Diversity in academic medicine no. 5 successful programs in minority faculty development: overview

Palermo, Ann Gel; Soto-Greene, Maria; Taylor, Vera S.; Cornbill, Ray; Johnson, Jerry; Mindt, Monica Rivera; Byrd, Desiree; Butts, Gary C.; Herbert-Carter, Janice; Fry-Johnson, Yvonne; Smith, Q. T.; Rust, George; Strelnick, A. Hal

doi:10.1002/msj.20083

Cited by 19 publications

(13 citation statements)

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“…Institutional components, including the support of key leaders and an allocation of resources, are important for sustaining these programs. These elements are similar to those identified by Palermo and colleagues 46 in a descriptive overview of successful mentoring programs for URM faculty in AHCs.…”

Section: Discussionsupporting

confidence: 77%

Mentoring Programs for Underrepresented Minority Faculty in Academic Medical Centers

et al. 2013

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Purpose Mentoring is critical for career advancement in academic medicine. However, underrepresented minority (URM) faculty often receive less mentoring than their nonminority peers. The authors conducted a comprehensive review of published mentoring programs designed for URM faculty to identify “promising practices.” Method Databases (PubMed, PsycINFO, ERIC, PsychLit, Google Scholar, Dissertations Abstracts International, CINHAL, Sociological Abstracts) were searched for articles describing URM faculty mentoring programs. The RE-AIM framework (Reach, Effectiveness, Adoption, Implementation, and Maintenance) formed the model for analyzing programs. Results The search identified 73 citations. Abstract reviews led to retrieval of 38 full-text articles for assessment; 18 articles describing 13 programs were selected for review. The reach of these programs ranged from 7 to 128 participants. Most evaluated programs on the basis of the number of grant applications and manuscripts produced or satisfaction with program content. Programs offered a variety of training experiences, and adoption was relatively high, with minor changes made for implementing the intended content. Barriers included time-restricted funding, inadequate evaluation due to few participants, significant time commitments required from mentors, and difficulty in addressing institutional challenges faced by URM faculty. Program sustainability was a concern because programs were supported through external funds, with minimal institutional support. Conclusions Mentoring is an important part of academic medicine, particularly for URM faculty who often experience unique career challenges. Despite this need, relatively few publications exist to document mentoring programs for this population. Institutionally supported mentoring programs for URM faculty are needed, along with detailed plans for program sustainability.

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Section: Discussionsupporting

confidence: 77%

Mentoring Programs for Underrepresented Minority Faculty in Academic Medical Centers

et al. 2013

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“…In 2008, Palermo et al 14 and Daley et al 11 described the characteristics of minority faculty development programs at 4 minority-serving institutions and 6 Health Resources Services Administration-funded centers of excellence. They reported on formal education and training programs, personal positioning and planning strategies, resources and support, and mentoring available through these programs.…”

Section: Discussionmentioning

confidence: 98%

Minority Faculty Development Programs and Underrepresented Minority Faculty Representation at US Medical Schools

Guevara

Adanga

Avakame

et al. 2013

JAMA

129

107

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IMPORTANCE Diversity initiatives have increased at US medical schools to address underrepresentation of minority faculty. OBJECTIVE To assess associations between minority faculty development programs at US medical schools and underrepresented minority faculty representation, recruitment, and promotion. DESIGN Secondary analysis of the Association of American Medical Colleges Faculty Roster, a database of US medical school faculty. PARTICIPANTS Full-time faculty at schools located in the 50 US states or District of Columbia and reporting data from 2000-2010. EXPOSURE Availability of school-wide programs targeted to underrepresented minority faculty in 2010. MAIN OUTCOMES AND MEASURES Percentage of underrepresented minority faculty, defined as self-reported black, Hispanic, Native American, Alaskan Native, Native Hawaiian, or Pacific Islander faculty. Percentage of underrepresented minority faculty was computed by school and year for all faculty, newly appointed faculty, and newly promoted faculty. Panel-level analyses that accounted for faculty clustering within schools were conducted and adjusted for faculty-and school-level variables.RESULTS Across all schools, the percentage of underrepresented minority faculty increased from 6.8% (95% CI, 6.7%-7.0%) in 2000 to 8.0% (95% CI, 7.8%-8.2%) in 2010. Of 124 eligible schools, 36 (29%) were identified with a minority faculty development program in 2010. Minority faculty development programs were heterogeneous in composition, number of components, and duration. Schools with minority faculty development programs had a similar increase in percentage of underrepresented minority faculty as schools without minority faculty development programs (6.5%-7.4% vs 7.0%-8.3%; odds ratio [OR], 0.91 [95% CI, 0.72-1.13]). After adjustment for faculty and school characteristics, minority faculty development programs were not associated with greater representation of minority faculty (adjusted OR, 0.99 [95% CI, 0.81-1.22]), recruitment (adjusted OR, 0.97 [95% CI, 0.83-1.15]), or promotion (adjusted OR, 1.08 [95% CI, 0.91-1.30]). In subgroup analyses, schools with programs of greater intensity (present for Ն5 years and with more components) were associated with greater increases in underrepresented minority representation than schools with minority faculty development programs of less intensity. CONCLUSIONS AND RELEVANCEThe percentage of underrepresented minority faculty increased modestly from 2000 to 2010 at US medical schools. The presence of a minority faculty development program targeted to underrepresented minority faculty was not associated with greater underrepresented minority faculty representation, recruitment, or promotion. Minority faculty development programs that were of greater intensity were associated with greater increases in underrepresented minority faculty representation.

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“…7 However, the most effective evidence-based strategies appear to be those focused on shifting culture, which requires change that is supported by leadership and paired with accountability mechanisms. 41 , 47 , 48 , 49 …”

Section: Discussionmentioning

confidence: 99%

Trends in Internal Medicine Faculty by Sex and Race/Ethnicity, 1980-2018

et al. 2020

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Key Points Question Did sex and racial/ethnic diversity in the academic internal medicine workforce between 1980 and 2018 reflect the changing demographic composition of the general population (in 2017) and medical student body? Findings This cross-sectional study used data on full-time medical school faculty appointed to US internal medicine departments from 1980 to 2018, matriculants to US medical schools from 1980 to 2018, and the general US population from 1980 to 2017. The study found that progress was made in diversifying the academic workforce; however, it may not yet reflect the diversity of US medical students or the US population. Meaning These findings suggest that continued improvement of recruitment and retention efforts for women and groups who are underrepresented in medicine as medical students and faculty in internal medicine is needed.

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Diversity in academic medicine no. 5 successful programs in minority faculty development: overview

Cited by 19 publications

References 1 publication

Mentoring Programs for Underrepresented Minority Faculty in Academic Medical Centers

Mentoring Programs for Underrepresented Minority Faculty in Academic Medical Centers

Minority Faculty Development Programs and Underrepresented Minority Faculty Representation at US Medical Schools

Trends in Internal Medicine Faculty by Sex and Race/Ethnicity, 1980-2018

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