage. Only two studies analyzed sponsorship for UIM populations. The existing data are inconclusive regarding best ways to measure and assess sponsorship, what institutional support (e.g., structured programs, formal recognition, or incentives for sponsorship) should look like, and at what career stage sponsorship is most important. Addressing this knowledge gap will be critically important for understanding what sponsorship best practices, if any, should be used to promote equity in career advancement in academic medicine. We advocate for commitment at the institutional and national levels to develop new infrastructure for transparently and equitably supporting women and UIM in career advancement.

Mentoring across difference and distance: building effective virtual research opportunities for underrepresented minority undergraduate students in biological sciences

IMPORTANCE

Summer Research Experiences for Undergraduates (REUs) are established to provide platforms for interest in scientific research and as tools for eventual matriculation to scientific graduate programs. Unfortunately, the COVID-19 pandemic forced the cancellation of in-person programs for 2020 and 2021, creating the need for alternative programming. The National Summer Undergraduate Research Project (NSURP) was created to provide a virtual option to REUs in microbiology to compensate for the pandemic-initiated loss of research opportunities. Although in-person REUs have since been restored, NSURP currently remains an option for those unable to travel to in-person programs in the first place due to familial, community, and/or monetary obligations. This study examines the effects of the program's first 3 years, documenting the students' experiences, and suggests future directions and areas of study related to the impact of virtual research experiences on expanding and diversifying science, technology, engineering, and mathematics.