Diversity and Inclusion in the Academic Medicine Workforce: Encouraging Medical Students and Residents to Consider Academic Careers
Introduction The expansion of medical schools and increased faculty attrition call for heightened efforts to encourage medical students and residents to consider academic careers. As diversity serves as a driver of institutional excellence, special attention to the ongoing underrepresentation of cer...
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| Format: | Article |
| Language: | English |
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Association of American Medical Colleges
2018-02-01
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| Series: | MedEdPORTAL |
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| Online Access: | http://www.mededportal.org/doi/10.15766/mep_2374-8265.10689 |
| _version_ | 1819289671690092544 |
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| author | Maria Soto-Greene Karissa Culbreath Daniel E. Guzman John P. Sánchez Valerie Romero-Leggott |
| author_facet | Maria Soto-Greene Karissa Culbreath Daniel E. Guzman John P. Sánchez Valerie Romero-Leggott |
| author_sort | Maria Soto-Greene |
| collection | DOAJ |
| description | Introduction The expansion of medical schools and increased faculty attrition call for heightened efforts to encourage medical students and residents to consider academic careers. As diversity serves as a driver of institutional excellence, special attention to the ongoing underrepresentation of certain groups in academia, such as racial and ethnic minorities, women, and lesbian, gay, bisexual, and transgender individuals, is warranted. Methods We developed a 90-minute workshop to raise medical student and resident awareness of academic medicine careers, and the benefits and challenges of having a diverse faculty. The workshop consists of a didactic PowerPoint presentation and a reflection exercise, shared in small- and large-group format, discussing facilitators and barriers to pursuing academia. The workshop was implemented at nine regional conferences. Results There were 165 diverse participants. In comparing pre- and postworkshop responses of learners using the sample t test, there was a statistically significant increase in confidence to succeed in academic medicine given learners' gender (2.69 vs. 3.34, p < .001), race and ethnicity (2.53 vs. 3.24, p < .001), or sexual orientation (3.04 vs. 3.42, p < .001). Approximately 95% of learners felt that each of the workshop's learning objectives had been achieved. Participants considered the workshop to be enlightening, motivational, realistic, and validating. Discussion This workshop was effective in providing an interactive format for medical students and residents to gain awareness of the state, benefits, and challenges of diversity and inclusion in academic medicine, and can affect their perception of being a future faculty member. |
| first_indexed | 2024-12-24T03:10:33Z |
| format | Article |
| id | doaj.art-1b82a96834fd4115a6509044a4806247 |
| institution | Directory Open Access Journal |
| issn | 2374-8265 |
| language | English |
| last_indexed | 2024-12-24T03:10:33Z |
| publishDate | 2018-02-01 |
| publisher | Association of American Medical Colleges |
| record_format | Article |
| series | MedEdPORTAL |
| spelling | doaj.art-1b82a96834fd4115a6509044a48062472022-12-21T17:17:50ZengAssociation of American Medical CollegesMedEdPORTAL2374-82652018-02-011410.15766/mep_2374-8265.10689Diversity and Inclusion in the Academic Medicine Workforce: Encouraging Medical Students and Residents to Consider Academic CareersMaria Soto-Greene0Karissa Culbreath1Daniel E. Guzman2John P. Sánchez3Valerie Romero-Leggott4Vice Dean, Rutgers New Jersey Medical School; Professor of Medicine, Rutgers New Jersey Medical SchoolAssistant Professor of Pathology, University of New Mexico School of Medicine; Scientific Director, Infectious Disease, Research and Development, TriCore Reference Laboratories, University of New Mexico School of MedicineFourth-Year Medical Student, Rutgers New Jersey Medical School; Fellow, Building the Next Generation of Academic PhysiciansAssistant Dean, Diversity and Inclusion, Rutgers New Jersey Medical School; Associate Professor, Emergency Medicine, Rutgers New Jersey Medical SchoolVice Chancellor for Diversity, University of New Mexico Health Sciences Center Office for Diversity; Chief Diversity Officer, University of New Mexico Health Sciences Center Office for Diversity; Professor, Department of Family & Community Medicine, University of New MexicoIntroduction The expansion of medical schools and increased faculty attrition call for heightened efforts to encourage medical students and residents to consider academic careers. As diversity serves as a driver of institutional excellence, special attention to the ongoing underrepresentation of certain groups in academia, such as racial and ethnic minorities, women, and lesbian, gay, bisexual, and transgender individuals, is warranted. Methods We developed a 90-minute workshop to raise medical student and resident awareness of academic medicine careers, and the benefits and challenges of having a diverse faculty. The workshop consists of a didactic PowerPoint presentation and a reflection exercise, shared in small- and large-group format, discussing facilitators and barriers to pursuing academia. The workshop was implemented at nine regional conferences. Results There were 165 diverse participants. In comparing pre- and postworkshop responses of learners using the sample t test, there was a statistically significant increase in confidence to succeed in academic medicine given learners' gender (2.69 vs. 3.34, p < .001), race and ethnicity (2.53 vs. 3.24, p < .001), or sexual orientation (3.04 vs. 3.42, p < .001). Approximately 95% of learners felt that each of the workshop's learning objectives had been achieved. Participants considered the workshop to be enlightening, motivational, realistic, and validating. Discussion This workshop was effective in providing an interactive format for medical students and residents to gain awareness of the state, benefits, and challenges of diversity and inclusion in academic medicine, and can affect their perception of being a future faculty member.http://www.mededportal.org/doi/10.15766/mep_2374-8265.10689Careers in Academic MedicineDiversity and Inclusion |
| spellingShingle | Maria Soto-Greene Karissa Culbreath Daniel E. Guzman John P. Sánchez Valerie Romero-Leggott Diversity and Inclusion in the Academic Medicine Workforce: Encouraging Medical Students and Residents to Consider Academic Careers MedEdPORTAL Careers in Academic Medicine Diversity and Inclusion |
| title | Diversity and Inclusion in the Academic Medicine Workforce: Encouraging Medical Students and Residents to Consider Academic Careers |
| title_full | Diversity and Inclusion in the Academic Medicine Workforce: Encouraging Medical Students and Residents to Consider Academic Careers |
| title_fullStr | Diversity and Inclusion in the Academic Medicine Workforce: Encouraging Medical Students and Residents to Consider Academic Careers |
| title_full_unstemmed | Diversity and Inclusion in the Academic Medicine Workforce: Encouraging Medical Students and Residents to Consider Academic Careers |
| title_short | Diversity and Inclusion in the Academic Medicine Workforce: Encouraging Medical Students and Residents to Consider Academic Careers |
| title_sort | diversity and inclusion in the academic medicine workforce encouraging medical students and residents to consider academic careers |
| topic | Careers in Academic Medicine Diversity and Inclusion |
| url | http://www.mededportal.org/doi/10.15766/mep_2374-8265.10689 |
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