For us by us: Instituting mentorship models that credit minoritized medical faculty expertise and lived experience
The woefully low proportion of scientists and clinicians underrepresented in medicine (UIM), including members of African-American/Black, Hispanic/Latinx, American Indian/Alaska Native or Native Hawaiian/Pacific Islander communities, is well characterized and documented. Diversity in medicine is not...
| Main Authors: | , , , , , , , , , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2022-10-01
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| Series: | Frontiers in Medicine |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fmed.2022.966193/full |
| _version_ | 1797990722433974272 |
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| author | Eraka P. Bath Eraka P. Bath Kathleen Brown Kathleen Brown Christina Harris Christina Harris Alma Guerrero Alma Guerrero Daniel Kozman Daniel Kozman Daniel Kozman Charles C. Flippen Charles C. Flippen Isla Garraway Isla Garraway Karol Watson Karol Watson Langston Holly Langston Holly Sarah M. Godoy Keith Norris Keith Norris Gail Wyatt Gail Wyatt |
| author_facet | Eraka P. Bath Eraka P. Bath Kathleen Brown Kathleen Brown Christina Harris Christina Harris Alma Guerrero Alma Guerrero Daniel Kozman Daniel Kozman Daniel Kozman Charles C. Flippen Charles C. Flippen Isla Garraway Isla Garraway Karol Watson Karol Watson Langston Holly Langston Holly Sarah M. Godoy Keith Norris Keith Norris Gail Wyatt Gail Wyatt |
| author_sort | Eraka P. Bath |
| collection | DOAJ |
| description | The woefully low proportion of scientists and clinicians underrepresented in medicine (UIM), including members of African-American/Black, Hispanic/Latinx, American Indian/Alaska Native or Native Hawaiian/Pacific Islander communities, is well characterized and documented. Diversity in medicine is not only just, but it improves quality and outcomes. Yet, diversity in academic medicine remains stagnant, despite national recognition and urgent calls to improve diversity, equity, and inclusion across health sciences. One strategy that has shown to improve diversity in many sectors is high quality mentoring. While many institutions have adopted mentoring programs, there remains a lack of mentorship that is equitable, individualized, and sets a clear timeline for academic milestones that will position UIM mentees at the optimal trajectory for promotion and retention. A barrier to assembling these programs is the small number of UIM among the senior faculty ranks who are able to serve in this role, given the disproportionate burden to serve on a multitude of academic committees, task forces, and workgroups to fulfill institutional mandates to diversify representation. These time-consuming services, documented in the literature as the “minority tax,” are generally uncompensated and unaccounted for in terms of consideration for promotion, leadership positions, and other measures of career advancement. The Justice, Equity, Diversity, and Inclusion Academic Mentors (JAM) Council represents a novel, culturally responsive, and anti-racist approach to achieve a more equitable and inclusive institutional environment. This approach strategically leverages the intergenerational wisdom and experience of senior UIM faculty via time-protected effort with the overall goals of improving rates of promotion, retention, and career satisfaction of early career UIM colleagues. This community case study describes the rationale, resources needed, processes, and proposed workflow required to launch the JAM Council, as well as the major roles and responsibilities for JAM mentors and mentees, which may be considered by academic medical centers focused on improving diversity among the faculty ranks. |
| first_indexed | 2024-04-11T08:40:01Z |
| format | Article |
| id | doaj.art-97cf1c885a474bf2aed72ad5f5d21975 |
| institution | Directory Open Access Journal |
| issn | 2296-858X |
| language | English |
| last_indexed | 2024-04-11T08:40:01Z |
| publishDate | 2022-10-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Medicine |
| spelling | doaj.art-97cf1c885a474bf2aed72ad5f5d219752022-12-22T04:34:13ZengFrontiers Media S.A.Frontiers in Medicine2296-858X2022-10-01910.3389/fmed.2022.966193966193For us by us: Instituting mentorship models that credit minoritized medical faculty expertise and lived experienceEraka P. Bath0Eraka P. Bath1Kathleen Brown2Kathleen Brown3Christina Harris4Christina Harris5Alma Guerrero6Alma Guerrero7Daniel Kozman8Daniel Kozman9Daniel Kozman10Charles C. Flippen11Charles C. Flippen12Isla Garraway13Isla Garraway14Karol Watson15Karol Watson16Langston Holly17Langston Holly18Sarah M. Godoy19Keith Norris20Keith Norris21Gail Wyatt22Gail Wyatt23David Geffen School of Medicine, University of California, Los Angeles, Los Angeles, CA, United StatesDepartment of Psychiatry and Biobehavioral Sciences, Semel Institute for Neuroscience and Human Behavior, University of California, Los Angeles, Los Angeles, CA, United StatesDavid Geffen School of Medicine, University of California, Los Angeles, Los Angeles, CA, United StatesDepartment of Radiological Sciences, UCLA Health System, Los Angeles, CA, United StatesDavid Geffen School of Medicine, University of California, Los Angeles, Los Angeles, CA, United StatesDivision of General Internal Medicine, University of California, Los Angeles, Los Angeles, CA, United StatesDavid Geffen School of Medicine, University of California, Los Angeles, Los Angeles, CA, United StatesDevelopmental-Behavioral Pediatrics, UCLA Mattel Children's Hospital, Los Angeles, CA, United StatesDavid Geffen School of Medicine, University of California, Los Angeles, Los Angeles, CA, United StatesDepartment of Medicine, UCLA Health System, Los Angeles, CA, United StatesDivision of General Internal Medicine and Health Services Research, UCLA Health System, Los Angeles, CA, United StatesDavid Geffen School of Medicine, University of California, Los Angeles, Los Angeles, CA, United StatesDepartment of Neurology, UCLA Health System, Los Angeles, CA, United StatesDavid Geffen School of Medicine, University of California, Los Angeles, Los Angeles, CA, United StatesDepartment of Urology, UCLA Health System, Los Angeles, CA, United StatesDavid Geffen School of Medicine, University of California, Los Angeles, Los Angeles, CA, United StatesDepartment of Medicine, UCLA Health System, Los Angeles, CA, United StatesDavid Geffen School of Medicine, University of California, Los Angeles, Los Angeles, CA, United StatesDepartment of Neurology, UCLA Health System, Los Angeles, CA, United States0School of Social Work, University of North Carolina at Chapel Hill, Chapel Hill, NC, United StatesDavid Geffen School of Medicine, University of California, Los Angeles, Los Angeles, CA, United StatesDivision of General Internal Medicine and Health Services Research, UCLA Health System, Los Angeles, CA, United StatesDavid Geffen School of Medicine, University of California, Los Angeles, Los Angeles, CA, United StatesDepartment of Psychiatry and Biobehavioral Sciences, Semel Institute for Neuroscience and Human Behavior, University of California, Los Angeles, Los Angeles, CA, United StatesThe woefully low proportion of scientists and clinicians underrepresented in medicine (UIM), including members of African-American/Black, Hispanic/Latinx, American Indian/Alaska Native or Native Hawaiian/Pacific Islander communities, is well characterized and documented. Diversity in medicine is not only just, but it improves quality and outcomes. Yet, diversity in academic medicine remains stagnant, despite national recognition and urgent calls to improve diversity, equity, and inclusion across health sciences. One strategy that has shown to improve diversity in many sectors is high quality mentoring. While many institutions have adopted mentoring programs, there remains a lack of mentorship that is equitable, individualized, and sets a clear timeline for academic milestones that will position UIM mentees at the optimal trajectory for promotion and retention. A barrier to assembling these programs is the small number of UIM among the senior faculty ranks who are able to serve in this role, given the disproportionate burden to serve on a multitude of academic committees, task forces, and workgroups to fulfill institutional mandates to diversify representation. These time-consuming services, documented in the literature as the “minority tax,” are generally uncompensated and unaccounted for in terms of consideration for promotion, leadership positions, and other measures of career advancement. The Justice, Equity, Diversity, and Inclusion Academic Mentors (JAM) Council represents a novel, culturally responsive, and anti-racist approach to achieve a more equitable and inclusive institutional environment. This approach strategically leverages the intergenerational wisdom and experience of senior UIM faculty via time-protected effort with the overall goals of improving rates of promotion, retention, and career satisfaction of early career UIM colleagues. This community case study describes the rationale, resources needed, processes, and proposed workflow required to launch the JAM Council, as well as the major roles and responsibilities for JAM mentors and mentees, which may be considered by academic medical centers focused on improving diversity among the faculty ranks.https://www.frontiersin.org/articles/10.3389/fmed.2022.966193/fullmentoringacademic medicineunderrepresented in medicine (UIM)diversity equity and inclusion (DEI)antiracism |
| spellingShingle | Eraka P. Bath Eraka P. Bath Kathleen Brown Kathleen Brown Christina Harris Christina Harris Alma Guerrero Alma Guerrero Daniel Kozman Daniel Kozman Daniel Kozman Charles C. Flippen Charles C. Flippen Isla Garraway Isla Garraway Karol Watson Karol Watson Langston Holly Langston Holly Sarah M. Godoy Keith Norris Keith Norris Gail Wyatt Gail Wyatt For us by us: Instituting mentorship models that credit minoritized medical faculty expertise and lived experience Frontiers in Medicine mentoring academic medicine underrepresented in medicine (UIM) diversity equity and inclusion (DEI) antiracism |
| title | For us by us: Instituting mentorship models that credit minoritized medical faculty expertise and lived experience |
| title_full | For us by us: Instituting mentorship models that credit minoritized medical faculty expertise and lived experience |
| title_fullStr | For us by us: Instituting mentorship models that credit minoritized medical faculty expertise and lived experience |
| title_full_unstemmed | For us by us: Instituting mentorship models that credit minoritized medical faculty expertise and lived experience |
| title_short | For us by us: Instituting mentorship models that credit minoritized medical faculty expertise and lived experience |
| title_sort | for us by us instituting mentorship models that credit minoritized medical faculty expertise and lived experience |
| topic | mentoring academic medicine underrepresented in medicine (UIM) diversity equity and inclusion (DEI) antiracism |
| url | https://www.frontiersin.org/articles/10.3389/fmed.2022.966193/full |
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