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Dyster T, Santhosh L. Beyond the Procedure Log: Using Individualized Learning Plans to Set Learner-Specific Milestones for Procedural Skills Acquisition. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2024; 99:381-387. [PMID: 38113441 DOI: 10.1097/acm.0000000000005593] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/21/2023]
Abstract
ABSTRACT Procedural training for nonsurgical fields, such as internal medicine, is an important component of medical education. However, recent changes to accreditation guidelines have resulted in less formal guidance on procedural competency, not only leading to opportunities for individualizing training but also creating potential problems for trainees and training programs. In this article, the authors use internal medicine as an exemplar to review current strategies for procedural education in nonsurgical fields, including procedural simulation, dedicated procedural rotations, and advanced subspecialty training, and highlight an emerging need for learner-specific terminal milestones in procedural training. Individualized learning plans (ILPs), collections of trainee-specific objectives for learning, are arguably a useful strategy for organizing procedural training. The role of ILPs as a framework to support setting learner-specific terminal milestones, guide skill acquisition, and allocate procedural learning opportunities based on trainees' anticipated career plans is subsequently explored, and how an ILP-based approach might be implemented within the complex educational milieu of a clinical training program is examined. The limitations and pitfalls of an ILP-based approach, including the need for development of coaching programs, are considered. The authors conclude that, despite the limitations of ILPs, when combined with other current strategies for building trainees' procedural competence, these plans may help trainees maximize the educational benefits of their training period and can encourage effective, safer, and equitable allocation of procedural practice opportunities.
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Marr M, Bruinsma TJ, Spigner ST, Rojo J, Keyes T. Student-Led Webinar to Support LGBTQ+ Students Applying to Medical School During the COVID-19 Pandemic. JOURNAL OF HOMOSEXUALITY 2024; 71:1057-1070. [PMID: 36625541 PMCID: PMC10330930 DOI: 10.1080/00918369.2022.2160942] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/17/2023]
Abstract
Lesbian, gay, bisexual, transgender, queer, intersex, asexual, non-binary, two-spirit, and other (LGBTQ+) students are a diverse group with unique and frequently overlooked needs in medical training. The present study was designed to understand the concerns of LGBTQ+ applicants to medical school and examine the effectiveness of a webinar in alleviating concerns. Sixty participants joined webinars discussing the medical school application process with particular attention to concerns pertinent to the LGBTQ+ population. Pre and post surveys were administered to examine webinar effectiveness and participant concerns. Results were analyzed using quantitative and qualitative methods. Pre-medical students reported that the webinar format was helpful for their application process. Specifically, pre- and post-test analyses revealed that the webinar increased both students' preparedness as well as their confidence in disclosing their LGBTQ+ identity or being "out" when applying to medical school. Student-led, online webinars increase LGBTQ+ students' confidence and help address SGM students' concerns about applying to medical school.
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Affiliation(s)
- Mollie Marr
- Medical Scientist Training Program, Oregon Health & Science University, Portland, OR, USA
| | - T. J. Bruinsma
- Pennsylvania State University, College of Medicine, Hershey, PA, USA
| | - S. T. Spigner
- University of Pittsburgh School of Medicine, Pittsburgh, PA, USA
| | - J. Rojo
- School of Medicine, Saint Louis University, St. Louis, MO, USA
| | - T. Keyes
- Medical Scientist Training Program, Stanford University School of Medicine, Stanford, CA, USA
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Barootes HC, Huynh ACA, Maracle M, Istl AC, Wang P, Kirpalani A. "Reduced to My Race Once Again": Perceptions about Underrepresented Minority Medical School Applicants in Canada and the United States. TEACHING AND LEARNING IN MEDICINE 2024; 36:1-12. [PMID: 36351290 DOI: 10.1080/10401334.2022.2141247] [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: 09/13/2021] [Accepted: 10/13/2022] [Indexed: 06/16/2023]
Abstract
Phenomenon: To increase racial diversity in medical school classes, many institutions have created underrepresented minority (URM) application streams. However, many URM students experience overt and passive marginalization throughout their training and this may be related to how matriculants from URM streams are perceived by their peers. Approach: We conducted a discourse analysis of online discussion forums to explore how URM streams across Canada and the United States are perceived. We analyzed 850 posts from 13 discussion threads published between 2015 and 2020. We used inductive content analysis to develop a data-driven coding scheme from which we identified common themes. Findings: Despite an overall appreciation of the benefits of a diverse workforce, participants engaged in prominent discussions surrounding the merits of URM streams. We identified perceptions that students admitted from URM streams are less academically and clinically competent, with URM applicants reporting feeling unworthy for admission in the eyes of non-URM applicants. Users felt that the influence of socioeconomic status was under-appreciated, and that admissions officers inadequately addressed this barrier. There were some applicants who perceived the admissions process as "broken" with non-URMs displaying a fear of social change, and URMs fearing that the system defines them by their racialized status. Insights: Online discussion forums provide unique insight into perceptions surrounding URM streams. We identified potentially harmful misconceptions about URM students applying to these streams and highlight that actionable measures to reduce marginalization against URM matriculants must begin before medical school.
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Affiliation(s)
- Hailey C Barootes
- Department of Paediatrics, Schulich School of Medicine and Dentistry, Western University, London, Ontario, Canada
- Children's Hospital, London Health Sciences Centre, London, Ontario, Canada
| | - Albert Cong-Anh Huynh
- Department of Paediatrics, Schulich School of Medicine and Dentistry, Western University, London, Ontario, Canada
| | - Marcy Maracle
- Department of Paediatrics, Schulich School of Medicine and Dentistry, Western University, London, Ontario, Canada
| | - Alexandra C Istl
- Department of Surgery, Medical College of Wisconsin, Milwaukee, Wisconsin, USA
| | - Peter Wang
- Children's Hospital, London Health Sciences Centre, London, Ontario, Canada
- Department of Surgery, Schulich School of Medicine and Dentistry, Western University, London, Ontario, Canada
| | - Amrit Kirpalani
- Department of Paediatrics, Schulich School of Medicine and Dentistry, Western University, London, Ontario, Canada
- Children's Hospital, London Health Sciences Centre, London, Ontario, Canada
- Lawson Health Research Institute, London, Ontario, Canada
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Cadena MA, Amaya C, Duan D, Rico CA, García-Bayona L, Blanco AT, Agreda YS, Villegas Rodríguez GJ, Ceja A, Martinez VG, Goldman OV, Fernandez RW. Insights and strategies for improving equity in graduate school admissions. Cell 2023; 186:3529-3547. [PMID: 37595563 PMCID: PMC10512701 DOI: 10.1016/j.cell.2023.07.029] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/27/2022] [Revised: 05/12/2023] [Accepted: 07/18/2023] [Indexed: 08/20/2023]
Abstract
Applying to graduate school can be particularly challenging for students from historically minoritized backgrounds due to a hidden curriculum in the graduate admissions process. To address this issue, a team of volunteer STEM trainees established the Científico Latino Graduate Student Mentorship Initiative (CL-GSMI) in 2019 to support applicants from historically minoritized backgrounds. CL-GSMI is designed to improve access to critical resources, including information, mentorship, and financial support, and has assisted 443 students in applying and matriculating to graduate school. Using program evaluation data from 2020 to 2021, we highlight areas in graduate school admissions that can be improved to promote equity and inclusion.
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Affiliation(s)
- Melissa Andrea Cadena
- Department of Biomedical Engineering, Emory University School of Medicine and Georgia Institute of Technology, Atlanta, GA 30322, USA
| | - Cathy Amaya
- Department of Molecular Biophysics and Biochemistry, Yale University, New Haven, CT 06510, USA
| | - Daisy Duan
- Department of Molecular Biophysics and Biochemistry, Yale University, New Haven, CT 06510, USA
| | | | | | - Aníbal Tornes Blanco
- Department of Biological Chemistry, University of Michigan, Ann Arbor, MI 48109, USA
| | - Yessica Santana Agreda
- Neuroscience Graduate Program, Vollum Institute, Oregon Health & Science University, Portland, OR 97239, USA
| | | | - Alexis Ceja
- Department of Community Health Systems, School of Nursing, University of California, San Francisco, 2 Koret Way, N505, San Francisco, CA 94143, USA
| | - Vianna G Martinez
- Department of Pathology, Duke University School of Medicine, Durham, NC 27708, USA
| | - Olivia V Goldman
- Laboratory of Neurogenetics and Behavior, The Rockefeller University, New York, NY 10065, USA; Kavli Neural Systems Institute, New York, NY 10065, USA.
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Chang K, Panchal D, Bowman J, Sheikh S, Mohsin H. Evaluating the Impact of Early Career Academic Medicine Workshops on Medical Students' Interest. Cureus 2023; 15:e41710. [PMID: 37575850 PMCID: PMC10414546 DOI: 10.7759/cureus.41710] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/11/2023] [Indexed: 08/15/2023] Open
Abstract
Introduction Academic medicine is an important field that has had a notable decline in physician interest. The aim of this study was to introduce academic medicine to medical students early in their careers with a workshop in the medical school setting, beyond conferences, to promote even greater interest in the field. Methods This workshop consisted of (1) an informational didactic session using a Microsoft PowerPoint presentation, (2) small-group breakout discussion sessions to review case scenarios, and (3) a faculty panel to provide personal anecdotes and advice to students. The authors administered online pre- and post-workshop surveys to the students. One workshop was presented to first-year medical students and another to second-year medical students at California University of Science and Medicine. Data were analyzed using the IBM SPSS Statistics 27.0 for Windows. Pre- and post-workshop survey question means were compared using a paired t-test. Results There were 104 pre-clerkship student attendees, 83 of whom were in their first year and 21 in their second. Within each class year, there was a statistical significance in pre- and post-workshop survey responses for questions one through four (p < 0.001, p < 0.001, p < 0.001, p < 0.001), but question five responses were not statistically significant (p = 0.78). Conclusion Academic medicine workshops held early in medical students' careers are an effective way to foster interest in the field. Implementing academic medicine scholars' programs, in addition to these workshops, can help provide guidance and resources for students who want to pursue a career in academic medicine.
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Affiliation(s)
- Kelly Chang
- Medical Education, California University of Science and Medicine, Colton, USA
| | - Dhruvi Panchal
- Medical Education, California University of Science and Medicine, Colton, USA
| | - Jade Bowman
- Medical Education, California University of Science and Medicine, Colton, USA
| | - Shazia Sheikh
- Medical Education, California University of Science and Medicine, Colton, USA
| | - Hina Mohsin
- Medical Education, California University of Science and Medicine, Colton, USA
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Torres Acosta MA, Chandra S, Li S, Yoon E, Selgrade D, Quinn J, Ardehali H. The impact of underrepresented minority or marginalized identity status on training outcomes of MD-PhD students. BMC MEDICAL EDUCATION 2023; 23:428. [PMID: 37291579 PMCID: PMC10251672 DOI: 10.1186/s12909-023-04399-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/09/2023] [Accepted: 05/25/2023] [Indexed: 06/10/2023]
Abstract
Dual-degree MD-PhD programs have historically lacked diversity of race, ethnicity, gender, sexual orientation, and other facets of identity. Like MD- and PhD-granting programs, MD-PhD program training environments are also marked by structural barriers that negatively impact measurable academic outcomes of underrepresented and/or marginalized students in academic medicine (racial and ethnic minority groups considered underrepresented by the National Institute of Health, sexual and gender minorities, individuals with disabilities, and individuals of low socioeconomic status). In this article, we review the existing literature on MD-PhD program disparities affecting students from these groups and provide recommendations grounded on the reviewed evidence. Our literature review identified four generalizable barriers that can impact the training outcomes of students from these marginalized and/or underrepresented groups: 1) discrimination and bias, 2) impostor syndrome and stereotype threat, 3) lack of identity-similar mentors, and 4) suboptimal institutional policies and procedures. We propose goal-oriented interventions that may begin to ameliorate the disparities present in MD-PhD program training environments that affect students from marginalized and/or underrepresented groups in academic medicine.
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Affiliation(s)
- Manuel A Torres Acosta
- Northwestern University's Medical Scientist Training Program, Northwestern University Feinberg School of Medicine, SQBRC 8-521, 303 E Superior Ave, Chicago, IL, 60611, USA.
- Northwestern University's Department of Medicine, Northwestern University Feinberg School of Medicine, Chicago, IL, 60611, USA.
| | - Sidhanth Chandra
- Northwestern University's Medical Scientist Training Program, Northwestern University Feinberg School of Medicine, SQBRC 8-521, 303 E Superior Ave, Chicago, IL, 60611, USA
- The Ken and Ruth Davee Department of Neurology, Northwestern University Feinberg School of Medicine, Chicago, IL, 60611, USA
| | - Sophia Li
- Northwestern University's Medical Scientist Training Program, Northwestern University Feinberg School of Medicine, SQBRC 8-521, 303 E Superior Ave, Chicago, IL, 60611, USA
- Northwestern University's Department of Biomedical Engineering, Northwestern University Feinberg School of Medicine, Chicago, IL, 60611, USA
| | - Esther Yoon
- Northwestern University's Medical Scientist Training Program, Northwestern University Feinberg School of Medicine, SQBRC 8-521, 303 E Superior Ave, Chicago, IL, 60611, USA
- The Ken and Ruth Davee Department of Neurology, Northwestern University Feinberg School of Medicine, Chicago, IL, 60611, USA
| | - Daniel Selgrade
- Northwestern University's Medical Scientist Training Program, Northwestern University Feinberg School of Medicine, SQBRC 8-521, 303 E Superior Ave, Chicago, IL, 60611, USA
- Northwestern University's Center for Genetic Medicine, Northwestern University Feinberg School of Medicine, Chicago, IL, 60611, USA
| | - Jeanne Quinn
- Northwestern University's Medical Scientist Training Program, Northwestern University Feinberg School of Medicine, SQBRC 8-521, 303 E Superior Ave, Chicago, IL, 60611, USA
- Northwestern University's Department of Medicine, Northwestern University Feinberg School of Medicine, Chicago, IL, 60611, USA
| | - Hossein Ardehali
- Northwestern University's Medical Scientist Training Program, Northwestern University Feinberg School of Medicine, SQBRC 8-521, 303 E Superior Ave, Chicago, IL, 60611, USA.
- The Ken and Ruth Davee Department of Neurology, Northwestern University Feinberg School of Medicine, Chicago, IL, 60611, USA.
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Burm S, Deagle S, Watling CJ, Wylie L, Alcock D. Navigating the burden of proof and responsibility: A narrative inquiry into Indigenous medical learners' experiences. MEDICAL EDUCATION 2023; 57:556-565. [PMID: 36495548 DOI: 10.1111/medu.15000] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/02/2022] [Revised: 11/23/2022] [Accepted: 12/06/2022] [Indexed: 05/12/2023]
Abstract
INTRODUCTION Many medical schools have well-established admission pathways and programming to support Indigenous medical workforce development. Ideally, these efforts should contribute to attracting highly qualified Indigenous applicants which, in turn, may improve accessible, quality care for Indigenous people. However, it is difficult to evolve and tailor these approaches without a situated understanding of Indigenous learners' experiences. In this paper, we focus on the Canadian context, sharing Indigenous learners' stories about their journey towards and throughout medical training. METHODS The conceptual underpinnings of narrative inquiry and key principles from Indigenous methodologies were drawn upon throughout both data collection and analysis. Participants were Indigenous learners (medical students and residents) and a recently graduated physician (n = 5) from one Canadian medical school. Both spoken (formal recorded interviews) and visual (photographs) texts were used to make meaning of participants' experiences. RESULTS Participants' experiences during medical training showed a striking resemblance at three points in their transition to, and progression through, medical education: preparing for and applying to medical school, completing undergraduate medical training and determining specialty choice. Participants' stories revealed a tug-of-war between their identities as an Indigenous person and as a medical trainee, with these tensions sometimes compromising their perceived sense of belonging within both Indigenous and academic circles, creating, at times, a heavy burden to shoulder. CONCLUSION Meaningful representation of Indigenous people in the medical workforce is about more than training additional health care providers; it requires understanding Indigenous learners and recently graduated physicians' experiences as they enter and navigate the medical profession. By amplifying their voices, we stand to gain a more holistic representation of the factors that contribute to and potentially impede the recruitment and retention of Indigenous people into the medical profession.
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Affiliation(s)
- Sarah Burm
- Continuing Professional Development and Division of Medical Education, Dalhousie University, Halifax, Nova Scotia, Canada
| | | | - Christopher J Watling
- Department of Oncology, Schulich School of Medicine and Dentistry, Western University, London, Ontario, Canada
| | - Lloy Wylie
- Departments of Pathology, Psychiatry, Anthropology and Health Sciences, Schulich Interfaculty Program in Public Health, Western Centre for Public Health and Family Medicine, Western University, London, Ontario, Canada
| | - Danielle Alcock
- Southwest Ontario Aboriginal Health Access Centre, London, Ontario, Canada
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Jarus T, Krupa T, Mayer Y, Battalova A, Bulk L, Lee M, Nimmon L, Roberts E. Negotiating legitimacy and belonging: Disabled students' and practitioners' experience. MEDICAL EDUCATION 2023; 57:535-547. [PMID: 36516022 DOI: 10.1111/medu.15002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/21/2022] [Revised: 12/03/2022] [Accepted: 12/06/2022] [Indexed: 05/12/2023]
Abstract
INTRODUCTION People with disabilities are underrepresented in health professions education and practice. Barriers for inclusion include stigma, disabling discourses, discriminatory programme design and oppressive interactions. Current understandings of this topic remain descriptive and fragmented. Existing research often includes only one profession, excludes particular types of disability and focuses on one aspect of the career journey. To expand understanding, we examined the recurrent forms of social relations that underlie the participation of disabled individuals in learning and practice contexts across five health professions. METHOD We analysed 124 interviews with 56 disabled health practitioners and students. Participants were interviewed up to three times over 1.5 years. Using constructivist grounded theory, authors used a staged analytic approach that resulted in higher level conceptual categories that advance interpretations of social processes. Finally, the authors compared and integrated findings among students and practitioners. RESULTS Participants experience challenges to their sense of legitimacy and belonging as health providers. They describe tensions within the health education and practice between the commitment to inclusion and the day-to-day realities experienced by disabled participants. We identified six distinct, but related, conditions underlying these tensions: (i) validity and transparency of competencies' evaluation; (ii) the social and physical contexts; (iii) integration of inclusive practices; (iv) boundaries between personal and professional identities; (v) vulnerability to authority figures; and (vi) dynamic person-level factors. DISCUSSION If we are to commit to health practitioners and students with disabilities experiencing an overall sense of legitimacy and belonging, priority needs to be given to system-level practices and policies to support inclusion. Attention to the day-to-day marginalisation of students and practitioners with disabilities in the health professions is also needed. Additionally, inclusive and transparent delineation of competency requirements is needed. Finally, educational actions are needed to increase understanding of disability in the health professions, with particular attention to promoting social relations that foster collective responsibility for supporting inclusion.
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Affiliation(s)
- Tal Jarus
- Department of Occupational Science & Occupational Therapy, University of British Columbia Faculty of Medicine, Vancouver, British Columbia, Canada
| | - Terry Krupa
- School of Rehabilitation Therapy, Queen's University, Kingston, Ontario, Canada
| | - Yael Mayer
- Department of Occupational Science & Occupational Therapy, University of British Columbia Faculty of Medicine, Vancouver, British Columbia, Canada
- Department of Counseling and Human Development, Faculty of Education, University of Haifa, Haifa, Israel
| | - Alfiya Battalova
- Department of Occupational Science & Occupational Therapy, University of British Columbia Faculty of Medicine, Vancouver, British Columbia, Canada
| | - Laura Bulk
- Department of Occupational Science & Occupational Therapy, University of British Columbia Faculty of Medicine, Vancouver, British Columbia, Canada
- The Centre for Accessibility, University of British Columbia, Vancouver, British Columbia, Canada
| | - Michael Lee
- Department of Occupational Science & Occupational Therapy, University of British Columbia Faculty of Medicine, Vancouver, British Columbia, Canada
| | - Laura Nimmon
- Department of Occupational Science & Occupational Therapy, University of British Columbia Faculty of Medicine, Vancouver, British Columbia, Canada
- Centre for Health Education Scholarship, University of British Columbia Faculty of Medicine, Vancouver, British Columbia, Canada
| | - Earllene Roberts
- Disability Resource Centre and AVP Students, University of British Columbia, Kelowna, British Columbia, Canada
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Martin SL, Cardel MI, Carson TL, Hill JO, Stanley T, Grinspoon S, Steger F, Blackman Carr LT, Ashby-Thompson M, Stewart D, Ard J, Stanford FC. Increasing diversity, equity, and inclusion in the fields of nutrition and obesity: A road map to equity in academia. Obesity (Silver Spring) 2023; 31:1240-1254. [PMID: 36896568 PMCID: PMC10191885 DOI: 10.1002/oby.23704] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/12/2022] [Revised: 12/12/2022] [Accepted: 12/13/2022] [Indexed: 03/11/2023]
Abstract
Research shows that a diverse faculty improves academic, clinical, and research outcomes in higher education. Despite that, persons in minority groups, usually categorized by race or ethnicity, are underrepresented in academia (URiA). The Nutrition Obesity Research Centers (NORCs), supported by the National Institute of Diabetes and Digestive and Kidney Diseases, hosted workshops on five separate days in September and October 2020. NORCs convened these workshops to identify barriers and facilitators for diversity, equity, and inclusion (DEI) and provide specific recommendations to improve DEI within obesity and nutrition for individuals from URiA groups. Recognized experts on DEI presented each day, after which the NORCs conducted breakout sessions with key stakeholders who engage in nutrition and obesity research. The breakout session groups included early-career investigators, professional societies, and academic leadership. The consensus from the breakout sessions was that glaring inequities affect URiA in nutrition and obesity, particularly related to recruitment, retention, and advancement. Recommendations from the breakout sessions to improve DEI across academia focused on six themes: (1) recruitment, (2) retention, (3) advancement, (4) intersectionality of multiple challenges (e.g., being Black and a woman), (5) funding agencies, and (6) implementation of strategies to address problems related to DEI.
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Affiliation(s)
- Samantha L. Martin
- Department of Obstetrics and Gynecology, University of Alabama at Birmingham, Birmingham, AL
- Center for Women’s Reproductive Health, University of Alabama at Birmingham, Birmingham AL
| | - Michelle I. Cardel
- Department of Health Outcomes and Biomedical Informatics, College of Medicine, University of Florida, Gainesville, FL
- Center for Integrative Cardiovascular and Metabolic Diseases, University of Florida
- WW International, Inc., New York, NY
| | - Tiffany L. Carson
- Department of Health Outcomes and Behavior, Moffitt Cancer Center, Tampa, FL
| | - James O. Hill
- Nutrition Obesity Research Center, University of Alabama at Birmingham, Birmingham, AL
| | - Takara Stanley
- Department of Medicine, Metabolism Unit, Massachusetts General Hospital, and Harvard School, Boston, MA
- Pediatric Endocrinology, Massachusetts General Hospital, and Harvard Medical School, Boston, MA
- Nutrition Obesity Research Center at Harvard (NORCH), Harvard Medical School, Boston, MA
| | - Steven Grinspoon
- Department of Medicine, Metabolism Unit, Massachusetts General Hospital, and Harvard School, Boston, MA
- Nutrition Obesity Research Center at Harvard (NORCH), Harvard Medical School, Boston, MA
- Department of Epidemiology and Prevention, Wake Forest School of Medicine, Wake Forest Baptist Medical Center, Winston Salem
| | - Felicia Steger
- Department of Nutrition, University of Alabama at Birmingham, Birmingham AL
| | - Loneke T. Blackman Carr
- Department of Nutritional Sciences, College of Agriculture, Health and Natural Resources, University of Connecticut, Storrs, CT
| | | | - Delisha Stewart
- Department of Nutrition, University of North Carolina Chapel Hill, Nutrition Research Institute, Kannapolis NC
| | - Jamy Ard
- Department of Epidemiology and Prevention, Wake Forest University, Winston-Salem NC
| | | | - Fatima Cody Stanford
- Pediatric Endocrinology, Massachusetts General Hospital, and Harvard Medical School, Boston, MA
- Nutrition Obesity Research Center at Harvard (NORCH), Harvard Medical School, Boston, MA
- Department of Epidemiology and Prevention, Wake Forest School of Medicine, Wake Forest Baptist Medical Center, Winston Salem
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Völker J, Blal I, Mortillaro M. Emotional intelligence matters in hospitality education: contributions of emotional intelligence, fluid ability, and personality to hospitality grades. Front Psychol 2023; 14:1148863. [PMID: 37179889 PMCID: PMC10169708 DOI: 10.3389/fpsyg.2023.1148863] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/20/2023] [Accepted: 04/05/2023] [Indexed: 05/15/2023] Open
Abstract
Introduction According to recent meta-analyses, emotional intelligence can significantly predict academic performance. In this research, we wanted to investigate a particular group of students for which emotional intelligence should be crucial. Namely, we examined whether emotional intelligence, conceptualized as an ability, uniquely contributes to academic performance in hospitality management education beyond fluid intelligence and personality. Methods Using a battery of tests and questionnaires in an online survey, we analyzed if fluid ability, the Big-Five personality dimensions, and ability-based emotional intelligence predict six module grades in a sample of N = 330 first-semester students at a Swiss-based hospitality school. Results We found that the ability to manage other people's emotions is more predictive of module grades than fluid ability if the courses involve substantial parts of interactive work. Complementarily, the more a module focuses on theoretical knowledge or abstract subject material, the more fluid ability predicted performance. Other abilities and factors - emotion understanding, emotion regulation, the students' age, conscientiousness, and openness - predicted performance only in specific modules, hinting that the didactic methods and grading procedures are complex and involve various skills and dispositions of the students. Discussion Given that the hospitality education and industry are buzzing with interactions with peers and guests alike, we provide evidence that interpersonal and emotional competencies are vital to hospitality curricula.
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Affiliation(s)
- Juliane Völker
- Swiss Center for Affective Sciences, University of Geneva, Geneva, Switzerland
| | - Inès Blal
- EHL Hospitality Business School, HES-SO//Haute École Specialisée de Suisse Occidentale, Lausanne, Switzerland
| | - Marcello Mortillaro
- Swiss Center for Affective Sciences, University of Geneva, Geneva, Switzerland
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Soto E, Lewis M, Estrada CA, de la Torre JI, O'Beirne R, Martin C, Corey B. Barriers and Facilitators for Under-Represented in Medicine (URiM) Medical Students Interested in Surgical Sub-specialties. Am J Surg 2023; 225:660-666. [PMID: 37455798 PMCID: PMC10344418 DOI: 10.1016/j.amjsurg.2022.10.020] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
Background Little is known on drivers and detractors underrepresented in medicine (URiM) medical students face. Methods Using the nominal group technique (NGT), we explored experiences that strengthen or weaken the enthusiasm to pursue a career in surgery among URiM medical students (October 2021- April 2022); participants voted on the three most important experiences (weight of 3= top rated, = 1 for the lowest rated). Responses from NGT with at least one vote were weighted, ranked, and categorized. Results Seventeen students participated. Experiences that strengthen enthusiasm (36 responses with at least one vote) involved mentorship and role models (weighted sum percentage, 35%), demonstrating grit (15%), lifestyle (15%), patient interactions (14%), technical skills (11%), community and team (10%), and intellectual stimulation (1%). Experiences that weaken enthusiasm (33 responses with at least one vote) include the minority experience (weighted sum percentage, 51%), quality of life (25%), toxic environment (13%), lack of information (7%), and finances (5%). Conclusions Mentorship, demonstrating grit, and feeling a sense of community were important positive experiences or attitudes. The minority experience, toxic environment, perceptions of self-worth, and lifestyle misconceptions perceived by URiM must be addressed to increase diversity, equity, and inclusion.
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Affiliation(s)
- Edgar Soto
- University of Alabama at Birmingham Marnix E. Heersink School of Medicine; Birmingham, Alabama
| | - Marshall Lewis
- University of Alabama at Birmingham Marnix E. Heersink School of Medicine; Birmingham, Alabama
| | - Carlos A Estrada
- Division of General Internal Medicine, Department of Medicine, University of Alabama at Birmingham Marnix E. Heersink School of Medicine; Birmingham, Alabama
- Birmingham Veterans Affairs Medical Center; Birmingham, Alabama
| | - Jorge I de la Torre
- Birmingham Veterans Affairs Medical Center; Birmingham, Alabama
- Division of Plastic Surgery, Department of Surgery, University of Alabama at Birmingham Marnix E. Heersink School of Medicine; Birmingham, Alabama
| | - Ronan O'Beirne
- Office of Continuing Medical Education, University of Alabama at Birmingham Marnix E. Heersink School of Medicine; Birmingham, Alabama
| | - Colin Martin
- Division of Pediatric Surgery, Department of Surgery, University of Alabama at Birmingham Marnix E. Heersink School of Medicine; Birmingham, Alabama
| | - Britney Corey
- Birmingham Veterans Affairs Medical Center; Birmingham, Alabama
- Division of Gastrointestinal Surgery, Department of Surgery, University of Alabama at Birmingham Marnix E. Heersink School of Medicine; Birmingham, Alabama
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Martin SL, Cardel MI, Carson TL, Hill JO, Stanley T, Grinspoon S, Steger F, Blackman Carr LT, Ashby-Thompson M, Stewart D, Ard J, Stanford FC. Increasing diversity, equity, and inclusion in the fields of nutrition and obesity: A roadmap to equity in academia. Am J Clin Nutr 2023; 117:659-671. [PMID: 36907515 PMCID: PMC10273076 DOI: 10.1016/j.ajcnut.2023.02.001] [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] [Indexed: 03/12/2023] Open
Abstract
Research shows that a diverse faculty improves academic, clinical, and research outcomes in higher education. Despite that, persons in minority groups, usually categorized by race or ethnicity, are underrepresented in academia (URiA). The Nutrition Obesity Research Centers (NORCs), supported by the NIDDK, hosted workshops on five separate days in September and October 2020. NORCs convened these workshops to identify barriers and facilitators for diversity, equity, and inclusion (DEI) and provide specific recommendations to improve DEI within obesity and nutrition for individuals from URiA groups. Recognized experts on DEI presented each day, after which the NORCs conducted breakout sessions with key stakeholders who engage in nutrition and obesity research. The breakout session groups included early-career investigators, professional societies, and academic leadership. The consensus from the breakout sessions was that glaring inequities affect URiA in nutrition and obesity, particularly related to recruitment, retention, and advancement. Recommendations from the breakout sessions to improve DEI across the academe focused on six themes: (1) recruitment, (2) retention, (3) advancement, (4) intersectionality of multiple challenges (e.g., being Black and a woman), (5) funding agencies, and (6) implementation of strategies to address problems related to DEI.
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Affiliation(s)
- Samantha L Martin
- Department of Obstetrics and Gynecology University of Alabama at Birmingham Birmingham, Alabama, USA; Center for Women's Reproductive Health University of Alabama at Birmingham Birmingham, Alabama, USA.
| | - Michelle I Cardel
- Department of Health Outcomes and Biomedical Informatics, College of Medicine University of Florida Gainesville, Florida, USA; Center for Integrative Cardiovascular and Metabolic Diseases University of Florida, Gainesville, Florida, USA; WW International, Inc. New York, New York, USA
| | - Tiffany L Carson
- Department of Health Outcomes and Behavior Moffitt Cancer Center Tampa, Florida, USA
| | - James O Hill
- Nutrition Obesity Research Center University of Alabama at Birmingham Birmingham, Alabama, USA
| | - Takara Stanley
- Department of Medicine, Metabolism Unit Massachusetts General Hospital, and Harvard School Boston, Massachusetts, USA; Pediatric Endocrinology Massachusetts General Hospital, and Harvard Medical School Boston, Massachusetts, USA; Nutrition Obesity Research Center at Harvard (NORCH) Harvard Medical School Boston, Massachusetts, USA
| | - Steven Grinspoon
- Department of Medicine, Metabolism Unit Massachusetts General Hospital, and Harvard School Boston, Massachusetts, USA; Nutrition Obesity Research Center at Harvard (NORCH) Harvard Medical School Boston, Massachusetts, USA; Department of Epidemiology and Prevention Wake Forest School of Medicine, Wake Forest Baptist Medical Center Winston-Salem, North Carolina USA
| | - Felicia Steger
- Department of Nutrition University of Alabama at Birmingham Birmingham, Alabama, USA
| | - Loneke T Blackman Carr
- Department of Nutritional Sciences, College of Agriculture, Health and Natural Resources University of Connecticut Storrs, Connecticut, USA
| | - Maxine Ashby-Thompson
- Department of Pediatrics Columbia University, New York Obesity Research Center New York, New York, USA
| | - Delisha Stewart
- Department of Nutrition University of North Carolina Chapel Hill, Nutrition Research Institute Kannapolis, North Carolina, USA
| | - Jamy Ard
- Department of Epidemiology and Prevention Wake Forest University Winston-Salem, North Carolina, USA
| | - Fatima Cody Stanford
- Pediatric Endocrinology Massachusetts General Hospital, and Harvard Medical School Boston, Massachusetts, USA; Nutrition Obesity Research Center at Harvard (NORCH) Harvard Medical School Boston, Massachusetts, USA; Department of Epidemiology and Prevention Wake Forest School of Medicine, Wake Forest Baptist Medical Center Winston-Salem, North Carolina USA
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Bazargan-Hejazi S, Negrete Manriquez JA, McDermoth-Grimes M, Parra EA, Prothrow-Stith D. Underrepresented in medicine students' perspectives on impactful medical education. BMC MEDICAL EDUCATION 2022; 22:904. [PMID: 36585706 PMCID: PMC9805279 DOI: 10.1186/s12909-022-03983-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/03/2022] [Accepted: 10/13/2022] [Indexed: 06/17/2023]
Abstract
BACKGROUND Exploring the perceptions of underrepresented in medicine (URiM) students about the medical education curriculum and learning environment could optimize their education outcomes. The current study delineated perceptions of URiM medical students about the unique elements and characteristics of an impactful medical education program that create a positive, supportive learning environment culture. METHODS We conducted in-depth interviews with 15 URiM students between January 2018 and April 2018. Interviewees were recruited from an accredited medical education program in Historically Black Colleges and Universities (HBCUs). The University is also a member of the Hispanic Association of Colleges and Universities in the U.S. The main question that guided the study was, "What do URiM students at a Historically Black Colleges and Universities (HBCU) medical school believe would make a medical education program (MEP) impactful?" We used the grounded theory analytical approach and performed content analysis via qualitative thematic evaluation. RESULTS Of 112 enrolled medical students (MS), 15 verbally consented to participation. We identified four general themes and several subthemes. The themes include 1) Grounding learning in the community; 2) Progressive system-based practice competency; 3) Social justice competency and 4) Trauma-informed medical education delivery. Theme 1 included the following subthemes (a) community engagement, and (b) student-run clinic, mobile clinic, and homeless clinic rotations. Theme 2 includes (a) interprofessional learning and (b) multidisciplinary medicine for cultivating a 'just' healthcare system. Theme 3 includes (a) longitudinal social justice curriculum, (b) advocacy, and (c) health disparity research. Theme 4 had the following subdomains (a) early and ongoing mentoring and (b) provision of supportive policies, services and practices to maximize learning and mental health. CONCLUSION Our learners found that social justice, trauma-informed, community-based curricula are impactful for URiM learners. These findings highlight the need for further research to assess the impact of permeating the championship culture, community cultural wealth, and transformational education in all aspects of the MEP in providing a supporting and positive learning environment for URiM students.
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Affiliation(s)
- Shahrzad Bazargan-Hejazi
- College of Medicine, Charles R. Drew University of Medicine and Science, 1731 E. 120th St, Los Angeles, CA 90059 USA
- David Geffen School of Medicine at UCLA, 10833 Le Conte Ave, Los Angeles, CA 90095 USA
| | - Jose A. Negrete Manriquez
- College of Medicine, Charles R. Drew University of Medicine and Science, 1731 E. 120th St, Los Angeles, CA 90059 USA
- David Geffen School of Medicine at UCLA, 10833 Le Conte Ave, Los Angeles, CA 90095 USA
| | - Monique McDermoth-Grimes
- College of Medicine, Charles R. Drew University of Medicine and Science, 1731 E. 120th St, Los Angeles, CA 90059 USA
- College of Medicine, Howard University, Washington, DC, USA
| | - Elisabeth Alexandra Parra
- College of Medicine, Charles R. Drew University of Medicine and Science, 1731 E. 120th St, Los Angeles, CA 90059 USA
- David Geffen School of Medicine at UCLA, 10833 Le Conte Ave, Los Angeles, CA 90095 USA
| | - Deborah Prothrow-Stith
- College of Medicine, Charles R. Drew University of Medicine and Science, 1731 E. 120th St, Los Angeles, CA 90059 USA
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Castillo ND, Piserchio JP, Brewster C, Martinez D, Sánchez JP. Office of Diversity, Equity, and Inclusion: Engagement and Leadership Opportunities for Trainees. MEDEDPORTAL : THE JOURNAL OF TEACHING AND LEARNING RESOURCES 2022; 18:11282. [PMID: 36447638 PMCID: PMC9640356 DOI: 10.15766/mep_2374-8265.11282] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 05/14/2022] [Accepted: 08/21/2022] [Indexed: 06/16/2023]
Abstract
INTRODUCTION To achieve a healthier future for all, improving diversity through efforts such as diversifying faculty and leadership in academic medicine is imperative. Therefore, medical trainees (medical students, residents, fellows) from groups underrepresented in medicine (UiM) are encouraged to pursue academic careers and have opportunities to gain faculty leadership skills during their training. Trainees also need exposure to the leadership positions within various offices of an academic institution such as the Office of Diversity, Equity, and Inclusion (DEI). The goal of this module is to expose UiM trainees to the Office of DEI and leadership competencies that can be obtained via service and leadership opportunities with it. METHODS The Kern model was used in the development, implementation, and evaluation of this 75-minute workshop. The workshop consisted of a PowerPoint presentation, reflection exercises, and case discussion to raise trainees' awareness of the Office of DEI and opportunities to become engaged with and develop faculty leadership competencies through the office. RESULTS Sixty-six diverse learners across three sites completed pre- and postworkshop surveys. Ninety-five percent of participants agreed or strongly agreed that the learning objectives of the workshop had been met. DISCUSSION Overall, this interactive workshop facilitated learners' awareness of the responsibilities of the Office of DEI and opportunities for learners to develop faculty leadership competencies through engagement. Although primarily evaluated among medical students, the module can be of use to learners and faculty of other health professions programs with an Office of DEI.
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Affiliation(s)
- Nicole Del Castillo
- Director of the Office of Diversity, Equity, and Inclusion, and Clinical Assistant Professor of Psychiatry, University of Iowa Roy J. and Lucille A. Carver College of Medicine
| | | | - Cheryl Brewster
- Senior Executive Dean for Diversity, Equity, and Inclusion, Roseman University of Health Sciences
| | - Denise Martinez
- Interim Assistant Vice President for Health Parity, Associate Dean of Diversity, Equity, and Inclusion, and Clinical Associate Professor of Family Medicine, University of Iowa Roy J. and Lucille A. Carver College of Medicine
| | - John Paul Sánchez
- Executive Associate Vice Chancellor, Health Sciences Center, Diversity, Equity, and Inclusion, University of New Mexico; Interim Executive Diversity Officer, Professor, and Vice Chair Diversity, Equity, and Inclusion, University of New Mexico School of Medicine
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Pediatric research's societal commitment to diversity: a regional approach to an international crisis. Pediatr Res 2022; 92:933-935. [PMID: 35228671 DOI: 10.1038/s41390-022-01991-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/13/2022] [Accepted: 01/20/2022] [Indexed: 11/09/2022]
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Fleming E, Smith CS, Ware TK, Gordon NB. Can academic dentistry become an anti-racist institution?: Addressing racial battle fatigue and building belonging. J Dent Educ 2022; 86:1075-1082. [PMID: 36165246 DOI: 10.1002/jdd.13025] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/07/2022] [Revised: 05/23/2022] [Accepted: 06/03/2022] [Indexed: 11/07/2022]
Abstract
Racism, oppression, and marginalization are unfortunate hallmarks that Black individuals face in the United States. While dental schools serve as institutions of both learning and patient care, applying humanistic principles, they are not immune to racism, specifically anti-Black racism. In this paper, the theoretical framework of racial battle fatigue is applied to academic dentistry to consider how it may impact faculty who have experiences with racism and discrimination. The framework of racial battle fatigue allows for a critique of academic dentistry as an institution that may be toxic, neither welcoming Black faculty members nor supporting their professional and career advancement, despite accreditation standards that call on these institutions to be humanistic environments for diversity and inclusion. Black faculty members may face unique challenges in academic dentistry because of racial battle fatigue. The cumulative stress may warrant unique strategies to both recruit and retain them in academic dental institutions. Specifically, pathways may need to be funded to insure that they have support and time allocations for professional development and career promotion. With understanding the effects of racial battle fatigue, dental schools may want to adopt policies and practices that support the professional and personal well-being and success of faculty, especially those faculty members who are Black.
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Affiliation(s)
- Eleanor Fleming
- University of Maryland School of Maryland, Baltimore, Maryland, USA
| | - Carlos S Smith
- Department of Dental Public Health and Policy, VCU School of Dentistry, Richmond, Virginia, USA.,Oral Health Equity Core, Institute for Inclusion, Inquiry and Innovation, Virginia Commonwealth University, Richmond, Virginia, USA
| | - Tawana K Ware
- Indiana University of School of Dentistry, Indianapolis, Indiana, USA
| | - Nicholas B Gordon
- Tufts University School of Dental Medicine, School of Dental Medicine, Public Health and Community Service, Boston, Massachusetts, USA
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Joy-Correll K, Nevill E, Bird-Matheson H, McLennan H, Quinn A, Mayer Y, Jarus T. Barriers and facilitators for Indigenous students and staff in health and human services educational programs. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2022; 27:501-520. [PMID: 35325338 DOI: 10.1007/s10459-022-10099-6] [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: 12/03/2020] [Accepted: 02/12/2022] [Indexed: 06/14/2023]
Abstract
Indigenous Peoples are underrepresented in many of the Health and Human Services Educational Programs (HHSEP, e.g.: Nursing, Social Work). As various studies have reported the benefits of diversifying HHSEP, the barriers and facilitators of increasing the number of Indigenous Peoples in these professions must be identified. The purpose of this exploratory study is to identify and understand the barriers and facilitators Indigenous Peoples face when entering, learning or working in HHSEP. A narrative approach was used in the facilitation of culturally safe sharing circles with Indigenous students and staff to collect perspectives based on their individual experiences in HHSEP. Inductive thematic analysis was used to identify emerging themes in participant experiences and the impact of those experiences on participation in learning and working at the university in these educational programs. Results from this exploratory study identified current academic structures and ideologies rooted in colonialism, that act as barriers for engagement and inclusion of Indigenous students, staff, and clinical and academic faculty. These findings shaped the main themes of this study including negotiation of identity in different spaces, negotiating colonial structures in HHSEP, and negotiating changes and transitions in HHSEP. We anticipate these preliminary results will act as a catalyst for uncovering further changes to be made regarding attitudes, procedures, and practices present in an academic environment that limit the inclusion of Indigenous Peoples in HHSEP.
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Affiliation(s)
- Kristen Joy-Correll
- The occupational Sciences and Occupational Therapy Department, Faculty of Medicine, University of British Columbia, Vancouver, Canada
| | - Emilie Nevill
- The occupational Sciences and Occupational Therapy Department, Faculty of Medicine, University of British Columbia, Vancouver, Canada
| | - Hailey Bird-Matheson
- The School of Social Work, The University of British Columbia, Vancouver, Canada
| | - Hali McLennan
- The School of Social Work, The University of British Columbia, Vancouver, Canada
| | - Ashley Quinn
- The School of Social Work, The University of British Columbia, Vancouver, Canada
| | - Yael Mayer
- The occupational Sciences and Occupational Therapy Department, Faculty of Medicine, University of British Columbia, Vancouver, Canada.
- The Counseling and Human Development Department, Faculty of Education, University of Haifa, Haifa, Israel.
| | - Tal Jarus
- The occupational Sciences and Occupational Therapy Department, Faculty of Medicine, University of British Columbia, Vancouver, Canada
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A disturbing trend: An analysis of the decline in surgical critical care (SCC) fellowship training of Black and Hispanic surgeons. J Trauma Acute Care Surg 2022; 93:84-90. [PMID: 35343928 DOI: 10.1097/ta.0000000000003621] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
BACKGROUND Underrepresented minorities in medicine (URiM) are disproportionally represented in surgery training programs. Rates of URiM applying to and completing General Surgery residency remain low. We hypothesized that the patterns of URiM disparities would persist into Surgical Critical Care (SCC) fellowship applicants, matriculants and graduates. METHODS We performed a retrospective analysis of SCC applicants, matriculants and graduates from 2005-2020 using the Graduate Medical Education (GME) resident survey and analyzed applicant characteristics using the Surgical critical care and Acute care surgery Fellowship Application Service (SAFAS) from 2018-2020. The data were stratified by race/ethnicity and gender. Indicator variables were created for Asian, Hispanic, White and Black trainees. Yearly proportions for each race/ethnicity and gender categories completing or enrolling in a program were calculated and plotted over time with Loess smoothing lines and overlying 95% confidence bands. The yearly rate and statistical significance of change over time were tested with linear regression models with race/ethnicity and gender proportion as the dependent variables and year as the explanatory variable. RESULTS From 2005-2020, there were a total of 2,481 graduates. Black men accounted for 4.7% of male graduates with a significant decline of 0.3% per year for the study period of those completing the fellowship (p = 0.02). Black women comprised 6.4% of female graduates and had a 0.6% decline each year (p < 0.01). A similar trend was seen with Hispanic men, who comprised 3.2% of male graduates and had a 0.3% annual decline (p = 0.02). White men had a significant increase in both matriculation to and graduation from SCC fellowships during the same interval. Similarly, Black and Hispanic applicants declined from 2019 to 2020, while the percentage of White applicants increased. CONCLUSIONS Disparities in URiM representation remain omnipresent in surgery and extend from residency training to SCC fellowship. Efforts to enhance the recruitment and retention of URiM in SCC training are warranted. LEVEL OF EVIDENCE Level IV - Therapeutic/Care Management.
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Pepin ME, Souder JP, Weaver AN, Lorenz RG, Yacoubian T, Seay RL. Fostering a diverse regional community of physician-scientist trainees. J Natl Med Assoc 2022; 114:251-257. [DOI: 10.1016/j.jnma.2022.01.010] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2021] [Revised: 12/24/2021] [Accepted: 01/30/2022] [Indexed: 10/19/2022]
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Alvarez-Arango S, Tolson T, Knight AM, Presny SK, Cruz-Oliver DM, Aloe S, Contreras J, Dzamko N, Moore A, Stewart I, Golden SH, Page KR. Juntos: A Model for Language Congruent Care to Better Serve Spanish-Speaking Patients with COVID-19. Health Equity 2021; 5:826-833. [PMID: 35018315 PMCID: PMC8742298 DOI: 10.1089/heq.2020.0124] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/22/2021] [Indexed: 11/12/2022] Open
Abstract
Coronavirus disease 2019 (COVID-19) exacerbated pre-existing health disparities and disproportionately affected the Latino community. Clinicians identified communication barriers as a major challenge in care for COVID-19 Latino patients with limited English proficiency (LEP). To address these challenges, Juntos (Together) consult service was established to promote language-congruent care with cultural sensitivity, identify barriers to safe discharge, and facilitate referral to appropriate resources. Spanish speaking volunteer health care providers worked synergistically with medical teams caring for LEP Latino patients. Volunteers were trained on consultant responsibilities and discharge planning resources. The program was evaluated by a satisfaction survey distributed to providers who requested a Juntos consult and Juntos volunteers. Between May 5 and July 30, 2020, 19 individuals volunteered time to the Juntos consult service, 12 (63%) Latinos, 14 (74%) physicians, and 5 (26%) staff. The service supported 127 patients, 76 (60%) males, mean age 42 (±16), 83 (65%) uninsured, and 91 (72%) without primary care. The most common referral sources were medical units (52, 41%) and intensive care units (47, 37%). The most common services offered were family engagement (55, 43%), goals of care (35, 28%), and mental status assessment (26, 20%). The majority of providers who consulted Juntos were very satisfied (48/59, 81%) with the care delivered. The Juntos service offered critical support tailored to the patients' and primary teams' needs. The experience reinforced the need for cultural-based communication to provide optimal care to LEP patients. The Juntos consult service could be a model for providing language-congruent care even beyond COVID-19, but to do so will require institutional investment and rigorous outcomes evaluation.
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Affiliation(s)
| | - Tina Tolson
- Johns Hopkins Health System, Baltimore, Maryland, USA
| | - Amy M. Knight
- Johns Hopkins University School of Medicine, Baltimore, Maryland, USA
| | - Sophie K. Presny
- Johns Hopkins University School of Medicine, Baltimore, Maryland, USA
- Johns Hopkins Health System, Baltimore, Maryland, USA
| | - Dulce M. Cruz-Oliver
- Johns Hopkins University School of Medicine, Baltimore, Maryland, USA
- Johns Hopkins Health System, Baltimore, Maryland, USA
| | - Sabrina Aloe
- Johns Hopkins Health System, Baltimore, Maryland, USA
| | | | - Nicole Dzamko
- Johns Hopkins Health System, Baltimore, Maryland, USA
| | | | - Inez Stewart
- Johns Hopkins Health System, Baltimore, Maryland, USA
| | - Sherita H. Golden
- Johns Hopkins University School of Medicine, Baltimore, Maryland, USA
| | - Kathleen R. Page
- Johns Hopkins University School of Medicine, Baltimore, Maryland, USA
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Baghchechi M, Oviedo P, McLean P, Dean R, Dobke M. Disparity in Opportunities: Is It Harder to Match Into Plastic Surgery Residency Without a Home Plastic Surgery Division? Ann Plast Surg 2021; 87:384-388. [PMID: 34139740 DOI: 10.1097/sap.0000000000002943] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
ABSTRACT Medical students pursuing plastic surgery training must overcome multiple challenges to successfully match in such a highly coveted subspecialty. This adversity is amplified in applicants from medical schools without a home plastic surgery residency program and academic division. There is a paucity of data on the advantage of medical students applying from an institution with a home residency program. Applicant data from the past 5 years were accessed from the Association of American Medical Colleges Electronic Residency Application Services statistics form. Individual home programs of successfully matched applicants were collected from plastic surgery residency websites. A survey was distributed to 32 students pursuing specialty residencies from home medical schools without a plastic surgery residency. Evaluation of a subset of incoming plastic surgery interns revealed that 72% of matched applicants attended home medical institutions with plastic surgery residency programs. Seventy-seven percent of survey respondents felt strongly that students at institutions with home residency programs had a significant advantage. The current COVID pandemic is changing the landscape of subinternships and bringing to light the disadvantage students face without home residency programs. The development of virtual subinternships, online mentorship, and selection of students for subinternships from geographic areas without home programs may help address some disparities in educational opportunities. Continuing these virtual programs and offering preferential help to disadvantaged medical students permanently is an avenue for the field of plastic surgery to be a leader in diversity and inclusion.
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Affiliation(s)
| | | | - Paige McLean
- Department of Surgery, Division of Plastic Surgery, UC San Diego School of Medicine, San Diego, CA
| | - Riley Dean
- Department of Surgery, Division of Plastic Surgery, UC San Diego School of Medicine, San Diego, CA
| | - Marek Dobke
- Department of Surgery, Division of Plastic Surgery, UC San Diego School of Medicine, San Diego, CA
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Abstract
Professional identity formation (PIF) is a dynamic developmental process by which individuals merge the knowledge and skills of clinical practice with the values and behaviors of their personal identity. For an individual physician, this process is a continuum which begins with their nascent interest in the field of medicine and extends through the end stages of a medical career. The impact of PIF has become a growing focus of medical education research in the last decade, and in that time, little attention has been paid to the influence underrepresented in medicine (UIM) identities may have on this fundamental process. Importantly, in discussions of how medical educators can support and encourage successful PIF, there is little discussion on the distinct challenges and different needs UIM learners may have. The purpose of this paper is to address the current literature around PIF for UIM trainees. This review explores various threats to identity formation, including identity fusion, stereotype threat, minority tax, implicit bias, and lack of mentorship. Evidence-based strategies to mitigate these challenges is also presented, including furthering institutional support for PIF, building the community of practice, supporting an inclusive environment, and developing PIF assessment tools. Through exploring these challenges and solutions, we are better able to address the needs of UIM trainees and physicians as they proceed in their PIF during their lifelong journey in medicine.
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Antiracism in Academic Medicine: Fixing the Leak in the Pipeline of Black Physicians. ATS Sch 2021; 2:193-201. [PMID: 34409414 PMCID: PMC8357067 DOI: 10.34197/ats-scholar.2020-0133ps] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/29/2020] [Accepted: 02/02/2021] [Indexed: 11/24/2022] Open
Abstract
Black physicians remain severely underrepresented in academic medicine despite the documented benefits of a diverse medical faculty. Only 3.6% of academic medical faculty self-report as Black or African American. Efforts to improve faculty diversity at academic medical institutions nationwide have not made meaningful impacts. Sustained improvements in faculty diversity cannot be achieved without an actively antiracist approach, including the intentional transformation of policies, practices, and systems that persistently produce worse outcomes for Black medical students, trainees, and faculty.
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Racial disparities in vascular surgery: An analysis of race and ethnicity among U.S. medical students, general surgery residents, vascular surgery trainees, and the vascular surgery workforce. J Vasc Surg 2021; 74:33S-46S. [PMID: 34303458 DOI: 10.1016/j.jvs.2021.03.046] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2020] [Accepted: 03/13/2021] [Indexed: 11/21/2022]
Abstract
The ever-increasing diversity of the U.S. population has resulted in a challenge to a vascular surgery workforce that does not represent the national demographics. Educational institutions, medical organizations, and medical agencies, through initiatives and programs, have attempted to increase the number of underrepresented minorities, with, however, only modest changes during the past 30 years. Several obstacles have been identified, some of which include racism, issues of finances, lack of mentors and scholarly activities, and inequity in promotion. In the present study, we have reviewed the reported data addressing these concerns and provided guidance toward the amelioration of these issues with the hope of constructive change toward encouraging a diverse vascular surgery workforce.
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Demzik A, Filippou P, Chew C, Reines K, Brown S, Wallen EM, Viprakasit D, Smith AB, Tan HJ. Linguistic Differences in Personal Statements of Urology Residency Applicants by Self-Reported Race and Ethnicity. Urology 2021; 162:137-143. [PMID: 34118231 DOI: 10.1016/j.urology.2021.05.047] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/18/2021] [Revised: 05/04/2021] [Accepted: 05/23/2021] [Indexed: 11/25/2022]
Abstract
OBJECTIVES To assess a potential source of bias that could contribute to underrepresentation of minorities in urology, we analyzed differences in linguistic characteristics in personal statements between urology residency applicants of various racial and ethnic groups. METHODS Personal statements submitted by urology residency applicants to a urology program were evaluated with Linguistic Inquiry and Word Count, a validated text analysis program. Analyzed statements and application characteristics were compared according to self-identified race/ethnicity of the applicant using multivariable analysis and independent sample T-tests. RESULTS Of 342 submitted personal statements, 181 applicants self-identified as White non-Hispanic, 86 as Asian, and 75 as "underrepresented in medicine" (URM) including Black and Hispanic/Latino applicants. Asian and URM applicants listed more research projects (11.7 and 12.9 vs 8.8, P = .01) and URM applicants had slightly lower USMLE Step 1 scores (238.5 vs 244.6, P = .01) compared to White applicants. When evaluating personal statements, all applicants wrote with the same degree of analytical thinking. Asian applicants scored lower in authenticity (P = .03) and emotional tone (P = .04) while URM applicants scored higher in clout (P = .04) compared to White applicants. In use of pronouns, Asian applicants used 'we/us/our' more often (P < .01), URM applicants used 'you' more often (P = .02), and White applicants used 'I' more often (P = .01). CONCLUSION Significant linguistic differences exist among urology personal statements by racial/ethnic groups that may perpetuate stereotypes and bias in the application process. Appreciating these differences may help applicants avoid possibly detrimental linguistics and help residency programs recruit and support urology applicants from underrepresented backgrounds.
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Affiliation(s)
- Alysen Demzik
- Department of Urology, University of North Carolina, Chapel Hill, NC.
| | | | | | - Katy Reines
- Department of Urology, University of North Carolina, Chapel Hill, NC
| | - Stephanie Brown
- University of North Carolina at Chapel Hill, Chapel Hill, NC
| | - Eric M Wallen
- Department of Urology, University of North Carolina, Chapel Hill, NC; Lineberger Comprehensive Cancer Center, Multidisciplinary Genitourinary Oncology, Chapel Hill, NC
| | - Davis Viprakasit
- Department of Urology, University of North Carolina, Chapel Hill, NC; Lineberger Comprehensive Cancer Center, Multidisciplinary Genitourinary Oncology, Chapel Hill, NC
| | - Angela B Smith
- Department of Urology, University of North Carolina, Chapel Hill, NC; Lineberger Comprehensive Cancer Center, Multidisciplinary Genitourinary Oncology, Chapel Hill, NC
| | - Hung-Jui Tan
- Department of Urology, University of North Carolina, Chapel Hill, NC; Lineberger Comprehensive Cancer Center, Multidisciplinary Genitourinary Oncology, Chapel Hill, NC
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Fang CH, Barinsky GL, Gray ST, Baredes S, Chandrasekhar SS, Eloy JA. Diversifying Researchers and Funding in Otolaryngology. Otolaryngol Clin North Am 2021; 54:653-663. [PMID: 34024491 DOI: 10.1016/j.otc.2021.01.008] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Research productivity is a key metric used in evaluation for advancement and promotion in academic medicine. There are known gender, race, and ethnicity disparities in otolaryngology research and funding. Female academic otolaryngologists have been shown to lag in scholarly productivity, representation at national meetings, leadership positions on journal editorial boards, and National Institutes of Health and industry funding. Underrepresented minorities have been shown to be less successful at obtaining Centralized Otolaryngology Research Efforts grant funding. Directed approaches, such as research funding for women and minorities or targeted recruitment and retention of underrepresented faculty, may move the field toward parity.
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Affiliation(s)
- Christina H Fang
- Department of Otolaryngology - Head and Neck Surgery, Rutgers New Jersey Medical School, Newark, NJ, USA
| | - Gregory L Barinsky
- Department of Otolaryngology - Head and Neck Surgery, Rutgers New Jersey Medical School, Newark, NJ, USA
| | - Stacey T Gray
- Department of Otolaryngology - Head and Neck Surgery, Harvard Medical School, Boston, MA, USA; Department of Otolaryngology - Head and Neck Surgery, Massachusetts Eye and Ear, Boston, MA, USA
| | - Soly Baredes
- Department of Otolaryngology - Head and Neck Surgery, Rutgers New Jersey Medical School, Newark, NJ, USA; Center for Skull Base and Pituitary Surgery, Neurological Institute of New Jersey, Rutgers New Jersey Medical School, Newark, NJ, USA
| | - Sujana S Chandrasekhar
- ENT & Allergy Associates, LLP, Zucker School of Medicine at Hofstra-Northwell, Icahn School of Medicine at Mount Sinai, New York, NY, USA
| | - Jean Anderson Eloy
- Department of Otolaryngology - Head and Neck Surgery, Rutgers New Jersey Medical School, Newark, NJ, USA; Center for Skull Base and Pituitary Surgery, Neurological Institute of New Jersey, Rutgers New Jersey Medical School, Newark, NJ, USA; Department of Neurological Surgery, Rutgers New Jersey Medical School, Newark, NJ, USA; Department of Ophthalmology and Visual Science, Rutgers New Jersey Medical School, Newark, NJ, USA; Department of Otolaryngology and Facial Plastic Surgery, Saint Barnabas Medical Center - RWJBarnabas Health, Livingston, NJ, USA.
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Gerken AT, Beckmann DL, Stern TA. Fostering Careers in Medical Education. Psychiatr Clin North Am 2021; 44:283-294. [PMID: 34049649 DOI: 10.1016/j.psc.2020.12.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Many careers are available to psychiatrist-educators, and residents should learn about these pathways in addition to developing a core set of teaching skills regardless of their intended career trajectory. Clinician-Educator Programs offer structured opportunities for residents to explore advanced concepts, practice teaching skills, pursue scholarship, and receive mentorship in medical education. Women and persons from minority groups, particularly people of color and gender-diverse individuals, have long been passed over in the promotions process, and correction of these inequities is essential to creating a robust workforce of clinician-educators.
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Affiliation(s)
- Adrienne T Gerken
- McLean Hospital Psychiatry Residency Program, Harvard Medical School, Massachusetts General Hospital, McLean Hospital, Mailstop 229, Belmont, MA 02478, USA.
| | - David L Beckmann
- McLean Hospital Psychiatry Residency Program, Harvard Medical School, Massachusetts General Hospital, 15 Parkman Street, WACC 812, Boston, MA 02114, USA
| | - Theodore A Stern
- Avery D. Weisman Psychiatry Consultation Service, Harvard Medical School, Thomas P. Hackett Center for Scholarship in Psychosomatic Medicine, Office for Clinical Careers, Massachusetts General Hospital, 55 Fruit Street, Warren 606, Boston, MA 02114, USA
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Ahn DJ, Garg N, Naik AG, Fan J, Wei H, Song BB, Chung K, Vela MB, Kim KE. Where Do I Fit In? A Perspective on Challenges Faced by Asian American Medical Students. Health Equity 2021; 5:324-328. [PMID: 34036216 PMCID: PMC8140354 DOI: 10.1089/heq.2020.0158] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/10/2021] [Indexed: 11/20/2022] Open
Abstract
Asian American medical students (AAMSs) face significant bias in the medical learning environment and are more likely than White students to perceive their school climate negatively. Little is known about the factors that contribute to AAMSs' negative experiences. This perspective aims to describe AAMSs' experiences with diversity and inclusion efforts using survey data from a midwest regional conference, Asians in Medicine: A Conference on Advocacy and Allyship. AAMS respondents reported feeling excluded from diversity and inclusion efforts and conference participants advocated for institutional culture and climate assessments stratified by race and disaggregated into Asian subgroups.
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Affiliation(s)
- Daniel J Ahn
- University of Chicago Pritzker School of Medicine, Chicago, Illinois, USA
| | - Namrata Garg
- University of Chicago Pritzker School of Medicine, Chicago, Illinois, USA
| | - Aaditi G Naik
- University of Chicago Pritzker School of Medicine, Chicago, Illinois, USA
| | - James Fan
- University of Chicago Pritzker School of Medicine, Chicago, Illinois, USA
| | - Helen Wei
- University of Chicago Pritzker School of Medicine, Chicago, Illinois, USA
| | - Bonnie B Song
- University of Chicago Pritzker School of Medicine, Chicago, Illinois, USA
| | - Kevin Chung
- University of Chicago Pritzker School of Medicine, Chicago, Illinois, USA
| | - Monica B Vela
- University of Chicago Pritzker School of Medicine, Chicago, Illinois, USA
| | - Karen E Kim
- University of Chicago Pritzker School of Medicine, Chicago, Illinois, USA
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Murrell AJ, Blake-Beard S, Porter DM. The Importance of Peer Mentoring, Identity Work and Holding Environments: A Study of African American Leadership Development. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18094920. [PMID: 34063081 PMCID: PMC8124863 DOI: 10.3390/ijerph18094920] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/22/2021] [Revised: 04/26/2021] [Accepted: 04/27/2021] [Indexed: 11/17/2022]
Abstract
Mentoring is well-known for its positive impact on diversity and inclusion across a wide variety of organizational contexts. Despite these demonstrated advantages, efforts to develop diverse leaders either through access to informal mentoring relationships or via formal mentoring programs are often complex, expensive, and frequently produce mixed results. We examine the unique impact of peer mentoring to support and develop African American leaders using a formalized program approach. Our findings show that peer mentoring is effective in providing a safe environment for the necessary work of identity to take place among African American leaders. This identity work takes the form of holding behaviors such as enabling perspectives, empathic acknowledgement and containment that are critical for the development, support and validation of diverse leaders. Our findings clearly show the benefit of external identity peer mentors for providing support and validation for African American leaders that can be absent within traditional hierarchical mentoring. By examining the outcomes of an actual leadership development program over time, we provide recommendations on how to enhance diverse leadership development by recognizing and cultivating the positive impact of identity-based peer mentoring.
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Affiliation(s)
- Audrey J. Murrell
- Katz School of Business, University of Pittsburgh, Pittsburgh, PA 15260, USA
- Correspondence:
| | | | - David M. Porter
- Federal Reserve Bank of San Francisco, San Francisco, CA 94105, USA;
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Joseph J, Dao D, Hwang SM, Dotzler SM, Chesak SS, Weiskittel TM, Lang ME, Melo VD, Anderson JB, Vega B, Englund M, Boruch PM, Bhagra A. Perceptions of Barriers and Facilitators to Becoming a Medical Professional Among Underrepresented Undergraduate and Postbaccalaureate Learners. Mayo Clin Proc Innov Qual Outcomes 2021; 5:347-358. [PMID: 33997634 PMCID: PMC8105502 DOI: 10.1016/j.mayocpiqo.2021.01.003] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022] Open
Abstract
Objective To assess underrepresented undergraduate and postbaccalaureate learners’ perceptions of (1) the medical field, (2) barriers that might prevent individuals from pursuing professional medical careers, and (3) resources that assist in overcoming these barriers. Participants and Methods A qualitative study with focus groups was designed to achieve the objective. Participants were recruited from a community initiative to provide early exploration of the medical field to disadvantaged and minority individuals. Thirty-five individuals voluntarily participated in semistructured interviews. Audio from the interviews was analyzed using a qualitative descriptive approach and thematic analysis. This study was conducted from October 20, 2018, to April 6, 2019. Results Participants identified multiple characteristics related to the health care work environment and desirable attributes of health care personnel. The following barriers were identified: financial burden, lacking knowledge of the path to becoming a medical professional, inadequate social support, and lacking the metrics of a competitive candidate. Resources identified by participants to overcome barriers included professional networks and programmatic considerations. Conclusion The study participants discussed negative and positive aspects of the health care environment, such as implicit and explicit biases and attributes that promote or sustain success. Participants expounded on financial, academic, social, and personal factors as barriers to success. In regard to resources that were believed to be helpful to mitigate barriers and promote success, participants commented on activities that simulate a professional medical environment, include networking with medical personnel, support well-being, and provide exposure to structured information on the process of obtaining professional medical training.
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Affiliation(s)
- Josiane Joseph
- Medical Scientist Training Program, Mayo Clinic College of Medicine and Science, Mayo Clinic, Rochester, MN
| | - Dyda Dao
- Mayo Clinic Alix School of Medicine, Mayo Clinic, Rochester, MN
| | - Soyun Michelle Hwang
- Department of Otolaryngology-Head and Neck Surgery, Johns Hopkins University, Baltimore, MD
| | - Steven M. Dotzler
- Medical Scientist Training Program, Mayo Clinic College of Medicine and Science, Mayo Clinic, Rochester, MN
| | | | - Taylor M. Weiskittel
- Medical Scientist Training Program, Mayo Clinic College of Medicine and Science, Mayo Clinic, Rochester, MN
| | | | - Valeria D. Melo
- Mayo Clinic Alix School of Medicine, Mayo Clinic, Rochester, MN
| | - Jacob B. Anderson
- Medical Scientist Training Program, Mayo Clinic College of Medicine and Science, Mayo Clinic, Rochester, MN
| | - Beatriz Vega
- Mayo Clinic Alix School of Medicine, Mayo Clinic, Rochester, MN
| | | | - Paige M. Boruch
- Mayo Clinic Speech Laboratory, Mayo Clinic, Rochester, MN
- University of Minnesota Rochester, Rochester, MN
| | - Anjali Bhagra
- Division of General Internal Medicine, Mayo Clinic, Rochester, MN
- Correspondence: Address to Anjali Bhagra, MD, Division of General Internal Medicine, Mayo Clinic, 200 First St SW, Rochester, MN 55905. @anjalibhagramd
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Gabriel PJ, Alexander J, Kārkliņa A. Diversity in Neurosurgery: Trends in Gender and Racial/Ethnic Representation Among Applicants and Residents from U.S. Neurological Surgery Residency Programs. World Neurosurg 2021; 150:e305-e315. [PMID: 33684577 DOI: 10.1016/j.wneu.2021.02.127] [Citation(s) in RCA: 19] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/19/2020] [Revised: 02/27/2021] [Accepted: 02/28/2021] [Indexed: 11/18/2022]
Abstract
OBJECTIVE To assess trends in gender, racial, and ethnic diversity of applicant pools and subsequent resident cohorts in neurosurgical residency programs in the United States. METHODS Applicant and residency data from 2009 to 2018 were analyzed from the Electronic Residency Application Service, Journal of the American Medical Association, and National Resident Matching Program to evaluate trends in diversity. RESULTS There was no statistically significant difference between applicant sex from 2009 to 2013 compared with 2014 to 2018 (P > 0.05). From 2009 to 2018, the percentage of female residents saw a statistically significant increase from 12.9% to 17.5% but remained less reflective of women's representativeness in the United States (50.8%). The percentage of Black and Hispanic applicants decreased across the observed period (4% and 1%, respectively). While Black people represented 5.2% of the resident pool in 2009, this decreased to 4.95% by 2018. Hispanic residents saw a <2% net increase (5.5% to 7.2%) in resident representation but still fell behind when compared with census statistics. The application pool did not see a significant change in the percentage of White and Asian applicants; however, the percentage of residents did decrease slightly over the observed decade. CONCLUSIONS Current efforts to improve racial and ethnic diversity have not been sufficient in generating parity in the recruitment and retention of racially underrepresented groups in neurosurgery. Although the presence of women in applicant and resident pools has increased, not much is known about the impact on women who also identify within racially underrepresented groups. More proactive measures for recruitment and retention are needed to reach equity in the future neurosurgical workforce.
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Affiliation(s)
| | | | - Anastasia Kārkliņa
- Department of Gender, Sexuality, and Feminist Studies, Duke University, Durham, North Carolina, USA; Department of African and African-American Studies, Duke University, Durham, North Carolina, USA
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Díaz DHS, Kothari P, Williams RL, Lee R, Mancias P, Davis JA, Sánchez JP. Office of Medical Education: Opportunities for Trainees to Engage and Lead in Curricular Innovation and Reform. MEDEDPORTAL : THE JOURNAL OF TEACHING AND LEARNING RESOURCES 2021; 17:11112. [PMID: 33768145 PMCID: PMC7970638 DOI: 10.15766/mep_2374-8265.11112] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 06/14/2020] [Accepted: 12/04/2020] [Indexed: 06/12/2023]
Abstract
INTRODUCTION The AAMC prioritizes promoting a diverse and culturally competent workforce which is thought to have a positive impact on the health of people living in the US. There is a lack of diversity in the current landscape of academic medicine and strategies are needed to effect change. This module introduced undergraduate and graduate medical trainees to leadership skills and opportunities in curriculum innovation and reform by learning about and interacting with the office of medical education (OME) at their institutions. METHODS We implemented a workshop using small-group case discussions and didactics to help medical students and residents learn how to: (1) describe the structure and functions of an OME, (2) describe leadership competencies associated with various roles within the OME, and (3) identify opportunities for trainees to engage with the OME on curricular innovation and reform, especially advancing diversity and inclusion. RESULTS Across three sites, 45 learners completed partial or full workshop evaluations. Of learners, 22 (49%) were not knowledgeable and 13 (29%) were somewhat knowledgeable in identifying leadership opportunities for trainees to become engaged through the OME. There was a statistically significant increase in confidence after the workshop in "discussing an interdisciplinary approach to the creation of a medical education innovation," and, "assessing the need for curricula change." Over 90% of attendees agreed learning objectives were met. DISCUSSION This workshop succeeded in promoting awareness of the structure and function of OMEs and confidence in seeking opportunities to become engaged in medical education, especially in advancing diversity and inclusion.
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Affiliation(s)
- Débora H. Silva Díaz
- Professor, Department of Pediatrics, University of Puerto Rico School of Medicine
| | - Pooja Kothari
- Internal Medicine Resident, Montefiore Medical Center
| | - Renee L. Williams
- Director of Gastroenterology and Hepatology Fellowship Program and Associate Professor of Medicine, New York University School of Medicine
| | - Rosa Lee
- Associate Dean for Curriculum and Assessment and Associate Medical Professor, City University of New York School of Medicine
| | - Pedro Mancias
- Professor of Pediatrics, Assistant Dean of Diversity and Inclusion, Student Affairs, and Admission, University of Texas Health Science Center, McGovern Medical School
| | - John A. Davis
- Professor of Medicine and Associate Dean for Curriculum, University of California San Francisco School of Medicine
| | - John Paul Sánchez
- Executive Associate Vice Chancellor, Diversity, Equity, and inclusion, Health Sciences Center, University of New Mexico; President, Building the Next Generation of Academic Physicians Inc.; Executive Director, Latino Medical Student Association Inc
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Tzovara A, Amarreh I, Borghesani V, Chakravarty MM, DuPre E, Grefkes C, Haugg A, Jollans L, Lee HW, Newman SD, Olsen RK, Ratnanather JT, Rippon G, Uddin LQ, Vega MLB, Veldsman M, White T, Badhwar A. Embracing diversity and inclusivity in an academic setting: Insights from the Organization for Human Brain Mapping. Neuroimage 2021; 229:117742. [PMID: 33454405 DOI: 10.1016/j.neuroimage.2021.117742] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/17/2020] [Revised: 01/07/2021] [Accepted: 01/10/2021] [Indexed: 12/17/2022] Open
Abstract
Scientific research aims to bring forward innovative ideas and constantly challenges existing knowledge structures and stereotypes. However, women, ethnic and cultural minorities, as well as individuals with disabilities, are systematically discriminated against or even excluded from promotions, publications, and general visibility. A more diverse workforce is more productive, and thus discrimination has a negative impact on science and the wider society, as well as on the education, careers, and well-being of individuals who are discriminated against. Moreover, the lack of diversity at scientific gatherings can lead to micro-aggressions or harassment, making such meetings unpleasant, or even unsafe environments for early career and underrepresented scientists. At the Organization for Human Brain Mapping (OHBM), we recognized the need for promoting underrepresented scientists and creating diverse role models in the field of neuroimaging. To foster this, the OHBM has created a Diversity and Inclusivity Committee (DIC). In this article, we review the composition and activities of the DIC that have promoted diversity within OHBM, in order to inspire other organizations to implement similar initiatives. Activities of the committee over the past four years have included (a) creating a code of conduct, (b) providing diversity and inclusivity education for OHBM members, (c) organizing interviews and symposia on diversity issues, and (d) organizing family-friendly activities and providing childcare grants during the OHBM annual meetings. We strongly believe that these activities have brought positive change within the wider OHBM community, improving inclusivity and fostering diversity while promoting rigorous, ground-breaking science. These positive changes could not have been so rapidly implemented without the enthusiastic support from the leadership, including OHBM Council and Program Committee, and the OHBM Special Interest Groups (SIGs), namely the Open Science, Student and Postdoc, and Brain-Art SIGs. Nevertheless, there remains ample room for improvement, in all areas, and even more so in the area of targeted attempts to increase inclusivity for women, individuals with disabilities, members of the LGBTQ+ community, racial/ethnic minorities, and individuals of lower socioeconomic status or from low and middle-income countries. Here, we present an overview of the DIC's composition, its activities, future directions and challenges. Our goal is to share our experiences with a wider audience to provide information to other organizations and institutions wishing to implement similar comprehensive diversity initiatives. We propose that scientific organizations can push the boundaries of scientific progress only by moving beyond existing power structures and by integrating principles of equity and inclusivity in their core values.
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Affiliation(s)
- Athina Tzovara
- Institute for Computer Science, University of Bern, Neubrückstrasse 10, CH-3012 Bern, Switzerland; Helen Wills Neuroscience Institute, University of California Berkeley, USA; Sleep Wake Epilepsy Center
- NeuroTec, Department of Neurology, Inselspital, Bern University Hospital, University of Bern, Switzerland.
| | | | - Valentina Borghesani
- Memory and Aging Center, Department of Neurology, University of California San Francisco
| | - M Mallar Chakravarty
- Computational Brain Anatomy (CoBrA) Laboratory, Cerebral Imaging Centre, Douglas Research Centre; Departments of Psychiatry and Biological and Biomedical Engineering at McGill University
| | - Elizabeth DuPre
- NeuroDataScience - ORIGAMI laboratory, McGill University, Montreal, Canada
| | - Christian Grefkes
- University of Cologne, Medical Faculty, and Department of Neurology, University Hospital Cologne, Germany; Institute of Medicine and Neuroscience, Cognitive Neurology (INM-3), Juelich Research Center, Germany
| | - Amelie Haugg
- Department of Psychiatry, Psychotherapy and Psychosomatics, University of Zurich, Zurich, Switzerland
| | - Lee Jollans
- Department of Translational Research in Psychiatry; Max Planck Institute of Psychiatry; Munich, Germany
| | - Hyang Woon Lee
- Departments of Neurology, Medical Science, Computational Medicine and System Health & Engineering Major, Ewha Womans University School of Medicine and Ewha Medical Research Institute, Seoul, South Korea
| | - Sharlene D Newman
- Alabama Life Research Institute, University of Alabama, Tuscaloosa, AL, USA
| | - Rosanna K Olsen
- Rotman Research Institute, Baycrest Health Sciences, and Department of Psychology, University of Toronto
| | - J Tilak Ratnanather
- Center for Imaging Science and Institute for Computational Medicine, Department of Biomedical Engineering, Johns Hopkins University, Baltimore, MD, USA
| | - Gina Rippon
- Aston Brain Centre, Aston University, Birmingham B4 7ET, UK
| | - Lucina Q Uddin
- Department of Psychology, University of Miami, Coral Gables, FL, USA
| | - Maria L Bringas Vega
- University of Electronic Sciences and Technology of China, Chengdu China; Cuban Neuroscience Center, La Habana, Cuba
| | - Michele Veldsman
- Department of Experimental Psychology, University of Oxford, Oxford, UK
| | - Tonya White
- Department of Child and Adolescent Psychiatry, Erasmus University Medical Centre, Rotterdam; Department of Radiology and Nuclear Medicine, Erasmus University Medical Centre, Rotterdam
| | - AmanPreet Badhwar
- Multiomics Investigation of Neurodegenerative Diseases (MIND) Lab, Centre de recherche de l'Institut universitaire de gériatrie de Montréal, Université de Montréal, Montréal, Quebec H3W 1W5, Canada; Université de Montréal, Département de pharmacologie et physiologie, Montreal, Canada.
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Paul E, Wilson M, Erickson-Parsons L, Desai S, Carneiro R, Belman N. What's new in academic international medicine? Highlighting the importance of diversity, inclusion, and equity. INTERNATIONAL JOURNAL OF ACADEMIC MEDICINE 2021. [DOI: 10.4103/ijam.ijam_81_21] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
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Fassiotto M, Flores B, Victor R, Altamirano J, Garcia LC, Kotadia S, Maldonado Y. Rank Equity Index: Measuring Parity in the Advancement of Underrepresented Populations in Academic Medicine. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2020; 95:1844-1852. [PMID: 32889948 DOI: 10.1097/acm.0000000000003720] [Citation(s) in RCA: 22] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
As educators, researchers, clinicians, and administrators, faculty serve pivotal roles in academic medical centers (AMCs). Thus, the quality of faculty members' experiences is inseparable from an AMC's success. In seeking new methods to assess equity in advancement in academic medicine, the authors developed the Rank Equity Index (REI)-adapted from the Executive Parity Index, a scale previously implemented within the business sector-to examine national data on gender and racial/ethnic equity across faculty ranks. The REI was employed on self-reported demographic data, collected by the Association of American Medical Colleges, from U.S. medical school faculty in 2017, to make pairwise rank comparisons of the professoriate by demographic characteristics and department. Overall results indicated that women did not attain parity at any pairwise rank comparison, while men were above parity at all ranks. Similar results were observed across all departments surveyed: women in the basic sciences had REIs closest to parity, women in pediatrics had the highest representation but had REIs that were further from parity than REIs in the basic sciences, and women in surgery demonstrated the lowest REIs. Nationally, REIs were below 1.00 for all racial/ethnic group rank comparisons except for White and, in one case, multiple-race non-Hispanic/Latinx. Across all analyzed departments, Black/African American, Asian, Hispanic/Latinx, and multiple-race Hispanic/Latinx faculty had REIs below parity at all ranks except in 2 cases. In a comparison of 2017 and 2007 data, REIs across both race/ethnicity and gender were lower in 2007 for nearly all groups. REI analyses can highlight inequities in faculty rank that may be masked when using aggregate faculty proportions, which do not account for rank. The REI provides AMCs with a new tool to better analyze institutional data to inform efforts to increase parity across all faculty ranks.
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Affiliation(s)
- Magali Fassiotto
- M. Fassiotto is associate dean for faculty development and diversity, Office of Faculty Development and Diversity, Stanford University School of Medicine, Stanford, California
| | - Brenda Flores
- B. Flores is research and program officer, Office of Faculty Development and Diversity, Stanford University School of Medicine, Stanford, California
| | - Robert Victor
- R. Victor is research and program officer, Office of Faculty Development and Diversity, Stanford University School of Medicine, Stanford, California
| | - Jonathan Altamirano
- J. Altamirano is senior research analyst, Office of Faculty Development and Diversity and Global Child Health Program, Stanford University School of Medicine, Stanford, California
| | - Luis C Garcia
- L.C. Garcia is a medical student and research assistant, Office of Faculty Development and Diversity, Stanford University School of Medicine, Stanford, California
| | - Shaila Kotadia
- S. Kotadia is director of culture and inclusion, Office of Faculty Development and Diversity, Stanford University School of Medicine, Stanford, California
| | - Yvonne Maldonado
- Y. Maldonado is professor of pediatrics and of epidemiology and population health, and senior associate dean for faculty development and diversity, Office of Faculty Development and Diversity, Stanford University School of Medicine, Stanford, California
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Nakae S, Kothari P, Johnson K, Figueroa E, Sánchez JP. Office of Admissions: Engagement and Leadership Opportunities for Trainees. MEDEDPORTAL : THE JOURNAL OF TEACHING AND LEARNING RESOURCES 2020; 16:11018. [PMID: 33274289 PMCID: PMC7703483 DOI: 10.15766/mep_2374-8265.11018] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/26/2020] [Accepted: 07/09/2020] [Indexed: 06/12/2023]
Abstract
INTRODUCTION Encouraging trainee engagement with the Office of Admissions can be an effective method of training for a future career in academic medicine and allow trainees to develop critical leadership skills. METHODS This workshop consisted of a short didactic presentation, a large-group activity, and case discussions in an effort to address four objectives describing the functions of the Office of Admissions, as well as identifying opportunities for involvement and leadership skills fostered through engaging in admissions activities. The module was administered to diverse students and residents at three regional conferences at US medical schools between September and December 2019. Pre- and postworkshop surveys were used to analyze the efficacy of the workshop. RESULTS More than 95% of the 70 learners agreed that all four objectives had been met. Additionally, trainees had a statistically significant increase (p < .001) in confidence in their ability to address new issues, such as Deferred Action for Childhood Arrivals or LGBT inclusion, through the admissions process and engage in discussion about admissions policies and practices. DISCUSSION This workshop was an effective tool for introducing trainees to leadership opportunities in academic medicine via involvement with the Office of Admissions. During the workshop, students expressed feedback about wanting more ways to become involved and more examples of student involvement. Attendees might also benefit from being encouraged to research the admissions processes and leadership structures at their respective institutions.
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Affiliation(s)
- Sunny Nakae
- Associate Dean for Student Affairs and Clinical Associate Professor of Social Medicine, University of California, Riverside, School of Medicine
| | - Pooja Kothari
- Internal Medicine Resident, Montefiore Medical Center
| | - Karen Johnson
- Associate Dean for Admissions and Associate Professor of Pediatrics, Baylor College of Medicine
| | - Edgar Figueroa
- Associate Professor of Family Medicine in Clinical Medicine, Weill Cornell Medical College
| | - John Paul Sánchez
- President, Building the Next Generation of Academic Physicians; Executive Director, Latino Medical Student Association
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Lucas R, Kothari P, Adams C, Jones L, Williams VN, Sánchez JP. We are All Leaders: Introducing Self-Leadership Concepts Through the Lens of Improving Diversity in the Health Care Workforce. MEDEDPORTAL : THE JOURNAL OF TEACHING AND LEARNING RESOURCES 2020; 16:11011. [PMID: 33204835 PMCID: PMC7666830 DOI: 10.15766/mep_2374-8265.11011] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/03/2020] [Accepted: 06/24/2020] [Indexed: 06/10/2023]
Abstract
INTRODUCTION Increasing faculty and leader diversity has been recommended as a way for health care organizations to achieve cultural competence in their patient care mission. Given the low numbers of underrepresented groups in medical school leadership positions, teaching diverse students and trainees the concept of leadership as influence may empower them to become more involved and bring diverse perspectives to their organizations. METHODS This 70-minute workshop consisted of a short presentation, a self-assessment, small- and large-group discussions, and case studies to: (1) describe the importance of diversity in medical school leadership, (2) define leadership, (3) define self-leadership, and (4) assess one's own self-leadership skills. The workshop was implemented at three US medical schools to diverse medical students and residents between September and December of 2019. Pre- and postworkshop evaluations were analyzed. RESULTS Greater than 95% of learners (n = 66) agreed that the workshop's learning objectives were met. Comments suggested participants appreciated learning about the lack of diversity among medical school leaders and the importance of cultivating their role in diversity in academic medicine. The case studies were highly rated and considered effective tools for learning. DISCUSSION This submission defined an empowering notion of leadership as influence. It taught learners that we can all lead (by influence) if we can improve our own self-leadership skills and become involved and bring diverse perspectives to health care organizations. Future research may focus on longer-term follow-up of participants to reassess their self-leadership skills and describe their level of involvement in their organizations.
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Affiliation(s)
- Raymond Lucas
- Associate Professor of Emergency Medicine and Associate Dean for Continuing Professional Education, School of Medicine and Health Sciences, George Washington University
| | - Pooja Kothari
- Fourth-year Medical Student, Rutgers New Jersey Medical School
| | - Clydell Adams
- Second-Year Medical Student, McGovern Medical School at The University of Texas Health Science Center at Houston
| | - Latanya Jones
- Associate Professor of Pediatrics and Associate Dean of Office and Diversity & Inclusion, McGovern Medical School at The University of Texas Health Science Center at Houston
| | - Valerie N. Williams
- Presidential Professor, Graduate College, University of Oklahoma Health Sciences Center; Former Associate Dean, Faculty Affairs, University of Oklahoma College of Medicine; Vice Provost, Academic Affairs and Faculty Development, University of Oklahoma Health Sciences Center
| | - John Paul Sánchez
- President, Building the Next Generation of Academic Physicians Inc.; Executive Director, Latino Medical Student Association Inc.; Professor, Emergency Medicine, University of New Mexico School of Medicine
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Abstract
IMPORTANCE Increasing diversity in the physician workforce is a fulcrum for reducing health disparities. Efforts to increase the diversity in the internal medicine (IM) workforce may improve health equity among an increasingly diverse population with increasing prevalence of chronic disease. OBJECTIVES To assess diversity trends in the academic IM workforce and evaluate how well these trends reflected medical student diversity and the changing demographic composition of the general population. DESIGN, SETTING, AND PARTICIPANTS This secondary analysis of a cross-sectional study analyzed data from January 1, 1980, to December 31, 2018, from the Association of American Medical Colleges Faculty Roster and Applicant Matriculant File, which capture full-time US medical school faculty and matriculants, respectively, and population data through 2017 from the US Census Bureau. MAIN OUTCOMES AND MEASURES The study calculated the proportions of women and individuals from racial/ethnic groups that are traditionally underrepresented in medicine (URM) among IM faculty and faculty in all other clinical departments. These data were compared with the proportions of female and URM matriculants in US medical schools and the proportions of women and individuals from underrepresented racial/ethnic groups in the population. The analysis was stratified by sex, race/ethnicity, and intersections of sex and race/ethnicity. RESULTS From 1980 to 2018, the absolute number of full-time IM faculty increased from 10 964 to 42 547. Although IM was the department classification with the most women faculty, in 2018 it continued to have a lower proportion of women (n = 17 165 [40.3%]) compared with all other clinical departments (n = 48 936 [43.2%]). Among IM faculty, the percentage of URM faculty members more than doubled during the study period (from 4.1% to 9.7%) but still made up only a small portion of faculty members. The percentage of female matriculants among medical school matriculants increased steadily (from 28.7% in 1980 to 51.6% in 2018) and was nearly identical to their population representation in 2017 (50.7% compared with 50.8%). Although the percentage of URM matriculants had nearly doubled since 1980 (from 11.3% to 18.1%), it still lagged far behind the proportion of individuals in the US population who are members of underrepresented racial/ethnic groups (18.1% vs 31.5% in 2017). CONCLUSIONS AND RELEVANCE This cross-sectional study found that progress has been made in diversifying academic IM faculty; however, it does not yet reflect the diversity of medical students or the US population. Continued efforts to increase the diversity of the academic IM workforce are needed.
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Affiliation(s)
- S. Michelle Ogunwole
- Department of Medicine, Johns Hopkins University School of Medicine, Baltimore, Maryland
- Johns Hopkins Center for Health Equity, Baltimore, Maryland
| | - Michael Dill
- Association of American Medical Colleges, Washington, DC
| | - Karen Jones
- Association of American Medical Colleges, Washington, DC
| | - Sherita H. Golden
- Department of Medicine, Johns Hopkins University School of Medicine, Baltimore, Maryland
- Welch Center for Prevention, Epidemiology, and Clinical Research, Baltimore, Maryland
- Johns Hopkins Medicine Office of Diversity, Inclusion, and Health Equity, Baltimore, Maryland
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Gilbert J, Kothari P, Sanchez N, Spencer DJ, Soto-Greene M, Sánchez JP. Is Academic Medicine a Financially Viable Career? Exploring Financial Considerations and Resources. MEDEDPORTAL : THE JOURNAL OF TEACHING AND LEARNING RESOURCES 2020; 16:10958. [PMID: 32821812 PMCID: PMC7431181 DOI: 10.15766/mep_2374-8265.10958] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/19/2019] [Accepted: 02/26/2020] [Indexed: 05/23/2023]
Abstract
INTRODUCTION As a result of the common belief that professionals in academic medicine make less money than their private practice counterparts, as well as the rising cost of medical school and subsequent loans, medical students and residents alike are dissuaded from pursuing careers in academia. However, with greater knowledge of loan repayment programs and financial planning, students can make informed decisions about entering the field of academia. METHODS Using the Kern model, a workshop was developed to educate medical students considering an academic career about financial resources, loan repayment, student debt, and the importance of budgets. The workshop also encouraged reflection on personal and financial factors that influence career choice. RESULTS The workshop was implemented at five regional conferences with a total of 113 participants. After participating in the workshop, survey data showed that participants were statistically less likely to agree with the statement "Student debt will hinder my ability to pursue an academic medicine career," and more likely to agree with the statement "Academic medicine is a financially viable career choice for me" and "A career in academic medicine will provide a comfortable salary." Over 95% of respondents agreed or strongly agreed that each objective was met. DISCUSSION This workshop provided an interactive and reflective method to increase participants' awareness of factors that influence financial considerations when considering postgraduate career choices. It highlighted factors that may be particularly relevant for an academic career choice and of resources available, especially loan repayment programs, to ensure a financially viable academic career.
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Affiliation(s)
- Julie Gilbert
- Senior Education Debt Management Specialist, FIRST, Association of American Medical Colleges
| | - Pooja Kothari
- Fourth-year medical student, Rutgers New Jersey Medical School
| | - Nelson Sanchez
- Associate Professor of Clinical Medicine, Weill Cornell Medical College
| | - Dennis J. Spencer
- Clinical Fellow, Gastroenterology, Hepatology, and Nutrition, Boston Children's Hospital, Harvard Medical School
| | - Maria Soto-Greene
- Vice Dean, Rutgers New Jersey Medical School; Professor of Medicine, Rutgers New Jersey Medical School
| | - John Paul Sánchez
- Associate Dean, Diversity and Inclusion; Associate Professor, Emergency Medicine, Rutgers New Jersey Medical School; Executive Director, LMSA National Inc
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Dixon G, Kind T, Wright J, Stewart N, Sims A, Barber A. Factors that Influence Underrepresented in Medicine (UIM) Medical Students to Pursue a Career in Academic Pediatrics. J Natl Med Assoc 2020; 113:95-101. [PMID: 32771220 DOI: 10.1016/j.jnma.2020.07.014] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/09/2019] [Revised: 06/10/2020] [Accepted: 07/11/2020] [Indexed: 10/23/2022]
Abstract
PURPOSE The purpose of this study was to explore the experiences of medical students who are underrepresented in medicine (UIM) from two urban medical centers with an interest in pursuing academic pediatrics. METHODS Focus groups were conducted at Children's National Hospital (CN) at three different times with UIM medical students from two urban medical centers. The investigator team was comprised of both junior and senior UIM and non-UIM pediatric academic faculty with experience in qualitative research. Twenty medical students UIM from Howard University College of Medicine (HUCM) and George Washington University School of Medicine and Health Sciences (GWSMHS) participated in the focus groups. The medical students targeted were first, second and fourth years to review experiences pre-and post-third year clerkships. RESULTS Eighteen of the 20 students completed the demographic data of which 16 identified as Black/African-American. Fifteen of the participants were female and 3 were male. Findings indicated that mentorship, serving as role models, working with children and seeing UIM academic pediatricians positively influenced the students to pursue academic pediatrics. Family had a major influence on students' interest to pursue medicine. A barrier to pursuing academic pediatrics for UIM medical students included educational debt and lack of knowledge about the field. The students felt that there were fewer expectations of them during secondary school years which affected them throughout their journey to medical school. CONCLUSIONS Early mentorship for UIM medical students is important to increase exposure to academic pediatrics. Future study on the experience of UIM medical students and their pursuit of academic roles could help produce a more diverse workforce. Also, pipeline programs for students to be exposed to academic pediatrics early in their education career would be beneficial.
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Affiliation(s)
- Gabrina Dixon
- Department of Pediatrics, Children's National Hospital (CN) and George Washington University School of Medicine and Health Sciences (GWSMHS), 111 Michigan Avenue, NW, Washington, DC 20010, USA.
| | - Terry Kind
- Department of Pediatrics, Children's National Hospital (CN) and George Washington University School of Medicine and Health Sciences (GWSMHS), 111 Michigan Avenue, NW, Washington, DC 20010, USA
| | - Joseph Wright
- Capital Region Health, University of Maryland Medical System, 3001 Hospital Drive, Cheverly, MD 20785, USA
| | - Nikki Stewart
- Department of Pediatrics, Howard University College of Medicine (HUCM), 2041 Georgia Avenue, Washington, DC 20060, USA
| | - Alexandra Sims
- Department of Pediatrics, University of Cincinnati College of Medicine and Division of General and Community Pediatrics, Cincinnati Children's Hospital Medical Center, 3333 Burnet Avenue, Cincinnati, OH 45229, USA
| | - Aisha Barber
- Department of Pediatrics, Children's National Hospital (CN) and George Washington University School of Medicine and Health Sciences (GWSMHS), 111 Michigan Avenue, NW, Washington, DC 20010, USA
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Macias Gil R, Hardy WD. Spectrum of Diversity in Today's Infectious Diseases Workforce: It's Much Broader and Brighter Than You Think. J Infect Dis 2020; 220:S42-S49. [PMID: 31430383 DOI: 10.1093/infdis/jiz242] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/19/2022] Open
Abstract
The spectrum of inclusion, diversity, access, and equity among the Infectious Diseases (ID) workforce is ever-growing, ever-evolving, and continuously benefiting from the contributions made by the unique differences among our workforce which make us stronger, smarter, and better prepared to respond to whatever emerging ID challenge we will encounter next.
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Affiliation(s)
- Raul Macias Gil
- Alpert Medical School of Brown University, Providence, Rhode Island
| | - W David Hardy
- Johns Hopkins University School of Medicine, Baltimore, Maryland.,Board of Directors, HIV Medicine Association, Arlington, Virginia
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Gonzaga AMR, Appiah-Pippim J, Onumah CM, Yialamas MA. A Framework for Inclusive Graduate Medical Education Recruitment Strategies: Meeting the ACGME Standard for a Diverse and Inclusive Workforce. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2020; 95:710-716. [PMID: 31702694 DOI: 10.1097/acm.0000000000003073] [Citation(s) in RCA: 70] [Impact Index Per Article: 17.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
To help address health care disparities and promote higher-quality, culturally sensitive care in the United States, the Accreditation Council for Graduate Medical Education and other governing bodies propose cultivating a more diverse physician workforce. In addition, improved training and patient outcomes have been demonstrated for diverse care teams. However, prioritizing graduate medical education (GME) diversity and inclusion efforts can be challenging and unidimensional diversity initiatives typically result in failure.Little literature exists regarding actionable steps to promote diversity in GME. Building on existing literature and the authors' experiences at different institutions, the authors propose a 5-point inclusive recruitment framework for diversifying GME training programs. This article details each of the 5 steps of the framework, which begins with strong institutional support by setting diversity as a priority. Forming a cycle, the other 4 steps are seeking out candidates, implementing inclusive recruitment practices, investing in trainee success, and building the pipeline. Practical strategies for each step and recommendations for measurable outcomes for continued support for this work are provided. The proposed framework may better equip colleagues and leaders in academic medicine to prioritize and effectively promote diversity and inclusion in GME at their respective institutions.
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Affiliation(s)
- Alda Maria R Gonzaga
- A.M.R. Gonzaga is associate professor, Departments of Medicine and Pediatrics, and medicine-pediatrics residency program director, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania. J. Appiah-Pippim is associate professor, Department of Medicine, AU/UGA Medical Partnership, and program director, Transitional Year Residency, Piedmont Athens Regional, Athens, Georgia. C.M. Onumah is assistant professor, Department of Medicine, The George Washington University School of Medicine and Health Sciences, Washington, DC. M.A. Yialamas is assistant professor, Harvard Medical School, and associate program director, Brigham and Women's Hospital Internal Medicine Residency, Boston, Massachusetts
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Cain L, Kramer G, Ferguson M. The Medical Student Summer Research Program at the University of Texas Medical Branch at Galveston: building research foundations. MEDICAL EDUCATION ONLINE 2019; 24:1581523. [PMID: 30831061 PMCID: PMC6407601 DOI: 10.1080/10872981.2019.1581523] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/16/2018] [Revised: 01/10/2019] [Accepted: 02/07/2019] [Indexed: 05/26/2023]
Abstract
BACKGROUND Interest in incorporating research into the medical school curriculum has grown over the years. One of the challenges involved with providing research to medical students is developing programs that allow a large number of students to perform research. This involves securing faculty to mentor students in the design of research projects. In order to accommodate students with research interests, well-established research programs must be implemented. OBJECTIVE This article describes the design and implementation of a curriculum-based research program for medical students at the University of Texas Medical Branch (UTMB) at Galveston. The main objective of this article is to describe the program for the purpose of assisting other medical schools to develop a similar student research program. DESIGN At UTMB we established a Medical Student Summer Research Program (MSSRP) that occurred between the first year and the second year of medical school. Between the years 2000-2017, MSSRP accommodated a minimum of 39 and a maximum of 90 students during an 8 week period. Two surveys were conducted to collect students' views on how MSSRP affected their interest in research. We performed a proportion statistical analysis on the data from both surveys in order to determine the significance of the responses. RESULTS The benefit of MSSRP is that it provided medical students with an exposure to research. According to the proportions test, the responses were statistically significant with 85% of 26 third and fourth year students stating they would continue to incorporate research into their medical careers; 75% stating that MSSRP increased their interest in research; and 85% responding that MSSRP helped them to understand research methodology. CONCLUSIONS MSSRP is a curriculum-based program that provides a framework to other medical institutions interested in the development of similar student research programs and provides students the exposure and option to continue with research as a component of their medical profession.
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Affiliation(s)
- Lisa Cain
- Department of Diagnostic and Biomedical Sciences, School of Dentistry, University of Texas Health Science Center at Houston, Houston, TX, USA
| | - George Kramer
- Department of Anesthesiology, University of Texas Medical Branch at Galveston, Galveston, TX, USA
| | - Monique Ferguson
- Department of Internal Medicine, Division of Infectious Diseases, University of Texas Medical Branch at Galveston, Galveston, TX, USA
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Ware AD, Murdock T, Voltaggio L, Windon AL, Troncoso JC, Hruban RH, White MJ. The "Race" Toward Diversity, Inclusion, and Equity in Pathology: The Johns Hopkins Experience. Acad Pathol 2019; 6:2374289519873104. [PMID: 31523705 PMCID: PMC6734606 DOI: 10.1177/2374289519873104] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/01/2019] [Revised: 07/08/2019] [Accepted: 07/19/2019] [Indexed: 11/16/2022] Open
Abstract
With 3.8% black trainees in 2012, pathology had significantly fewer trainees from groups underrepresented in medicine compared to other specialties. To address this, faculty in the Johns Hopkins Department of Pathology established an outreach program and funded rotation for students underrepresented in medicine and from disadvantaged groups. The aims were to increase exposure to the field and improve diversity, inclusion, and equity in pathology. A 1-month rotation for students underrepresented in medicine was established in 2013. Rotation schedules tailored to each rotator's interests included resident conferences and individual faculty meetings. In 2016, a proactive outreach program was established. Faculty visited historically black medical schools and underrepresented in medicine student groups at other institutions, where they gave a "Careers in Pathology" presentation targeted to second- and third-year medical students. Faculty also attended underrepresented in medicine student conferences and participated in high school student programs to further expand the underrepresented in medicine pipeline into medicine and pathology. Since 2016, fourteen outreach presentations have been delivered. The number of rotators increased from 1 in 2013 to 18 in July 2019. Rotators self-identified as African, African American, Hispanic, and Native American. Most were second- to fourth-year medical students, and 1 was a pathology resident. Six rotators are currently pathology residents, and others are strongly considering applying to pathology. The outreach efforts account for the success of our rotation, which, in turn, has had a positive impact on interest in pathology. However, we recognize barriers to retention and intend to incorporate additional professional development activities to further address equity.
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Affiliation(s)
- Alisha D Ware
- Department of Pathology, The Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - Tricia Murdock
- Department of Pathology, The Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - Lysandra Voltaggio
- Department of Pathology, The Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - Annika L Windon
- Department of Pathology, The Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - Juan C Troncoso
- Department of Pathology, The Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - Ralph H Hruban
- Department of Pathology, The Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - Marissa J White
- Department of Pathology, The Johns Hopkins University School of Medicine, Baltimore, MD, USA
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Dixon G, Kind T, Wright J, Stewart N, Sims A, Barber A. Factors That Influence the Choice of Academic Pediatrics by Underrepresented Minorities. Pediatrics 2019; 144:peds.2018-2759. [PMID: 31337695 DOI: 10.1542/peds.2018-2759] [Citation(s) in RCA: 26] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 05/06/2019] [Indexed: 11/24/2022] Open
Abstract
OBJECTIVES Our objective for this study was to explore the experiences of faculty in academic pediatrics who are underrepresented minorities (URMs) at 2 urban medical centers, in particular, the experiences that influenced their pursuit of academic pediatrics. METHODS Three focus groups were conducted in 2016 with URM faculty from Howard University College of Medicine and Children's National Health System to explore how they were influenced to pursue academic pediatrics. Ten 1-on-1 interviews were also conducted in 2017 with URM faculty at Children's National Health System. Focus groups were coded and analyzed by the research team using standard qualitative methods. The 1-on-1 interviews were coded and analyzed by the primary investigator and verified by members of the research team. RESULTS A total of 25 faculty participated in the study (15 in the focus groups and 10 in individual interviews). Eighteen of the faculty were women and 7 were men. Findings revealed that mentorship, family, and community influenced participants' career choices. Barriers for URMs in academic pediatrics included (1) lack of other URMs in leadership positions, (2) few URMs practicing academic pediatrics, and (3) the impact of racism and gender and implicit bias in the medical field. CONCLUSIONS Mentorship and family are major influences on why URMs become academic pediatricians. Lack of URMs in leadership positions, racism, gender bias, and implicit bias are barriers for URMs in academic pediatrics. More research should be conducted on ways to enhance the experience of URMs and to reduce barriers in academia.
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Affiliation(s)
- Gabrina Dixon
- Children's National Health System, Washington, District of Columbia; .,Department of Pediatrics, George Washington University School of Medicine and Health Sciences, Washington, District of Columbia
| | - Terry Kind
- Children's National Health System, Washington, District of Columbia.,Department of Pediatrics, George Washington University School of Medicine and Health Sciences, Washington, District of Columbia
| | - Joseph Wright
- University of Maryland Medical System, Baltimore, Maryland; and
| | - Nikki Stewart
- Department of Pediatrics, Howard University College of Medicine, Washington, District of Columbia
| | - Alexandra Sims
- Children's National Health System, Washington, District of Columbia.,Department of Pediatrics, George Washington University School of Medicine and Health Sciences, Washington, District of Columbia
| | - Aisha Barber
- Children's National Health System, Washington, District of Columbia.,Department of Pediatrics, George Washington University School of Medicine and Health Sciences, Washington, District of Columbia
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Lu DW, Hartman ND, Druck J, Mitzman J, Strout TD. Why Residents Quit: National Rates of and Reasons for Attrition Among Emergency Medicine Physicians in Training. West J Emerg Med 2019; 20:351-356. [PMID: 30881556 PMCID: PMC6404714 DOI: 10.5811/westjem.2018.11.40449] [Citation(s) in RCA: 25] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/02/2018] [Revised: 11/08/2018] [Accepted: 11/10/2018] [Indexed: 11/26/2022] Open
Abstract
Introduction Recruiting and retaining residents who will complete their emergency medicine (EM) training is vital, not only because residency positions are a limited and costly resource, but also to prevent the significant disruptions, increased workload, and low morale that may arise when a resident prematurely leaves a program. We investigated national rates of EM resident attrition and examined the reasons and factors associated with their attrition. Methods In this retrospective, observational study we used national data from the American Medical Association National Graduate Medical Education Census for all residents who entered Accreditation Council for Graduate Medical Education-accredited EM programs between academic years 2006–2007 and 2015–2016. Our main outcome was the annual national rate of EM resident attrition. Secondary outcomes included the main reason for attrition as well as resident factors associated with attrition. Results Compared to the other 10 largest specialties, EM had the lowest rate of attrition (0.8%, 95% confidence interval [CI] [0.7–0.9]), or approximately 51.6 (95% CI [44.7–58.5]) residents per year. In the attrition population, 44.2% of the residents were women, a significantly higher proportion when compared to the proportion of female EM residents overall (38.8%, p=0.011). A greater proportion of Hispanic/Latino (1.8%) residents also left their programs when compared to their White (0.9%) counterparts (p<0.001). In examining reasons for attrition as reported by the program director, female residents were significantly more likely than male residents to leave due to “health/family reasons” (21.5% vs 9.6%, p=0.019). Conclusion While the overall rate of attrition among EM residents is low, women and some under-represented minorities in medicine had a higher than expected rate of attrition. Future studies that qualitatively investigate the factors contributing to greater attrition among female and some ethnic minority residents are necessary to inform efforts promoting inclusion and diversity within the specialty.
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Affiliation(s)
- Dave W Lu
- Tufts University School of Medicine, Department of Emergency Medicine, Medford, Massachusetts.,Maine Medical Center, Department of Emergency Medicine, Portland, Maine
| | - Nicholas D Hartman
- Wake Forest School of Medicine, Department of Emergency Medicine, Winston-Salem, North Carolina
| | - Jeffrey Druck
- The University of Colorado School of Medicine, Department of Emergency Medicine, Aurora, Colorado
| | - Jennifer Mitzman
- The Ohio State University College of Medicine, Department of Emergency Medicine, Columbus, Ohio
| | - Tania D Strout
- Tufts University School of Medicine, Department of Emergency Medicine, Medford, Massachusetts.,Maine Medical Center, Department of Emergency Medicine, Portland, Maine
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Jeffe DB, Yan Y, Andriole DA. Competing Risks Analysis of Promotion and Attrition in Academic Medicine: A National Study of U.S. Medical School Graduates. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2019; 94:227-236. [PMID: 30188371 PMCID: PMC6351173 DOI: 10.1097/acm.0000000000002441] [Citation(s) in RCA: 35] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/03/2023]
Abstract
PURPOSE Competing risk methodology was used to identify variables associated with promotion and attrition of newly appointed full-time instructors or assistant professors in U.S. MD-granting medical schools. METHOD A national sample of U.S. MD-granting medical school graduates in calendar years 1997-2004 who received initial full-time instructor or assistant professor appointments from January 1, 2000 through December 31, 2012, was followed through December 31, 2013. Adjusted proportional subdistribution hazard ratios (aSHRs) measured the effects of demographic, educational, and institutional variables on promotion and attrition. RESULTS The final study sample included 27,219 full-time instructors (n = 10,470) and assistant professors (n = 16,749). In all models (entire sample and stratified by initial rank), faculty who reported all other (vs. full-time faculty) career intentions at graduation and were underrepresented racial/ethnic minority (vs. white) faculty had lower aSHRs for promotion and greater aSHRs for attrition, whereas research-intensive (vs. non-research-intensive) medical school graduates, faculty at schools without a tenure track, and mentored K awardees had greater aSHRs for promotion and lower aSHRs for attrition. In all models, faculty with ≥ $100,000 (vs. no) debt at graduation had greater aSHRs for attrition. Among instructors, women had lower aSHRs for attrition than men, but among assistant professors, women had greater aSHRs for attrition. CONCLUSIONS This study adds new knowledge about career trajectories of academic medicine faculty initially appointed as full-time instructors. Career development interventions and research mentoring during and after medical school and debt reduction programs could help increase academic medicine faculty retention and promotion.
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Affiliation(s)
- Donna B Jeffe
- D.B. Jeffe is professor of medicine, Washington University School of Medicine, St. Louis, Missouri; ORCID: http://orcid.org/0000-0002-7642-3777. Y. Yan is professor of surgery and biostatistics, Washington University School of Medicine, St. Louis, Missouri; ORCID: http://orcid.org/0000-0002-5917-1475. D.A. Andriole was associate professor of surgery and assistant dean for medical education, Washington University School of Medicine, St. Louis, Missouri, at the time of this work. She is now senior director of medical education research, Association of American Medical Colleges, Washington, DC; ORCID: http://orcid.org/0000-0001-8902-1227
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Meier ER, Johnson T, Pinkney K, Velez MC, Kamani N, Odame I. Access to hematopoietic stem cell transplant for patients with sickle cell anemia. Pediatr Blood Cancer 2018; 65:e27105. [PMID: 29693782 DOI: 10.1002/pbc.27105] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/27/2017] [Revised: 03/30/2018] [Accepted: 04/02/2018] [Indexed: 01/10/2023]
Abstract
Hematopoietic stem cell transplantation (HSCT) is a curative therapy for patients with phenotypically severe sickle cell anemia, and survival rates following matched-sibling HSCT are very high. However, despite cure rates much higher than HSCT for malignant diseases, the field has been slow to adopt this treatment modality for sickle cell anemia. This article explores some of the social forces that may contribute to this dichotomy.
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Affiliation(s)
| | | | - Kerice Pinkney
- Division of Pediatric Hematology/Oncology at Joe DiMaggio Children's Hospital, Hollywood, Florida
| | - Maria C Velez
- Department of Pediatrics, Louisiana State University Health Sciences Center/Children's Hospital, New Orleans, Louisiana
| | | | - Isaac Odame
- Division of Haematology/Oncology, Hospital for Sick Children, Toronto, Canada
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Abu-Zaid A, Altinawi B, Eshaq AM, Alkhatib L, Hoilat J, Kadan S, Alshammari M, Farfour A, Obeidat A, Alkattan K. Interest and perceived barriers toward careers in academic medicine among medical students at Alfaisal University - College of Medicine: A Saudi Arabian perspective. MEDICAL TEACHER 2018; 40:S90-S95. [PMID: 29720006 DOI: 10.1080/0142159x.2018.1465533] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
AIMS [1] Identify the percentage of undergraduate students who are interested in academic medicine (AM) careers, [2] Explore the relationship between students' characteristics, previous experiences and interest in AM careers and [3] Determine students' perceived barriers toward AM careers at Alfaisal University - College of Medicine. METHODS An online, anonymous, random, self-rating survey was administered during spring 2013-2014 to second-year and third-year students (n = 302). Chi-square test was used to correlate between interest in AM careers and students' characteristics. Mann-Whitney U-test was used to compare the mean 5-point Likert scale responses between male and female students. RESULTS A total of 231 students participated in the survey (response rate: 76.5%). A total of 32 students (13.9%) expressed interest in AM careers, and this percentage significantly differed by gender, academic year, interest in teaching and research and previous research experiences (p < 0.05). The top three barriers were "lower income" (77.5%), "competing pressures to fulfill clinical-teaching-research duties" (73.6%) and "lack of career advising" (69.7%). As opposed to males, females achieved higher statistically significant differences of means regarding: "competing pressures to fulfill clinical-teaching-research duties" (p < 0.001) and "lack of same-gender role models in AM careers" (p < 0.000). CONCLUSIONS AM careers were unpopular by students. Curricular, extracurricular and institutional measures should be implemented to rectify this dilemma.
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Affiliation(s)
- Ahmed Abu-Zaid
- a College of Medicine , Alfaisal University , Riyadh , Saudi Arabia
| | - Basmah Altinawi
- a College of Medicine , Alfaisal University , Riyadh , Saudi Arabia
| | | | - Lynn Alkhatib
- a College of Medicine , Alfaisal University , Riyadh , Saudi Arabia
| | - Judie Hoilat
- a College of Medicine , Alfaisal University , Riyadh , Saudi Arabia
| | - Sana Kadan
- a College of Medicine , Alfaisal University , Riyadh , Saudi Arabia
| | - Mai Alshammari
- a College of Medicine , Alfaisal University , Riyadh , Saudi Arabia
| | - Aya Farfour
- a College of Medicine , Alfaisal University , Riyadh , Saudi Arabia
| | - Akef Obeidat
- a College of Medicine , Alfaisal University , Riyadh , Saudi Arabia
| | - Khaled Alkattan
- a College of Medicine , Alfaisal University , Riyadh , Saudi Arabia
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