The Health Equity Leadership Institute (HELI): Developing workforce capacity for health disparities research

Abstract

IntroductionEfforts to address health disparities and achieve health equity are critically dependent on the development of a diverse research workforce. However, many researchers from underrepresented backgrounds face challenges in advancing their careers, securing independent funding, and finding the mentorship needed to expand their research.MethodsFaculty from the University of Maryland at College Park and the University of Wisconsin-Madison developed and evaluated an intensive week-long research and career-development institute—the Health Equity Leadership Institute (HELI)—with the goal of increasing the number of underrepresented scholars who can sustain their ongoing commitment to health equity research.ResultsIn 2010-2016, HELI brought 145 diverse scholars (78% from an underrepresented background; 81% female) together to engage with each other and learn from supportive faculty. Overall, scholar feedback was highly positive on all survey items, with average agreement ratings of 4.45-4.84 based on a 5-point Likert scale. Eighty-five percent of scholars remain in academic positions. In the first three cohorts, 73% of HELI participants have been promoted and 23% have secured independent federal funding.ConclusionsHELI includes an evidence-based curriculum to develop a diverse workforce for health equity research. For those institutions interested in implementing such an institute to develop and support underrepresented early stage investigators, a resource toolbox is provided.

Undoing disparities in faculty workloads: A randomized trial experiment

“…A diverse faculty is the focus of funding agencies and governments across the world. While much of this effort has involved strengthening the pipeline to scientific careers [55], hiring [50], and interventions to increase awareness of implicit bias and how it affects academic careers more generally [23, 56], increasingly focus has been on retention of women and underrepresented minority faculty members [57, 58]. Departments are at the center of retention efforts because departments are where faculty are hired, take up or are assigned work, and are rewarded.…”

Commentary: Critical Race Theory Training to Eliminate Racial and Ethnic Health Disparities: The Public Health Critical Race Praxis Institute

“…A full description of HELI has been described elsewhere. 14 Based on our experience developing, conducting, and evaluating HELI, the inaugural Public Health Critical Race Praxis Institute was held for two and a half days in February, 2014, at the University of Maryland, College Park. 15 We determined that the Institute should avoid having a flat, didactic format (eg, lectures) where there is little opportunity to interact with fellow attendees and faculty.…”

“…Based on lessons learned from our Institute, we offer the following recommendations for others interested in organizing a PHCRP training institute: 1) create a safe space where scholars from underrepresented backgrounds can be candid about the experiences and challenges they face at their respective institutions; 14 2) ensure a mix of short keynotes, interactive case studies, and hands-on skillbuilding activities related to PHCRP and CRT; 3) maintain connectivity with and among scholars using a variety of media resources: blogs, a Facebook page, and targeted emails; 4) provide networking activities among participants by region, health issue, or stage of scholar development (eg, junior or senior researcher); and, 5) maintain flexibility to adapt to emerging needs during the institute.…”

Grant application outcomes for biomedical researchers who participated in the National Research Mentoring Network’s Grant Writing Coaching Programs

“…Across various training and professional settings, diversity yields higher performance in problem solving situations, greater innovation and creativity, and enhanced productivity and performance [2][3][4][5][6][7]. Within biomedical research fields (inclusive of biomedical, behavioral, clinical, and social sciences), workforce diversity can expand the range of questions that are addressed and prioritized, including those focused on reducing health disparities or other community-driven needs [8][9][10][11][12]. Heterogeneity in scientific teams may even contribute to science quality and publication impact [13,14].…”