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Cheng SM, McKinney CC, Hurtado-de-Mendoza A, Chan S, Graves KD. Confidence, Connection & Collaboration: Creating a Scalable Bias Reduction Improvement Coaching Train-the-Trainer Program to Mitigate Implicit Bias across a Medical Center. TEACHING AND LEARNING IN MEDICINE 2023:1-18. [PMID: 37074228 DOI: 10.1080/10401334.2023.2201289] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/03/2023]
Abstract
Problem: Academic medical centers need to mitigate the negative effects of implicit bias with approaches that are empirically-based, scalable, sustainable, and specific to departmental needs. Guided by Kotter's Model of Change to create and sustain cultural change, we developed the Bias Reduction Improvement Coaching Program (BRIC), a two-year, train-the-trainer implicit bias coaching program designed to meet the increasing demand for bias training across a university medical center. Intervention: BRIC trained a cohort of faculty and staff as coaches during four quarterly training sessions in Year 1 that covered 1) the science of bias, 2) bias in selection and hiring, 3) bias in mentoring, and 4) bias in promotion, retention, and workplace culture. In Year 2, coaches attended two booster sessions and delivered at least two presentations. BRIC raises awareness of bias mitigation strategies in a scalable way by uniquely building capacity through department-level champions, providing programming that addresses the 'local context,' and setting a foundation for sustained institutional change. Context: In a U.S. academic medical center, 27 faculty and staff from 24 departments were trained as inaugural BRIC coaches. We assessed outcomes at multiple levels: BRIC coach outcomes (feedback on the training sessions; coach knowledge, attitudes, and skills), departmental-level outcomes (program attendee feedback, knowledge, and intentions) and institutional outcomes (activities to sustain change). Impact: After Year 1, coaches reported high satisfaction with BRIC and a statistically significant increase in self-efficacy in their abilities to recognize, mitigate, and teach about implicit bias. In Year 2, attendees at BRIC coach presentations reported an increase in bias mitigation knowledge, and the majority committed to taking follow-up action (e.g., taking an Implicit Association Test). Coaches also launched activities for sustaining change at the broader university and beyond. Lessons Learned: The BRIC Program indicates a high level of interest in receiving bias mitigation training, both among individuals who applied to be BRIC coaches and among presentation attendees. BRIC's initial success supports future expansion. The model appears scalable and sustainable; future efforts will formalize the emerging community of practice around bias mitigation and measure elements of on-going institutional culture change.
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Affiliation(s)
- Susan M Cheng
- Department of Family Medicine, Senior Associate Dean for Diversity, Equity, and Inclusion, Georgetown University School of Medicine, Washington, District of Columbia, USA
| | - Caleb C McKinney
- Department of Rehabilitation Medicine, Graduate and Postdoctoral Training & Development, Biomedical Graduate Education, Georgetown University Medical Center, Washington, District of Columbia
| | | | - Samuel Chan
- Office of Diversity, Equity & Inclusion, Georgetown School of Medicine, Washington, District of Columbia, USA
| | - Kristi D Graves
- Department of Oncology and Associate Dean for Faculty Development, Georgetown University Medical Center, Washington, District of Columbia, USA
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Crites GE, Ward WL, Archuleta P, Fornari A, Hill SEM, Westervelt LM, Raymond N. A Scoping Review of Health Care Faculty Mentorship Programs in Academia: Implications for Program Design, Implementation, and Outcome Evaluation. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2023; 43:42-51. [PMID: 36215162 DOI: 10.1097/ceh.0000000000000459] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
INTRODUCTION Formal mentoring programs have direct benefits for academic health care institutions, but it is unclear whether program designs use recommended components and whether outcomes are being captured and evaluated appropriately. The goal of this scoping review is to address these questions. METHODS We completed a literature review using a comprehensive search in SCOPUS and PubMed (1998-2019), a direct solicitation for unpublished programs, and hand-searched key references, while targeting mentor programs in the United States, Puerto Rico, and Canada. After three rounds of screening, team members independently reviewed and extracted assigned articles for 40 design data items into a comprehensive database. RESULTS Fifty-eight distinct mentoring programs were represented in the data set. The team members clarified specific mentor roles to assist the analysis. The analysis identified mentoring program characteristics that were properly implemented, including identifying program goals, specifying the target learners, and performing a needs assessment. The analysis also identified areas for improvement, including consistent use of models/frameworks for program design, implementation of mentor preparation, consistent reporting of objective outcomes and career satisfaction outcomes, engagement of program evaluation methods, increasing frequency of reports as programs as they mature, addressing the needs of specific faculty groups (eg, women and minority faculty), and providing analyses of program cost-effectiveness in relation to resource allocation (return on investment). CONCLUSION The review found that several mentor program design, implementation, outcome, and evaluation components are poorly aligned with recommendations, and content for URM and women faculty members is underrepresented. The review should provide academic leadership information to improve these discrepancies.
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Affiliation(s)
- Gerald E Crites
- Dr. Crites: Campus Associate Dean for Faculty Affairs and Development, Professor of Medicine, AU/UGA Medical Partnership: Augusta University and University of Georgia Medical Partnership, UGA Health Science Campus, Athens, GA. Dr. Ward: Associate Provost for Faculty, Professor of Medicine, University of Arkansas for Medical Sciences, Little Rock, AR. Ms. Archuleta: Clinical Instructor, Department of Medicine, University of Colorado Anschutz Medical Campus, Aurora, CO. Ms. Fornari: Associate Dean for Educational Skills Development, Professor of Science Education, Family Medicine and Occupational Health, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, 500 Hofstra University, Hempstead, NY. Ms. Hill : College of Medicine, University of Arkansas for Medical Sciences, Little Rock, AR. Ms. Westervelt: Director, Office of Faculty Affairs and Leadership Development, University of North Carolina at Chapel Hill, Chapel Hill, NC. Dr. Raymond: Associate Dean of Faculty Affairs and Development, Professor of Psychiatry, School of Medicine and Public Health, University of Wisconsin-Madison, 4125A Health Sciences Learning Center, Madison, WI
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Williams JS, Walker RJ, Burgess KM, Shay LA, Schmidt S, Tsevat J, Campbell JA, Dawson AZ, Ozieh MN, Phillips SA, Egede LE. Mentoring strategies to support diversity in research-focused junior faculty: A scoping review. J Clin Transl Sci 2022; 7:e21. [PMID: 36755542 PMCID: PMC9879913 DOI: 10.1017/cts.2022.474] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/23/2022] [Accepted: 09/27/2022] [Indexed: 11/06/2022] Open
Abstract
Objective The purpose of this scoping review is two-fold: to assess the literature that quantitatively measures outcomes of mentorship programs designed to support research-focused junior faculty and to identify mentoring strategies that promote diversity within academic medicine mentoring programs. Methods Studies were identified by searching Medline using MESH terms for mentoring and academic medicine. Eligibility criteria included studies focused on junior faculty in research-focused positions, receiving mentorship, in an academic medical center in the USA, with outcomes collected to measure career success (career trajectory, career satisfaction, quality of life, research productivity, leadership positions). Data were abstracted using a standardized data collection form, and best practices were summarized. Results Search terms resulted in 1,842 articles for title and abstract review, with 27 manuscripts meeting inclusion criteria. Two studies focused specifically on women, and four studies focused on junior faculty from racial/ethnic backgrounds underrepresented in medicine. From the initial search, few studies were designed to specifically increase diversity or capture outcomes relevant to promotion within academic medicine. Of those which did, most studies captured the impact on research productivity and career satisfaction. Traditional one-on-one mentorship, structured peer mentorship facilitated by a senior mentor, and peer mentorship in combination with one-on-one mentorship were found to be effective strategies to facilitate research productivity. Conclusion Efforts are needed at the mentee, mentor, and institutional level to provide mentorship to diverse junior faculty on research competencies and career trajectory, create a sense of belonging, and connect junior faculty with institutional resources to support career success.
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Affiliation(s)
- Joni S. Williams
- Department of Medicine, Division of General Internal Medicine, Medical College of Wisconsin, Milwaukee, WI, USA
- Center for Advancing Population Science, Medical College of Wisconsin, Milwaukee, WI, USA
| | - Rebekah J. Walker
- Department of Medicine, Division of General Internal Medicine, Medical College of Wisconsin, Milwaukee, WI, USA
- Center for Advancing Population Science, Medical College of Wisconsin, Milwaukee, WI, USA
| | - Kaylin M. Burgess
- Center for Advancing Population Science, Medical College of Wisconsin, Milwaukee, WI, USA
| | - L. Aubree Shay
- UTHealth School of Public Health in San Antonio, San Antonio, TX, USA
| | - Susanne Schmidt
- Department of Population Health Sciences, Joe R. and Teresa Lozano Long School of Medicine, University of Texas Health Science Center at San Antonio, San Antonio, TX, USA
| | - Joel Tsevat
- ReACH Center and Department of Medicine, Joe R. and Teresa Lozano Long School of Medicine, University of Texas Health Science Center at San Antonio, San Antonio, TX, USA
| | - Jennifer A. Campbell
- Department of Medicine, Division of General Internal Medicine, Medical College of Wisconsin, Milwaukee, WI, USA
- Center for Advancing Population Science, Medical College of Wisconsin, Milwaukee, WI, USA
| | - Aprill Z. Dawson
- Department of Medicine, Division of General Internal Medicine, Medical College of Wisconsin, Milwaukee, WI, USA
- Center for Advancing Population Science, Medical College of Wisconsin, Milwaukee, WI, USA
| | - Mukoso N. Ozieh
- Center for Advancing Population Science, Medical College of Wisconsin, Milwaukee, WI, USA
- Department of Medicine, Division of Nephrology, Medical College of Wisconsin, Milwaukee, WI, USA
- Department of Medicine, Clement J. Zablocki VA Medical Center, Milwaukee, WI, USA
| | - Shane A. Phillips
- Department of Physical Therapy, College of Applied Health Sciences, Center for Clinical and Translational Sciences, University of Illinois at Chicago, Chicago, IL, USA
| | - Leonard E. Egede
- Department of Medicine, Division of General Internal Medicine, Medical College of Wisconsin, Milwaukee, WI, USA
- Center for Advancing Population Science, Medical College of Wisconsin, Milwaukee, WI, USA
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Shoemaker EZ, Myint MT, Joshi SV, Hilty DM. Low-Resource Project-Based Interprofessional Development with Psychiatry Faculty. Psychiatr Clin North Am 2019; 42:413-423. [PMID: 31358121 DOI: 10.1016/j.psc.2019.05.011] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Projects done in interprofessional groups can foster faculty development with minimal resources beyond what is already available at the university or medical center. Each project can yield multiple "wins" in individual faculty growth while meeting the needs of academic medical centers. These projects can build collaborative skills and a sense of community among faculty, trainees, and staff. The combination of low costs, high yields, and improvements in team skills make these approaches appealing and sustainable in resource-constrained medical centers. The authors describe 4 sample projects and their teams, needed resources, and outcomes.
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Affiliation(s)
- Erica Z Shoemaker
- Child and Adolescent Psychiatry, Keck School of Medicine, University of Southern California, LAC+ USC Medical Center, 2250 Alcazar Street, Suite 2200, Los Angeles, CA 90033, USA.
| | - Myo Thwin Myint
- Triple Board & Child and Adolescent Psychiatry Programs, Tulane University School of Medicine, 1430 Tulane Avenue, #8055, New Orleans, LA 70112, USA
| | - Shashank V Joshi
- Lucile Packard Children's Hospital @ Stanford, 401 Quarry Road, Stanford, CA 94305-5719, USA
| | - Donald M Hilty
- Mental Health, Northern California Veterans Administration Health Care System, 10535 Hospital Way, Mather, CA 95655 (116/SAC), USA; Department of Psychiatry and Behavioral Sciences, UC Davis, Davis, CA, USA
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McRae M, Zimmerman KM. Identifying Components of Success Within Health Sciences-Focused Mentoring Programs Through a Review of the Literature. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2019; 83:6976. [PMID: 30894774 PMCID: PMC6418850 DOI: 10.5688/ajpe6976] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/24/2018] [Accepted: 04/22/2018] [Indexed: 06/01/2023]
Abstract
Objective. To identify programmatic components and structural features associated with success of mentoring programs within the health sciences. Findings. Thirty-eight manuscripts representing 34 individual programs were reviewed. Of the institutions represented, 68% were public. Sixty-eight percent of programs included single disciplines only, with four focused in pharmacy, 13 in medicine, and six in nursing. Of the 34 individual programs, all programs reporting participant confidence and self-efficacy reported success in that domain. Eighteen programs reported outcomes related to scholarly activity that included publications or funding/grantsmanship; 16 reported success. Eleven of 16 programs reporting promotion/tenure and/or faculty retention rates reported success. Program components associated with successful programs included frequent meetings (at least monthly) and delivering content within formal curricula. Content categories common within programs reporting success were content related to research, funding/grantsmanship and networking/collaboration. In addition, specific for the promotion/retention domain, content related to curriculum/teaching was commonly found within successful programs. Summary. Although somewhat dependent on the program's specific goals, curriculum most commonly associated with success contained content on research, grantsmanship/funding, curriculum/teaching, and networking/collaboration. Among many programs, the reporting lacked objective, standardized metrics and often included only generalized descriptions/categorization of course content. The incomplete and inconsistent reporting limited our ability to draw conclusions regarding individual topics important for each program component. Proper planning, execution, and assessment of faculty mentoring programs is critical to the identification of additional program characteristics for optimal faculty success.
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Affiliation(s)
- MaryPeace McRae
- School of Pharmacy, Virginia Commonwealth University, Richmond, Virginia
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Ionescu DF, McAdams CJ, O'Donovan A, Philip NS. Becoming an Academic Researcher in Psychiatry: A View From the Trenches. ACADEMIC PSYCHIATRY : THE JOURNAL OF THE AMERICAN ASSOCIATION OF DIRECTORS OF PSYCHIATRIC RESIDENCY TRAINING AND THE ASSOCIATION FOR ACADEMIC PSYCHIATRY 2017; 41:293-296. [PMID: 26983418 PMCID: PMC5026548 DOI: 10.1007/s40596-016-0514-2] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/03/2015] [Accepted: 02/09/2016] [Indexed: 06/05/2023]
Affiliation(s)
- Dawn F Ionescu
- Massachusetts General Hospital, Harvard Medical School, Boston, MA, USA
| | - Carrie J McAdams
- University of Texas at Southwestern Medical Center, Dallas, TX, USA.
| | - Aoife O'Donovan
- University of California San Francisco, San Francisco, CA, USA
| | - Noah S Philip
- Alpert Medical School of Brown University, Providence, RI, USA
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Leary JC, Schainker EG, Leyenaar JK. The Unwritten Rules of Mentorship: Facilitators of and Barriers to Effective Mentorship in Pediatric Hospital Medicine. Hosp Pediatr 2016; 6:219-25. [PMID: 26939592 DOI: 10.1542/hpeds.2015-0108] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
Abstract
OBJECTIVES Benefits of effective mentorship include career satisfaction and academic productivity. Given the youth of pediatric hospital medicine (PHM), effective mentorship is a widely acknowledged challenge. This study aimed to characterize successful pediatric hospitalists' past and current mentorship experiences and identify facilitators of and barriers to effective mentorship in PHM. METHODS Semistructured phone interviews were conducted with peer-nominated pediatric hospitalists, exploring past and current mentorship experiences and approaches perceived to aid or hinder mentorship relationships from both the mentor and mentee perspectives. Interviews were recorded verbatim, professionally transcribed, and analyzed by using a general inductive approach. RESULTS Sixteen interviews were conducted and transcribed. Participants reported having a median of 3 mentors and 6 mentees. Three themes emerged regarding how mentors can optimize mentorship: (1) comprehensive focus on the mentee, (2) setting of clear expectations, and (3) acknowledgment of mentors' limitations. Five themes emerged regarding how mentees can optimize mentorship: (1) preparation, (2) proactivity, (3) continual reevaluation of relationships, (4) willingness to seek mentorship outside of common venues, and (5) building of a mentorship team. Major barriers to effective mentorship included (1) mismatched expectations between mentor and mentee, (2) lack of available mentors in PHM, (3) lack of time/compensation for PHM mentors, and (4) geographic separation between mentor and mentee. CONCLUSIONS Several themes emerged regarding facilitators of and barriers to effective mentorship in PHM. These "unwritten rules of mentorship" may serve as a guide to establish and maintain beneficial mentorship relationships and overcome challenges.
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Affiliation(s)
- Jana C Leary
- Department of Pediatrics, The Floating Hospital for Children at Tufts Medical Center, Tufts University School of Medicine, Boston, Massachusetts
| | - Elisabeth G Schainker
- Department of Pediatrics, The Floating Hospital for Children at Tufts Medical Center, Tufts University School of Medicine, Boston, Massachusetts
| | - JoAnna K Leyenaar
- Department of Pediatrics, The Floating Hospital for Children at Tufts Medical Center, Tufts University School of Medicine, Boston, Massachusetts
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Fleming GM, Simmons JH, Xu M, Gesell SB, Brown RF, Cutrer WB, Gigante J, Cooper WO. A facilitated peer mentoring program for junior faculty to promote professional development and peer networking. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2015; 90:819-26. [PMID: 25830537 PMCID: PMC4446138 DOI: 10.1097/acm.0000000000000705] [Citation(s) in RCA: 54] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/15/2023]
Abstract
PURPOSE To explore the design, implementation, and efficacy of a faculty development program in a cohort of early career junior faculty. METHOD Interested junior faculty members were divided into interdisciplinary small groups led by senior faculty facilitators. The groups met monthly for 1.5 hours to review a modular curriculum from 2011 to 2013. Using a survey at two time points (September 2011 and 2013) and an interim program evaluation, the authors collected data on participants' demographics, faculty interconnectedness, and self-reported knowledge, skills, and attitudes (KSA) in the domains of professional development and scholarship, including the ability to write career goals and align activities with those goals. RESULTS A total of 104 junior faculty participated in the program. They demonstrated changes in self-reported KSA in the domains of professional development (P = .013, P = .001) and scholarship (P = .038, P = .015) with an increase in ability to write career goals (P < .001), ability to align activities with those goals (P < .001), and number of and amount of time spent pursuing activities related to those goals (P = .022). These changes were more significant among female faculty and were not affected by academic rank or time since last training. Interconnectedness among faculty increased during the period of study-the number of nodes and ties between nodes within the network increased. CONCLUSIONS This facilitated peer mentoring program for junior faculty was effective in improving the KSA necessary to promote early career advancement and peer networking, especially for women.
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Affiliation(s)
- Geoffrey M Fleming
- G.M. Fleming is associate professor of pediatrics, Division of Pediatric Critical Care, Vanderbilt University School of Medicine, Nashville, Tennessee. J.H. Simmons is associate professor of pediatrics, Division of Pediatric Endocrinology and Diabetes, Vanderbilt University School of Medicine, Nashville, Tennessee. M. Xu is a staff biostatistician, Department of Biostatistics, Vanderbilt University School of Medicine, Nashville, Tennessee. S.B. Gesell is assistant professor of public health sciences, Wake Forest University School of Medicine, Winston-Salem, North Carolina. R.F. Brown is assistant professor of pediatrics, Division of Pediatric Allergy, Immunology, and Pulmonary Medicine, Vanderbilt University School of Medicine, Nashville, Tennessee. W.B. Cutrer is assistant professor of pediatrics, Division of Pediatric Critical Care, Vanderbilt University School of Medicine, Nashville, Tennessee. J. Gigante is associate professor of pediatrics, Office of Faculty Development, Department of Pediatrics, Vanderbilt University School of Medicine, Nashville, Tennessee. W.O. Cooper is Cornelius Vanderbilt Professor of Pediatrics and Health Policy, and vice chair for faculty affairs, Department of Pediatrics, Vanderbilt University School of Medicine, Nashville, Tennessee
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