For us by us: Instituting mentorship models that credit minoritized medical faculty expertise and lived experience

Abstract

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.

Racial and Ethnic Diversity in Neurosurgery: Challenges, Progress, and Future Directions

“…16,22 Effective mentorship is essential to achieving a diversified neurosurgical workforce. There is ample evidence that mentors and role models play a critical role in the training and retention of diverse faculty within academic medicine, 23 yet paradoxically URiM junior faculty commonly receive less mentorship than their non-URiM colleagues. [24][25][26] Even in institutions where academic mentorship is available to early stage URiM faculty, critical cultural mentorship and guidance may be lacking, such as how to deal with the minority tax or other structural barriers.…”

Improving the equity landscape at U.S. academic institutions: 10 strategies to lead change

“…Mentors and sponsors themselves are likely to need orientation, training, and support as well (Deanna et al, 2022). Although research measuring the effectiveness of such mentoring programs has been challenging to quantify, organizational development researchers recommend providing incentives to mentors by alleviating some administrative or departmental responsibilities (Bath et al, 2022; Deanna et al, 2022). Davies, et al (2021) suggest a holistic valuation assessment, which extends beyond metrics from only evaluating mentee productivity to include other dimensions to capture impact such as skills acquired, career commitment and mentee satisfaction (Davies et al, 2021).…”

“…Davies, et al (2021) suggest a holistic valuation assessment, which extends beyond metrics from only evaluating mentee productivity to include other dimensions to capture impact such as skills acquired, career commitment and mentee satisfaction (Davies et al, 2021). Suggested mentors should be assessed for potential bias or prior experience on diversity and mentorship training (Bath et al, 2022).…”

Experiences of Leaders in Diversity, Equity, and Inclusion in US Academic Health Centers

“…To work effectively, DEI leaders require equityfocused directives, sustained investment, organizational authority, coordination across units, and a commitment to reforming existing institutional structures. [7][8][9] Our objective for this study was to describe the experiences of leaders in US academic medicine who have a formal DEI (or similar) position, particularly in the context of the renewed calls for attention to racial justice in medicine. We conducted key informant interviews to explore participants' motivations, responsibilities, and their experiences in conducting DEI work.…”

“…To work effectively, DEI leaders require equity-focused directives, sustained investment, organizational authority, coordination across units, and a commitment to reforming existing institutional structures. 7 , 8 , 9 …”