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Lajthia E, Law MG, Jorden J, Haynes B, Awuonda MK, Habib M, Karodeh YR, Wingate LT. The impact of critical thinking skills on student pharmacist GPA at a historically Black university. Curr Pharm Teach Learn 2024:S1877-1297(24)00089-3. [PMID: 38594171 DOI: 10.1016/j.cptl.2024.04.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/15/2023] [Revised: 03/30/2024] [Accepted: 04/04/2024] [Indexed: 04/11/2024]
Abstract
INTRODUCTION Limited information is available regarding whether malleable factors such as critical thinking skills are associated with academic performance among underrepresented minority pharmacy students. This study assessed the relationship between critical thinking skills and grade point average (GPA) among pharmacy students attending a Historically Black College. METHODS A cross sectional study design was utilized to evaluate the association between student's GPA and critical thinking skills. Demographic data and GPA were abstracted from student records. The health sciences reasoning test with numeracy was administered to pharmacy students at Howard University during the 2017 to 2018 academic year. Critical thinking scores were classified as weak, moderate, or strong/superior. A one way analysis of variance was conducted to ascertain if the average GPA differed based on critical thinking skills category. A multiple linear regression analysis was conducted to determine whether student's critical thinking skill category was associated with the cumulative GPA after accounting for other factors. RESULTS Among 217 students, the mean GPA among students with a weak critical thinking skills score (3.22 ± 0.40) was lower compared to students with a strong/superior score (3.39 ± 0.33) with a p-value of 0.029. After adjusting for other factors, a strong/superior critical thinking skills score was associated with a higher GPA (p-value = 0.024) in comparison to weak critical thinking skills. CONCLUSION Stronger critical thinking skills scores are associated with better academic performance among underrepresented minority pharmacy students.
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Affiliation(s)
- Estela Lajthia
- Assistant Professor Clinical and Administrative Pharmacy Sciences, Howard University College of Pharmacy, 2300 4(th) Street NW, Washington, DC 20059, USA
| | - Miranda G Law
- Associate Professor Clinical and Administrative Pharmacy Sciences, Howard University College of Pharmacy, 2300 4(th) Street NW, Washington, DC 20059, USA
| | - Jamila Jorden
- Assistant Professor Clinical and Administrative Pharmacy Sciences, Howard University College of Pharmacy, 2300 4(th) Street NW, Washington, DC 20059, USA
| | - Bryanna Haynes
- Professional Student, Howard University College of Pharmacy, 2300 4(th) Street NW, Washington, DC 20059, USA
| | - Mary K Awuonda
- Associate Professor Clinical and Administrative Pharmacy Sciences, Howard University College of Pharmacy, 2300 4(th) Street NW, Washington, DC 20059, USA
| | - Muhammad Habib
- Associate Dean of Academic Affairs and Professor, Howard University College of Pharmacy, 2300 4(th) Street NW, Washington, DC 20059, USA
| | - Youness R Karodeh
- Assistant Dean of NTDP and External Programs and Associate Professor, Howard University College of Pharmacy, 2300 4th Street NW, Washington, DC 20059, USA
| | - La'Marcus T Wingate
- Associate Professor Clinical and Administrative Pharmacy Sciences, Howard University College of Pharmacy, 2300 4(th) Street NW, Washington, DC 20059, USA.
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Collazo A, Walcher CM, Campbell KM. Underrepresented in medicine (URiM) faculty development: Trends in biomedical database publication. J Natl Med Assoc 2024; 116:165-169. [PMID: 38220585 DOI: 10.1016/j.jnma.2024.01.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/06/2023] [Revised: 10/03/2023] [Accepted: 01/02/2024] [Indexed: 01/16/2024]
Abstract
BACKGROUND Biomedical databases create an educational platform that allows institutions to share innovations and research discoveries. Identifying literature in biomedical databases that inform the faculty development experiences of faculty underrepresented in medicine (URiM) can help institutions identify resources to promote career advancement for this group. The authors sought to determine biomedical database trends in publications related to faculty development experiences of URiM faculty over the last twenty years. METHODS An electronic search for literature published between January 2003 to Dec 2022 was conducted in the databases CINAHL, PubMed, Scopus, and PsycInfo using keywords underrepresented minority, faculty development, career development, professional development, academic medicine, and workforce in the title, abstract, or body of the manuscript. Growth rates were calculated for each database. The statistical significance difference in median numbers of publication per database was evaluated using Krusksal Wallis and Dunn's test post hoc. RESULTS Search results found 1516 publications over the twenty-year period. Scopus published the most literature with 1,372 publications with a mean number of 68.6 per year (SD 83.47). Both Scopus and PubMed had increased growth rates at 41% and 25%, respectively. There were statistically significant differences in median publication numbers between Scopus, CINAHL, and PsycInfo (p < 0.001) but not PubMed (p 0.062). CONCLUSION Trends in publications related to URiM faculty development have increased over the last twenty years, most noted in the Scopus and PubMed biomedical databases.
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Affiliation(s)
- Ashley Collazo
- University of Texas Medical Branch, 301 University Blvd, Galveston, TX 77555-1123, United States
| | - Christen M Walcher
- University of Texas Medical Branch, 301 University Blvd, Galveston, TX 77555-1123, United States
| | - Kendall M Campbell
- University of Texas Medical Branch, 301 University Blvd, Galveston, TX 77555-1123, United States.
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Capers Q, Thomas L. Enhancing the Pipeline for a Diverse Workforce. Child Adolesc Psychiatr Clin N Am 2024; 33:71-76. [PMID: 37981338 DOI: 10.1016/j.chc.2023.06.008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/21/2023]
Abstract
The lack of diversity in the physician workforce is a multifactorial problem. From elementary school through college, students from minority or socioeconomically disadvantaged backgrounds achieve despite attending underresourced schools, facing low expectations from peers and teachers, and overcoming unconscious biases among decision makers. These and other obstacles lead to significant attrition of talent by the time cohorts prepare to apply to medical school. Pipeline initiatives that inspire and prepare applicants from groups underrepresented in medicine are needed to swell the ranks of diverse individuals entering our profession.
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Affiliation(s)
- Quinn Capers
- Department of Medicine, University of Texas Southwestern Medical Center, 5323 Harry Hines Boulevard, Dallas, TX 75390, USA.
| | - Lia Thomas
- Department of Psychiatry, University of Texas Southwestern Medical Center, 5323 Harry Hines Boulevard, Dallas, TX 75390, USA. https://twitter.com/DrLiaT1
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Thomas T, Arif S, Franklin CJ, Iwuchukwu OF, Afolabi T. The Intersection of Professional Identity Formation, Bias, and Marginalized Identities. Am J Pharm Educ 2023; 87:100546. [PMID: 37343719 DOI: 10.1016/j.ajpe.2023.100546] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/20/2022] [Revised: 06/12/2023] [Accepted: 06/15/2023] [Indexed: 06/23/2023]
Abstract
OBJECTIVES The objective of this integrative review is to call attention to the limited published literature on professional identity formation (PIF) in students who hold marginalized identities and to promote more inclusive PIF models. FINDINGS A person's identity is complicated and PIF is a dynamic and continuous lifelong process. A foundational component to PIF is for students to integrate their developing professional identity with their existing selves. Most PIF theoretical frameworks used in health education were created with a dominant culture lens and during a time when most professionals in practice were cisgendered, White, and/or male. These frameworks do not consider ways in which PIF may differ in learners who hold marginalized identities nor the influence that their marginalized identities may have on facilitators and barriers to their PIF journeys. SUMMARY PIF is a growing area of focus in pharmacy education and scholarship. To effectively support PIF for each member of a diverse student body, pharmacy educators must recognize the limitations of existing PIF theoretical frameworks owing to the historical exclusion of considerations of students' and practitioners' marginalized identities as a layer of professional identity, especially in the context of historical injustices. As members of the pharmacy Academy begin or continue to explore PIF in pharmacy education, they must be mindful and intentional about how they account for the impact that students' marginalized identities may have on their PIF.
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Affiliation(s)
- Tyan Thomas
- Saint Joseph's University - University City Campus, Philadelphia College of Pharmacy, Philadelphia, PA, USA.
| | - Sally Arif
- Midwestern University, College of Pharmacy, Downers Grove, IL, USA
| | | | - Otito F Iwuchukwu
- Fairleigh Dickinson University, School of Pharmacy and Health Sciences, Florham Park, NJ, USA
| | - Titilola Afolabi
- Midwestern University, College of Pharmacy, Glendale Campus, Glendale, AZ, USA
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Olawoyin R, Ogutu J. The future of the U.S. safety & health workforce: Opportunities for academic diversity, equity, and inclusion through a leak-proof career pathway. J Safety Res 2023; 86:100-106. [PMID: 37718036 DOI: 10.1016/j.jsr.2023.06.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/01/2023] [Accepted: 06/01/2023] [Indexed: 09/19/2023]
Abstract
INTRODUCTION In this commentary, we explore safety and health career pathways in the U.S. and discuss the future of work through the lens of diversity, equity, and inclusion. We address occupational safety and health inequities, including underrepresentation of racial and ethnic groups in academic disciplines, which impacts workers' safety and the future of work. We introduce the Accessibility, Sustainability, and Knowledge-Generation (ASK) framework to broaden minority participation in occupational safety and health (OSH) education. METHOD The ASK framework integrates insights from learned experiences, research literature, accreditation knowledge, and community feedback to identify strategies for dismantling barriers to workforce diversity and promoting equitable participation and access to opportunities in OSH education. We conducted a US based survey to gain insights into the minority experience and the role of students, faculty, and academia in mitigating disparities and creating pathways of opportunities. RESULTS The survey results highlight the need for pedagogic improvements in OSH academic programs to attract more minorities. The appreciation of cultural competence across universities and changes to current systemic funding mechanisms are identified as crucial factors. We acknowledge that existing interventions have been less effective due to a lack of tangible actions. However, we emphasize that solutions exist, and meaningful support is required to drive change. CONCLUSIONS The study underscores the importance of addressing occupational safety and health inequities and the underrepresentation of minority groups in OSH education. The ASK framework provides a comprehensive approach to broaden minority participation and promote diversity in the field. Pedagogic improvements, cultural competence, and changes to funding mechanisms are necessary steps to attract and retain underrepresented minorities in OSH academic programs. PRACTICAL APPLICATIONS The findings of this study have practical implications for institutions and stakeholders involved in occupational safety and health education. It emphasizes the need for proactive strategies to attract and support underrepresented minority students and faculty. Promoting cultural competence and making changes to funding mechanisms can contribute to creating more equitable and inclusive pathways for diverse groups in OSH education. Tangible actions and meaningful support are essential for driving change and achieving workforce diversity and equity.
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Affiliation(s)
- Richard Olawoyin
- Department of Industrial and Systems Engineering, School of Engineering and Computer Science, 115 Library Drive, Engineering Center-510, Oakland University, United States.
| | - Jack Ogutu
- Department of Applied Engineering, Safety & Technology, College of Science and Technology, P.O. Box 1002, Millersville University, Millersville, PA 17551-0302, United States.
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Honda TJ, Sturges D, Mills DC, Yuen CX, Chitwood RW, Rodríguez JE. Predictors of applicant pool racial and ethnic diversity among physician assistant education programs: a national cross-sectional cohort study. BMC Med Educ 2023; 23:514. [PMID: 37464417 DOI: 10.1186/s12909-023-04500-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/18/2022] [Accepted: 07/06/2023] [Indexed: 07/20/2023]
Abstract
BACKGROUND Numerous studies have demonstrated that the increasing racial and ethnic diversity of the US population benefits from access to healthcare providers from similarly diverse backgrounds. Physician assistant (PA) education programs have striven to increase the diversity of the profession, which is predominantly non-Hispanic white, by focusing on admitting students from historically excluded populations. However, strategies such as holistic admissions are predicated on the existence of racially and ethnically diverse applicant pools. While studies have examined correlates of matriculation into a medical education program, this study looks earlier in the pipeline and investigates whether applicant - not matriculant - pool diversity varies among PA programs with different characteristics. METHODS Data were drawn from the 2017-2018 Central Application Service for PAs admissions cycle. Applications to programs with pre-professional tracks and applicants missing race/ethnicity data were excluded, resulting in data from 26,600 individuals who applied to 189 PA programs. We summarized the racial and ethnic diversity of each program's applicant pools using: [1]the proportion of underrepresented minority (URM) students, [2]the proportion of students with backgrounds underrepresented in medicine (URiM), and [3]Simpson's diversity index of a 7-category race/ethnicity combination. We used multiple regressions to model each diversity metric as a function of program characteristics including class size, accreditation status, type of institution, and other important features. RESULTS Regardless of the demographic diversity metric examined, we found that applicant diversity was higher among provisionally accredited programs and those receiving more applications. We also identified trends suggesting that programs in more metropolitan areas were able to attract more diverse applicants. Programs that did not require the GRE were also able to attract more diverse applicants when considering the URM and SDI metrics, though results for URiM were not statistically significant. CONCLUSIONS Our findings provide insights into modifiable (e.g., GRE requirement) and non-modifiable (e.g., provisionally accredited) program characteristics that are associated with more demographically diverse applicant pools.
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Affiliation(s)
- Trenton J Honda
- School of Clinical and Rehabilitation Sciences, Bouvé College of Health Sciences, Northeastern University, Boston, MA, USA.
| | - Daytheon Sturges
- Department of Family Medicine, MEDEX Northwest, University of Washington School of Medicine, Seattle, WA, USA
| | - Daphne C Mills
- Physician Assistant Education Association, Washington DC, USA
| | | | | | - José E Rodríguez
- Office of Health Equity, Diversity, and Inclusion, University of Utah Health, Salt Lake City, UT, USA
- Department of Family and Preventive Medicine, University of Utah School of Medicine, Salt Lake City, UT, USA
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Matalon DR, Zepeda-Mendoza CJ, Aarabi M, Brown K, Fullerton SM, Kaur S, Quintero-Rivera F, Vatta M. Clinical, technical, and environmental biases influencing equitable access to clinical genetics/genomics testing: A points to consider statement of the American College of Medical Genetics and Genomics (ACMG). Genet Med 2023; 25:100812. [PMID: 37058144 DOI: 10.1016/j.gim.2023.100812] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/07/2023] [Accepted: 02/07/2023] [Indexed: 04/15/2023] Open
Affiliation(s)
- Dena R Matalon
- Division of Medical Genetics, Department of Pediatrics, Stanford Medicine, Stanford University, Stanford, CA
| | - Cinthya J Zepeda-Mendoza
- Divisions of Hematopathology and Laboratory Genetics and Genomics, Department of Laboratory Medicine and Pathology, Mayo Clinic, Rochester, MN
| | - Mahmoud Aarabi
- UPMC Medical Genetics and Genomics Laboratories, UPMC Magee-Womens Hospital, Pittsburgh, PA; Departments of Pathology and Obstetrics, Gynecology and Reproductive Sciences, University of Pittsburgh School of Medicine, Pittsburgh, PA
| | | | - Stephanie M Fullerton
- Division of Medical Genetics, Department of Medicine, University of Washington School of Medicine, Seattle, WA; Department of Bioethics & Humanities, University of Washington School of Medicine, Seattle, WA
| | - Shagun Kaur
- Department of Child Health, Phoenix Children's Hospital, University of Arizona College of Medicine-Phoenix, Phoenix, AZ
| | - Fabiola Quintero-Rivera
- Division of Genetic and Genomic Medicine, Departments of Pathology, Laboratory Medicine, and Pediatrics, University of California Irvine, Irvine, CA
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Dingle M, Galvez MG. The Underrepresented Minority in Hand Surgery: Challenges and Strategy for Success. Hand Clin 2023; 39:73-78. [PMID: 36402528 DOI: 10.1016/j.hcl.2022.08.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Hand surgery is a subspecialty that requires additional fellowship training after a primary residency; a long and competitive journey to achieve success. An underrepresented in medicine (UIM) student's journey to becoming a hand surgeon in the United States adds another level of challenge given several defined obstacles. Despite the lack of representation, the chances of becoming a hand surgeon are difficult but not impossible. A comprehensive strategy for an UIM student to become a hand surgeon is outlined in detail.
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Affiliation(s)
- Marvin Dingle
- Department of Surgery, Uniformed Services University of Health Sciences, Walter Reed National Military Medical Center, 8901 Wisconsin Avenue, Bethesda, MD 20889, USA
| | - Michael G Galvez
- Division of Plastic and Hand Surgery, Pediatric Hand and Upper Extremity Surgery, Valley Children's Healthcare, 9300 Valley Children's Place GE07, Madera, CA 93636, USA.
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VanInwegen A, Caldas LM, Ballentine R, Pamulapati LG, Patterson J, Hayes T, Ogbonna KC, Donohoe KL. An intensive summer pipeline program for pre-pharmacy students to increase underrepresented minority matriculation to pharmacy school. Curr Pharm Teach Learn 2022; 14:887-891. [PMID: 35914851 DOI: 10.1016/j.cptl.2022.06.018] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/28/2021] [Revised: 05/17/2022] [Accepted: 06/16/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND AND PURPOSE To describe the Summer Academic Enrichment Program (SAEP) for underrepresented minority (URM) matriculants at Virginia Commonwealth University (VCU) School of Pharmacy. EDUCATIONAL ACTIVITY AND SETTING The SAEP is a six-week summer pipeline program at VCU for undergraduate and post-baccalaureate students interested in applying to medical, dental, physical therapy, or pharmacy school, divided into school tracks. Demographic and matriculation information about the pharmacy track program participants was obtained from the program and school administration from inception in 2012 through 2019. A retrospective analysis of the impact of SAEP on URM matriculation at VCU School of Pharmacy was conducted. FINDINGS Of the 80 pharmacy track participants, 56.3% (n = 45) have enrolled at VCU School of Pharmacy. Among those 45 that matriculated, 33.3% (n = 15) identified as one or more of the following URM populations: Black or African American 28.9% (n = 13), Hispanic or Latinx 4.4% (n = 2), and American Indian 2.2% (n = 1). In comparison, the same URM classifications for students enrolled at VCU School of Pharmacy over the last nine years ranged from 5% to 11% Black or African American, 0% to 5% Hispanic or Latinx, and 0% to 2% American Indian with a total URM representation range of 7% to 25% during this timeframe. SUMMARY SAEP is a program utilized to increase matriculation of students from diverse backgrounds, including URM populations. This type of pipeline program is described as one way to improve URM representation.
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Affiliation(s)
- Amanda VanInwegen
- Virginia Commonwealth University School of Pharmacy, Richmond, VA, United States.
| | - Lauren M Caldas
- Virginia Commonwealth University School of Pharmacy, Richmond, VA, United States.
| | - Ron Ballentine
- Virginia Commonwealth University School of Pharmacy, Richmond, VA, United States.
| | - Lauren G Pamulapati
- Virginia Commonwealth University School of Pharmacy, Richmond, VA, United States.
| | - Julie Patterson
- Virginia Commonwealth University School of Pharmacy, Richmond, VA, United States.
| | - Taryn Hayes
- Virginia Commonwealth University School of Pharmacy, Richmond, VA, United States.
| | - Kelechi C Ogbonna
- Virginia Commonwealth University School of Pharmacy, Richmond, VA, United States.
| | - Krista L Donohoe
- Virginia Commonwealth University School of Pharmacy, Department of Pharmacotherapy & Outcomes Science, 410 N 12th Street, P.O. Box 980533, Richmond, VA 23298, United States.
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Saboor S, Naveed S, Chaudhary AMD, Safdar B, Khan S, Khosa F. Gender and Racial Disparity Among US Forensic Psychiatry Fellows: Broken System by Default. Psychiatr Q 2022; 93:651-662. [PMID: 35247156 DOI: 10.1007/s11126-022-09972-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/26/2021] [Revised: 12/26/2021] [Accepted: 01/26/2022] [Indexed: 11/29/2022]
Abstract
Diversity enhances the performance of the healthcare system by providing better patient outcomes and reducing physician burnout. In this study, we explored the gender and racial trends in the recruitment of women and racial minorities into forensic psychiatry fellowship programs in the US. Retrospective data analysis was performed by utilizing the data from the Accreditation Council for Graduate Medical Education (ACGME)'s annual Data Resource Books from the year 2007 to 2021. Demographic data, including gender and race, were extracted for forensic psychiatry fellows. The number of female trainees increased significantly to become a majority, i.e., 58.8% of all forensic psychiatry trainees in 2020-2021 were female compared to 27.78% of women forensic psychiatry fellows in 2007-08. Between 2011-12 and 2020-2021, there was a relative increase in White (Non-Hispanic), Asian/Pacific Islander and Black (Non-Hispanic) forensic psychiatry fellows, by 54.75%, 114.4%, and 0.36% respectively. Despite the overall increase in the numbers of ethnic minorities in US psychiatry residency and fellowship programs, racial minorities remain significantly under-represented in forensic psychiatry fellowship programs. We need to revise policies to promote underrepresented minorities in medicine (URMM) in forensic psychiatry.
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Affiliation(s)
- Sundas Saboor
- Public Health Department, Harvard T.H. Chan School of Public Health, Boston, MA, USA
| | - Sadiq Naveed
- Child and Adolescent Psychiatry, Institute of Living, Hartford, CT, USA. .,Institute of Living, 200 Retreat Ave, Hartford, CT, USA.
| | | | - Beenish Safdar
- Psychiatry Department Resident, Elmhurst Hospital Center, Icahn School of Medicine at Mount Sinai, Queens, NY, USA
| | - Sonia Khan
- Frontier Medical and Dental College, Abbottabad, Khyber Pakhtunkhwa, Pakistan
| | - Faisal Khosa
- Radiology Department, University of British Columbia, Vancouver, BC, Canada
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Capers Q, Thomas L. Enhancing the Pipeline for a Diverse Workforce. Psychiatr Clin North Am 2022; 45:297-302. [PMID: 35680245 DOI: 10.1016/j.psc.2022.02.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
The lack of diversity in the physician workforce is a multifactorial problem. From elementary school through college, students from minority or socioeconomically disadvantaged backgrounds achieve despite attending underresourced schools, facing low expectations from peers and teachers, and overcoming unconscious biases among decision makers. These and other obstacles lead to significant attrition of talent by the time cohorts prepare to apply to medical school. Pipeline initiatives that inspire and prepare applicants from groups underrepresented in medicine are needed to swell the ranks of diverse individuals entering our profession.
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Affiliation(s)
- Quinn Capers
- Department of Medicine, University of Texas Southwestern Medical Center, 5323 Harry Hines Boulevard, Dallas, TX 75390, USA.
| | - Lia Thomas
- Department of Psychiatry, University of Texas Southwestern Medical Center, 5323 Harry Hines Boulevard, Dallas, TX 75390, USA. https://twitter.com/DrLiaT1
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Dodelzon K, Belfi L, Schweitzer AD, Lamparello N, Legasto AC, McGinty G, Spottswood S, Min RJ, Babagbemi K. The Design and Preliminary Experience with a Virtual Diversity Visiting Student Acting Internship in Radiology for Underrepresented Minority Medical Students. Acad Radiol 2022; 29:598-608. [PMID: 33773896 DOI: 10.1016/j.acra.2021.02.021] [Citation(s) in RCA: 9] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/09/2020] [Revised: 02/17/2021] [Accepted: 02/19/2021] [Indexed: 11/24/2022]
Abstract
OBJECTIVE Benefits of a diverse physician workforce are numerous and the impact of a lack of diversity has been highlighted with the COVID-19 pandemic. Despite the commitment of professional societies such as the American College of Radiology to diversity in Radiology, the field and its residency training programs remain the least diverse. With COVID-19 related suspension of in-person medical student rotations, our Department of Radiology redesigned and implemented a virtual radiology internship for underrepresented minority (URM) medical students. METHODS A four-week virtual radiology internship was designed to provide clinical exposure to radiology and to allow students to gain an understanding of what a career in radiology entails. Course design included videoconference patient care sessions, didactic lectures, online modules, mentoring, and extra-clinical curriculum. Feedback from students was collected using online surveys assessing pre- and postcourse attitudes and understanding of a career in radiology and the students' perceived aptitude for such a career, as well as course component evaluation. RESULTS Three participants were enrolled in the inaugural clerkship. All noted exceptional educational course content and ample opportunities to build connections with faculty and residents-with mentoring seen as the highlight of the course. All indicated a significant shift in perception of the field and in declaring interest in pursuing a career in radiology. CONCLUSION Virtual radiology internship for URM students is a feasible paradigm to address potential impediments to diversification of the specialty by both engaging interested URM medical students in a career in radiology and arming them with the tools for a successful application to radiology residency.
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Lee SC, Hovanessian-Larsen L, Stahl D, Cen S, Lei X, Desai B, Yamashita M. Accuracy of contrast-enhanced spectral mammography compared with MRI for invasive breast cancers: Prospective study in population of predominantly underrepresented minorities. Clin Imaging 2021; 80:364-370. [PMID: 34509973 DOI: 10.1016/j.clinimag.2021.08.015] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/07/2021] [Revised: 07/01/2021] [Accepted: 08/23/2021] [Indexed: 10/20/2022]
Abstract
OBJECTIVES This prospective study compares contrast-enhanced spectral mammography (CESM) with contrast-enhanced breast MRI in assessing the extent of newly diagnosed breast cancer in a multiethnic cohort. METHODS This study includes 41 patients with invasive breast cancer detected by mammography or conventional ultrasound imaging from May 2017 to March 2020. CESM and MRI scans were performed prior to any treatment. Results are compared with each other and to histopathology. Detection of the malignant lesion was assessed by sensitivity, specificity, PPV, NPV. Consistency of malignant tumor size measurement was compared between modalities using Intraclass Correlation Coefficient (ICC). RESULTS In a multiethnic cohort with over 65% Hispanic and African-American women, the sensitivity of detecting malignant lesions for CESM is 93.1% (77.23%, 99.15%) and MRI is 96.55% (82.24%, 99.91%). The PPV for CESM 96.43% (81.65%, 99.91%) is better compared to MRI 82.35% (65.47%, 93.24%). CESM is as effective as MRI in evaluating index cancers and multifocal/multicentric/contralateral disease. CESM has greater specificity and PPV since MRI tends to overcall benign lesions. There is a good agreement of tumor size between CESM to surgery and MRI to surgery with ICC of 0.85 (95% CI 0.69, 0.93) and 0.87 (95% CI 0.74, 0.94), respectively. There is good agreement of malignancy detection between CESM and MRI with Kappa of 0.74 (95% CI 0.52, 0.95). CONCLUSIONS CESM is an effective imaging modality for evaluating the extent of disease in newly diagnosed invasive breast cancers and a good alternative to MRI in a multiethnic population.
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Affiliation(s)
- Sandy C Lee
- Department of Radiology, Keck School of Medicine, University of Southern California, 1200 North State Street, 3rd Floor Room 3750A, Los Angeles, CA 90033, United States of America.
| | - Linda Hovanessian-Larsen
- Department of Radiology, Keck School of Medicine, University of Southern California, 1200 North State Street, 3rd Floor Room 3750A, Los Angeles, CA 90033, United States of America.
| | - Daniel Stahl
- Department of Radiology, Keck School of Medicine, University of Southern California, 1200 North State Street, 3rd Floor Room 3750A, Los Angeles, CA 90033, United States of America.
| | - Steven Cen
- Department of Radiology, Keck School of Medicine, University of Southern California, 1200 North State Street, 3rd Floor Room 3750A, Los Angeles, CA 90033, United States of America.
| | - Xiaomeng Lei
- Department of Radiology, Keck School of Medicine, University of Southern California, 1200 North State Street, 3rd Floor Room 3750A, Los Angeles, CA 90033, United States of America.
| | - Bhushan Desai
- Department of Radiology, Keck School of Medicine, University of Southern California, 1200 North State Street, 3rd Floor Room 3750A, Los Angeles, CA 90033, United States of America.
| | - Mary Yamashita
- Department of Radiology, Keck School of Medicine, University of Southern California, 1200 North State Street, 3rd Floor Room 3750A, Los Angeles, CA 90033, United States of America.
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Santos-Parker JR, Santos-Parker KS, Caceres J, Vargas GM, Kwakye G, Englesbe MJ, Valbuena VSM. Building an Equitable Surgical Training Pipeline: Leadership Exposure for the Advancement of Gender and Underrepresented Minority Equity in Surgery (LEAGUES). J Surg Educ 2021; 78:1413-1418. [PMID: 33664009 DOI: 10.1016/j.jsurg.2021.01.017] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/02/2020] [Revised: 01/12/2021] [Accepted: 01/23/2021] [Indexed: 06/12/2023]
Abstract
OBJECTIVE Underrepresented minority (URM) medical students face many educational challenges. Barriers include lack of equitable representation, scarce mentorship, and the effects of systemic racism. For students interested in diversity and health equity, perceptions of surgical culture may discourage pursuing surgical specialties. We describe a national pilot for a novel surgical pipeline program, Leadership Exposure for the Advancement of Gender and Underrepresented Minority Equity in Surgery (LEAGUES), which utilizes early exposure, mentorship, and community building to empower URM students in pursuit of academic surgical careers. DESIGN A 4-week virtual program included pairing students with faculty research mentors, virtual skills sessions, and seminars on leadership, advocacy, and career development. Participants underwent semi-structured interviews before and after participation, assessing experiences with mentorship and research, interest in surgery, career aspirations, and perceived barriers to career goals. SETTING Department of Surgery, Michigan Medicine, Ann Arbor, Michigan. PARTICIPANTS Rising second-year medical students. RESULTS All 3 participants were Latinx; 2 were first-generation college students. Participants had no surgical mentorship and limited research exposure, citing a desire to learn research methodology, connect with mentors, and build towards a career working with underserved communities as motivating factors for participation. Perceived barriers to a surgical career included surgical culture, burnout, and lack of research expertise or academic network necessary for success. At completion of the program, participants described several themes: (1) new positive perspective on academic surgical culture, (2) interest and confidence in research, (3) hope for improving health disparities, (4) networking and longitudinal mentorship connections contributing to a sense of surgical community, and (5) eagerness to share resources with colleagues at their home institutions. CONCLUSIONS LEAGUES program participants acquired tools and motivation to pursue careers in surgery, and established valuable longitudinal network and mentor relationships. LEAGUES is a novel model for national surgical pipeline programs.
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Affiliation(s)
| | | | - Juan Caceres
- University of Michigan Medical School, Ann Arbor, Michigan
| | | | - Gifty Kwakye
- Department of Surgery, University of Michigan, Ann Arbor, Michigan
| | | | - Valeria S M Valbuena
- Department of Surgery, University of Michigan, Ann Arbor, Michigan; National Clinician Scholars Program, Institute for Healthcare Policy and Innovation, University of Michigan, Ann Arbor, Michigan; Center for Healthcare Outcomes and Policy, University of Michigan, Ann Arbor, Michigan.
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15
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Abstract
The diversity bonus theorem developed by Scott Page postulates that in specific environments, diversity is an absolute necessity to creating the most successful team. The theorem dispels the myth that institutions must choose between diversity and excellence. Within oral and maxillofacial surgery, this bonus is captured through expanded access to care, more equitable and relevant research, and attracting the best and brightest to the specialty. To capture the bonus, oral and maxillofacial surgery must invest in policy changes to admissions and hiring practices, and offer training in communication, cultural competency, and implicit bias.
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Affiliation(s)
- Catherine Haviland
- University of Michigan, Med Inn Building, 1500 East Medical Center Drive, SPC 5827, Ann Arbor, MI 48109-5827, USA
| | - Justine Sherylyn Moe
- University of Michigan, Med Inn Building, Floor 2 Room C213, 1500 East Medical Center Drive, SPC 5827, Ann Arbor, MI 48109-5827, USA.
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16
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Rosenkranz KM, Arora TK, Termuhlen PM, Stain SC, Misra S, Dent D, Nfonsam V. Diversity, Equity and Inclusion in Medicine: Why It Matters and How do We Achieve It? J Surg Educ 2021; 78:1058-1065. [PMID: 33279427 DOI: 10.1016/j.jsurg.2020.11.013] [Citation(s) in RCA: 53] [Impact Index Per Article: 17.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/19/2020] [Revised: 11/04/2020] [Accepted: 11/21/2020] [Indexed: 06/12/2023]
Abstract
Diversifying the medical work force is critical to reducing health care disparity and improving patient outcomes. This manuscript offers a comprehensive review of best practices to improve both the recruitment and the retention of underrepresented minorities in training programs and beyond.
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Affiliation(s)
- Kari M Rosenkranz
- Dartmouth Hitchcock Medical Center, Department of Surgery, Lebanon, New Hampshire.
| | - Tania K Arora
- Medical College of Georgia, Department of Surgery, Augusta, Georgia
| | - Paula M Termuhlen
- University of Minnesota Medical School, Department of Surgery, Duluth, Minnesota
| | - Steven C Stain
- Albany Medical Center, Department of Surgery, Albany, New York
| | - Subhasis Misra
- Brandon Regional Hospital, Brandon Surgical Specialists, Brandon, Florida
| | - Daniel Dent
- UT Health San Antonio, Department of Surgery, San Antonia, Texas
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17
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Honda T, Henry TD, Mandel ED, Quella A, Rodríguez JE, Najmabadi S, Valentin VL. Maximizing Black applicant matriculation in U.S. PA programs: associations between the number of submitted applications and likelihood of matriculation. BMC Med Educ 2021; 21:127. [PMID: 33622312 PMCID: PMC7901109 DOI: 10.1186/s12909-021-02563-5] [Citation(s) in RCA: 14] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/12/2020] [Accepted: 02/09/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Physician Assistants (PA) are important members of the medical team, and increasing diversity in healthcare professionals has been consistently associated with improved health outcomes for underrepresented minority patients. In this study of a national cohort of PA program applicants, we investigated whether the number of programs a student applied to (Application Number, AN) was significantly associated with increased likelihood of matriculation into a PA program. METHODS We examined all applications (n = 27,282) to the 2017-2018 admissions cycle of the Central Application Service for Physician Assistants, which is utilized by over 90% of accredited PA programs in the US. As we a priori hypothesized that associations would be non-linear, we used natural cubic splines to estimate the associations between matriculation and AN, controlling for multiple metrics of academic achievement, experience, and applicant demographics. We subsequently used segmented regression analyses (modified poisson regression with robust error variance) to investigate log-linear associations above and below inflection points identified in the spline analyses. Additionally, we explored for effect modification by race/ethnicity. RESULTS The strongest associations were observed between application number 2-7, and a threshold effect was observed at > 16 applications, beyond which there was no significant, incremental benefit in matriculation likelihood. Associations differed by race, particularly for application number 2-7, wherein the incremental benefit from each additional application was highest for Black applicants (Likelihood Ratio [LR]: 1.243, 95% CI: 1.136 to 1.360) vs non-Latinx White (LR: 1.098, 95% CI: 1.072 to 1.125), with no additional, incremental benefit beyond 7 program applications. For all other races, significant increased likelihoods of matriculation were observed until 16 program applications. CONCLUSIONS These findings can help guide pre-PA advisors and PA programs, providing recommended thresholds to applicants on the most cost effective ways to increase their likelihood of admissions, and the PA profession as a whole by providing actionable information that can potentially increase Race/Ethnic diversity in the PA profession and, by extension, medical teams.
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Affiliation(s)
- Trenton Honda
- Bouvé College of Health Sciences, Northeastern University, Boston, MA, USA.
| | - Trenton D Henry
- Department of Family and Preventive Medicine, University of Utah, Salt Lake City, UT, USA
| | - Ellen D Mandel
- Physician Assistant Program, St. Elizabeth University, Morristown, NJ, USA
| | - Alicia Quella
- Department of Physician Assistant Studies, Augsburg University, Minneapolis, MN, USA
| | - José E Rodríguez
- Office of the Associate Vice President for Health Equity, Diversity, and Inclusion, University of Utah Health, UT, Salt Lake City, USA
| | - Shahpar Najmabadi
- Department of Family and Preventive Medicine, University of Utah, Salt Lake City, UT, USA
| | - Virginia L Valentin
- Division of Physician Assistant Studies Department of Family and Preventive Medicine, University of Utah, UT, Salt Lake City, USA
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18
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Lawrence JA, Davis BA, Corbette T, Hill EV, Williams DR, Reede JY. Racial/Ethnic Differences in Burnout: a Systematic Review. J Racial Ethn Health Disparities 2021; 9:257-269. [PMID: 33428158 PMCID: PMC7799165 DOI: 10.1007/s40615-020-00950-0] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/26/2020] [Revised: 12/14/2020] [Accepted: 12/16/2020] [Indexed: 10/29/2022]
Abstract
BACKGROUND Awareness of burnout and its implications within the medical field has been growing. However, an understanding of the prevalence and consequences of burnout among underrepresented minority (URM), specifically underrepresented minority in medicine (UiM) populations, is not readily available. OBJECTIVE To examine literature investigating burnout among UiM compared to non-UiM, with particular attention to which measures of burnout are currently being used for which racial/ethnic groups. METHODS The authors identified peer-reviewed articles, published in English through systematic examination using PubMed, PsycINFO, Countway Discovery Medicine, and Web of Science databases. Studies meeting the inclusion criteria were summarized and study quality was assessed. RESULTS Sixteen studies assessing racial/ethnic differences in burnout were eligible for inclusion. Nearly all studies were cross-sectional (n = 15) in design and conducted among populations in North America (n = 15). Most studies examined burnout among medical students or physicians and used the Maslach Burnout Inventory. Differences in burnout among UiM and non-UiM are inconclusive, although several studies have nuanced findings. CONCLUSION Increased focus on burnout measurement, conceptualization, and mitigation among UiM populations may be useful in improving recruitment, retention, and thriving.
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Affiliation(s)
- Jourdyn A Lawrence
- Office for Diversity Inclusion and Community Partnership, Harvard Medical School, Boston, MA, USA. .,Department of Social and Behavioral Sciences, Harvard T.H. Chan School of Public Health, Harvard University, 677 Huntington Ave, Boston, MA, 02115, USA. .,François-Xavier Bagnoud Center for Health and Human Rights, Harvard University, Boston, MA, USA.
| | - Brigette A Davis
- Department of Social and Behavioral Sciences, Harvard T.H. Chan School of Public Health, Harvard University, 677 Huntington Ave, Boston, MA, 02115, USA.,François-Xavier Bagnoud Center for Health and Human Rights, Harvard University, Boston, MA, USA
| | - Thea Corbette
- Office for Diversity Inclusion and Community Partnership, Harvard Medical School, Boston, MA, USA
| | - Emorcia V Hill
- Office for Diversity Inclusion and Community Partnership, Harvard Medical School, Boston, MA, USA
| | - David R Williams
- Department of Social and Behavioral Sciences, Harvard T.H. Chan School of Public Health, Harvard University, 677 Huntington Ave, Boston, MA, 02115, USA.,African and African American Studies, Harvard University, Cambridge, MA, USA
| | - Joan Y Reede
- Office for Diversity Inclusion and Community Partnership, Harvard Medical School, Boston, MA, USA.,Department of Social and Behavioral Sciences, Harvard T.H. Chan School of Public Health, Harvard University, 677 Huntington Ave, Boston, MA, 02115, USA.,Massachusetts General Hospital, Boston, MA, USA
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19
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Williams AE, O'Dowd DK. Seven practical strategies to add active learning to a science lecture. Neurosci Lett 2020; 743:135317. [PMID: 33310061 DOI: 10.1016/j.neulet.2020.135317] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2020] [Revised: 08/03/2020] [Accepted: 08/18/2020] [Indexed: 10/22/2022]
Abstract
Multiple research studies have shown active learning can increase student performance, reduce fail rates, and increase the success of marginalized students in STEM. In this mini-review we discuss a simple framework for planning and implementing active learning in the classroom. We provide seven strategies to support faculty members who want to implement this framework, with five suggested teaching activities and two mechanisms of creating space in the lecture to use the activities. Each strategy is given with a foundational research paper describing the evidence that it improves learning, engagement and inclusion in the classroom. We include our own experiences using these strategies in large biology lectures that had segments devoted to neuroscience topics, but they are effective in smaller classes as well.
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Affiliation(s)
- Adrienne E Williams
- Department of Developmental and Cell Biology, 2014 Biological Sciences 3 University of California Irvine Irvine, CA 92697-2300, USA.
| | - Diane K O'Dowd
- Department of Developmental and Cell Biology, 2014 Biological Sciences 3 University of California Irvine Irvine, CA 92697-2300, USA.
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20
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Ngo NT, Aniagolu N, Lang J, Mcdougale A, Ekwenna O. Underrepresented minority representation trends in gynecologic oncology fellowships in the United States. Gynecol Oncol 2021; 160:485-91. [PMID: 33276987 DOI: 10.1016/j.ygyno.2020.11.019] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/06/2020] [Accepted: 11/17/2020] [Indexed: 11/24/2022]
Abstract
OBJECTIVE To evaluate representation trends of historically underrepresented minority (URM) groups in gynecologic oncology fellowships in the United States using a nationwide database collected by the Accreditation Council for Graduate Medical Education (ACGME). METHODS Data on self-reported ethnicity/race of filled residency positions was collected from ACGME Database Books across three academic years from 2016 to 2019. Primary chi-square analysis compared URM representation in gynecologic oncology to obstetrics and gynecology, other surgical specialties, and other medical specialties. Secondary analysis examined representation of two URM subgroups: 1) Asian/Pacific Islander, and 2) Hispanic, Black, Native American, Other (HBNO), across specialty groups. RESULTS A total of 528 gynecologic oncology positions, 12,559 obstetrics and gynecology positions, 52,733 other surgical positions, and 240,690 other medical positions from ACGME accredited medical specialties were included in analysis. Primary comparative analysis showed a statistically significant lower proportion (P < 0.05) of URM trainees in gynecologic oncology in comparison to each of obstetrics and gynecology, other surgical fields, and other medical fields. Secondary analysis also demonstrated a significantly lower proportion (P < 0.05) of HBNO physicians in gynecologic oncology in comparison to obstetrics and gynecology, as well as all other medical and surgical specialties. CONCLUSIONS This study illustrates the disparities in URM representation, especially those who identify as HBNO, in gynecologic oncology fellowship training in comparison to obstetrics and gynecology as well as other medical and surgical fields. Improvements to the current recruitment and selection practices in gynecologic oncology fellowships in the United States are necessary in order to ensure a diverse and representative workforce.
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21
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Abstract
Health disparities in the United States have been well documented over the past several decades and continue to affect the American population. As the world becomes more diverse, it is imperative that the health care professional workforce is trained to care for the diversifying patient population, striving to improve health disparities in the United States and worldwide. Improving the diversity within the health care professional workforce likely will aid in emphasizing the importance of cultural competency of health care professionals, with the development of programs aimed at cultural competency training and assessment.
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Affiliation(s)
- Jessica S Lee
- Pediatric Cleft and Craniofacial Surgery, Cleft and Craniofacial Surgery Center, Charleston Area Medical Center Women and Children's Hospital, 830 Pennsylvania Avenue, Suite 302, Charleston, WV 25302, USA
| | - Shahid R Aziz
- Department of Oral and Maxillofacial Surgery, Rutgers School of Dental Medicine, Newark, NJ, USA; Division of Plastic and Reconstructive Surgery, Department of Surgery, Rutgers - New Jersey Medical School, Newark, NJ, USA; Update Dental College, Dhaka, Bangladesh; Smile Bangladesh.
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22
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Campbell HE, Hagan AM, Hincapie AL, Gaither C, Freeman MK, Avant ND. Racial disproportionality of students in United States colleges of pharmacy. Curr Pharm Teach Learn 2020; 12:524-530. [PMID: 32336448 DOI: 10.1016/j.cptl.2020.01.011] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/02/2019] [Revised: 11/22/2019] [Accepted: 01/13/2020] [Indexed: 05/26/2023]
Abstract
OBJECTIVE To describe the disproportionality of racial and ethnic people of color (i.e., minorities) among the student body in schools and colleges of pharmacy (COPs) compared to county-specific United States Census Bureau data. METHODS Data were obtained from national databases and published reports from the American Association of Colleges of Pharmacy. In addition, demographic information for enrollees of minority-serving institutions and predominantly white institutions was obtained and racial disproportionality was assessed to determine the degree of concordance between enrollees and the demographics of people within the county that the school was located. Data were evaluated using descriptive statistics. RESULTS Compared to the general population in counties where COPs are located, Asians are over-represented while all other students of color are underrepresented. The top schools that have a negative disproportionality rate for Black students included Thomas Jefferson University (-40.49), Wayne State University (-40.13), Philadelphia College of Pharmacy (-39.90), and the University of Tennessee (-39.74).The top five schools that have a negative disproportionality rate of Hispanic students included Loma Linda University (-45.67), California Health Sciences (-45.64), the University of Southern California (-43.79), the University of the Pacific California (-37.95), and Texas Southern University (-36.65). The enrollments within most COPs do not reflect the racial and ethnic diversity of the counties in which they are located. CONCLUSIONS To meet the healthcare needs of an increasingly diverse population, each institution should establish a strategic plan for increasing diversity and evaluating and adopting best practices.
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Affiliation(s)
- Hope E Campbell
- Belmont University, College of Pharmacy, 1900 Belmont Blvd, MCWH #330, Nashville, TN 37212-3757, United States.
| | - Angela M Hagan
- Belmont University, College of Pharmacy, 1900 Belmont Blvd, Nashville, TN 37212-3757, United States.
| | - Ana L Hincapie
- University of Cincinnati, College of Pharmacy, 361 Kowalewski Hall, 3255 Eden Ave, Cincinnati, OH 45229, United States.
| | - Caroline Gaither
- University of Minnesota, College of Pharmacy, 7-159 Weaver-Densford Hall, 308 Harvard St. SE, Minneapolis, MN 55455, United States.
| | - Maisha Kelly Freeman
- Center for Healthcare Innovation and Patient Outcomes Research (CHIPOR), Samford University College of Pharmacy, 800 Lakeshore Drive, Birmingham, AL 35229, United States.
| | - Nicole D Avant
- Division of Experience-Based Learning and Career Education, University of Cincinnati, 735K Joseph A. Steger Student Life Center, Cincinnati, OH 45221, United States.
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23
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Fuchs J, Kouyate A, Kroboth L, McFarland W. Growing the Pipeline of Diverse HIV Investigators: The Impact of Mentored Research Experiences to Engage Underrepresented Minority Students. AIDS Behav 2016; 20 Suppl 2:249-57. [PMID: 27066986 DOI: 10.1007/s10461-016-1392-z] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
Structured, mentored research programs for high school and undergraduate students from underrepresented minority (URM) backgrounds are needed to increase the diversity of our nation's biomedical research workforce. In particular, a robust pipeline of investigators from the communities disproportionately affected by the HIV epidemic is needed not only for fairness and equity but for insights and innovations to address persistent racial and ethnic disparities in new infections. We created the Summer HIV/AIDS Research Program (SHARP) at the San Francisco Department of Public Health for URM undergraduates as a 12-week program of hands-on research experience, one-on-one mentoring by a senior HIV investigator, didactic seminars for content and research methods, and networking opportunities. The first four cohorts (2012-2015) of SHARP gained research skills, built confidence in their abilities and self-identified as scientists. In addition, the majority of program alumni is employed in research positions and has been admitted to or is pursuing graduate degree programs in fields related to HIV prevention. While we await empirical studies of specific mentoring strategies at early educational stages, programs that engage faculty who are sensitive to the unique challenges facing diverse students and who draw lessons from established mentoring frameworks can help build an inclusive generation of HIV researchers.
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Campbell KM, Rodríguez JE, Brownstein NC, Fisher ZE. Status of Tenure Among Black and Latino Faculty in Academic Medicine. J Racial Ethn Health Disparities 2016; 4:134-139. [PMID: 26931546 DOI: 10.1007/s40615-016-0210-7] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/25/2015] [Revised: 01/19/2016] [Accepted: 01/21/2016] [Indexed: 10/22/2022]
Abstract
Tenure has been used for years to recruit, promote, and retain faculty in higher education and has been associated with job security and academic freedom. Absence of tenure and not being in tenure-earning tracks is grouped with the challenges faced by underrepresented minorities in academic medicine. Those challenges include being found at the assistant professor rank more often, having more clinical responsibilities, and not being in leadership positions as often as compared to non-minority faculty. The role of tenure and tenure tracks is unclear as it relates to the presence of minority faculty. This article presents a look at the status of tenure among black and Latino faculty in academic medicine at US medical schools.
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Affiliation(s)
- Kendall M Campbell
- Center for Underrepresented Minorities in Academic Medicine, Family Medicine and Rural Health, Florida State University College of Medicine, 1115 West Call Street, Tallahassee, FL, 32306, USA.
| | - José E Rodríguez
- Center for Underrepresented Minorities in Academic Medicine, Family Medicine and Rural Health, Florida State University College of Medicine, 1115 West Call Street, Tallahassee, FL, 32306, USA
| | - Naomi C Brownstein
- Department of Behavioral Sciences and Social Medicine, Florida State University College of Medicine, Tallahassee, FL, USA
| | - Zedeena E Fisher
- Florida State University College of Medicine, Tallahassee, FL, USA
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