The time is now: A model for diversity recruitment and retention in emergency medicine training programs

Smith, Tammy

doi:10.1002/aet2.10659

Cited by 6 publications

(8 citation statements)

References 22 publications

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“…To date, literature about recruiting racially and ethnically diverse EM residency applicants has mostly focused on institutional programs. These include scholarships for visiting students who are underrepresented in medicine (URM), which the American Association of Medical Colleges defines as “racial and ethnic populations that are underrepresented in the medical profession relative to their numbers in the general population.” 9 Scholarship also details diversity‐focused second‐look weekends, holistic review of applications, and partnerships with historically Black colleges and universities 10–17 . However, few studies describe the perspectives and experiences of URM trainees as well as factors that inform their rank list.…”

Section: Introductionmentioning

confidence: 99%

“I’d rather see action”: Application and recruitment experiences of underrepresented in emergency medicine trainees

Suh

Callaghan

Brickhouse

et al. 2023

AEM Education and Training

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Objectives The emergency medicine (EM) physician workforce is largely composed of white men. Despite recruitment efforts over the past decade, there has not been a significant increase of trainees with underrepresented racial and ethnic identities in EM (URM). Prior studies have focused on institutional strategies to improve diversity, equity, and inclusion (DEI) in EM residency recruitment but have been limited in describing URM trainees’ perspectives. We sought to assess URM trainees’ perspectives on DEI in the EM residency application and selection process. Methods This study was conducted at an urban academic medical center in the United States from November 2021 to March 2022. Junior residents were invited to participate in individual semistructured interviews. We used a combined deductive–inductive approach to categorize responses in predetermined areas of interest then elicit dominant themes within each category through consensus discussions. Thematic saturation was reached after eight interviews, indicating adequate sample size. Results Ten residents participated in semistructured interviews. All identified as racial or ethnic minorities. Three dominant themes emerged relating to authenticity, representation, and being treated as a learner first. Participants assessed the authenticity of a program's DEI efforts by evaluating the time frame and scope of DEI efforts. Participants reported a desire for representation of other URM colleagues in a residency program and training environment. While participants wanted their lived experience as URM trainees acknowledged, they were wary of being viewed solely through the lens of future DEI leaders rather than as learners first. Conclusions URM residents value multifaceted commitment to DEI efforts, representation, and being seen as learners first when assessing residency programs. Programs seeking to recruit URM residents should develop a department‐wide, multipronged, comprehensive DEI plan and showcase how their program will contribute to an applicant's professional development.

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Section: Introductionmentioning

confidence: 99%

“I’d rather see action”: Application and recruitment experiences of underrepresented in emergency medicine trainees

Suh

Callaghan

Brickhouse

et al. 2023

AEM Education and Training

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“…2 Many training programs, national organizations, and health care systems have made particular efforts to embrace DEI through implementing a wide range of activities ranging from mandatory trainings on relevant DEI issues to implicit bias testing to dedicating special conferences and publications to relevant DEI topics. [3][4][5] In recent years there have also been a handful of simulation curricula published addressing specific topics within the broader umbrella of DEI education specific to emergency medicine. [6][7][8][9][10] Nearly all the publications cited before are descriptive ones that portray the use of simulation for very specific topics, such as caring for transgender patients, 10 but they do not clearly define the role of simulation for DEI education.…”

Section: Introductionmentioning

confidence: 99%

“…Many training programs, national organizations, and health care systems have made particular efforts to embrace DEI through implementing a wide range of activities ranging from mandatory trainings on relevant DEI issues to implicit bias testing to dedicating special conferences and publications to relevant DEI topics 3–5 . In recent years there have also been a handful of simulation curricula published addressing specific topics within the broader umbrella of DEI education specific to emergency medicine 6–10 .…”

Section: Introductionmentioning

confidence: 99%

Simulation for diversity, equity and inclusion in emergency medicine residency training: A qualitative study

Nadir

Winfield

Bentley

et al. 2023

AEM Education and Training

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Background The last few years have seen an increased focus on diversity, equity, and inclusion (DEI) initiatives across organizations. Simulation has been used in varying degrees for teaching about DEI topics with emergency medicine; however, there are no established best practices or guidelines on this subject. To further examine the use of simulation for DEI teachings, the DEISIM work group was created as a collaboration between the Society of Academic Emergency Medicine (SAEM) Simulation Academy and the Academy for Diversity and Inclusion in Emergency Medicine (ADIEM). This study represents their findings. Method This qualitative study was conducted using a three‐pronged approach. Initial literature search was conducted followed by a call for submission of simulation curricula. These were then followed by five focus groups. Focus groups were recorded, transcribed by a professional transcription service, and then subjected to thematic analysis. Results Data were analyzed and organized into four broad categories including Learners, Facilitators, Organizational/Leadership, and Technical Issues. Challenges within each of these were identified, as were potential solutions. Select pertinent findings included focused faculty development, a carefully planned approach that utilized DEI content experts and the use of simulation for workplace microaggressions or discriminations. Conclusions There appears to be a clear role for simulation in DEI teachings. Such curricula, however, should be undertaken with careful planning and input from appropriate and representative parties. More research is needed on optimizing and standardizing simulation‐based DEI curricula.

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“…Understanding of what actually works to support workforce diversity, at all career levels, is currently limited to certain fields or clinical specialisms, for example, emergency medicine [16] and oncology [17]. Investment in successfully widening access and participation to further and higher education is failing to translate into equitable job opportunities for graduating students [18].…”

Section: Introductionmentioning

confidence: 99%

“Raising the curtain on the equality theatre”: a study of recruitment to first healthcare job post-qualification in the UK National Health Service

Hammond

Davies

Morrow³

et al. 2022

Hum Resour Health

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Background UK equality law and National Health Service (NHS) policy requires racial equality in job appointments and career opportunities. However, recent national workforce race equality standard (WRES) data show that nearly all NHS organisations in the UK are failing to appoint ethnically diverse candidates with equivalent training and qualifications as their white counterparts. This is problematic because workforce diversity is associated with improved patient outcomes and other benefits for staff and organisations. Aim To better understand the reasons behind underrepresentation of ethnically diverse candidates in first NHS healthcare jobs post-qualification and to identify any structural or systemic barriers to employment for such groups. Methods The study was informed by critical theory and the authors’ interdisciplinary perspectives as educators and researchers in the healthcare professions. Data collected from semi-structured face-to-face interviews with 12 nurse and physiotherapy recruiting managers from two NHS trusts in London were analysed using a healthcare workforce equity and diversity conceptual lens we developed from the literature. Using this lens, we devised questions to examine six dimensions of equity and diversity in the interview data from recruiting managers. Results Recruiting managers said they valued the benefits of an ethnically diverse workforce for patients and their unit/organisation. However, their adherence to organisational policies for recruitment and selection, which emphasise objectivity and standardisation, acted as constraints to recognising ethnicity as an important issue in recruitment and workforce diversity. Some recruiting managers sense that there are barriers for ethnically diverse candidates but lacked information about workforce diversity, systems for monitoring recruitment, or ways to engage with staff or candidates to talk about these issues. Without this information there was no apparent problem or reason to try alternative approaches. Conclusion These accounts from 12 recruiting managers give a ‘backstage’ view into the reasons behind ethnic inequalities in recruitment to first healthcare job in the UK NHS. Adherence to recruitment and selection policies, which aim to support equality through standardisation and anonymisation, appear to be limiting workforce diversity and creating barriers for ethnically diverse candidates to attain the jobs that they are trained and qualified for. The Healthcare Workforce Equity + Diversity Lens we have developed can help to ‘raise the curtain on the equality theatre’ and inform more inclusive approaches to recruitment such as contextualised recruitment or effective allyship between employers and universities.

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The time is now: A model for diversity recruitment and retention in emergency medicine training programs

Cited by 6 publications

References 22 publications

“I’d rather see action”: Application and recruitment experiences of underrepresented in emergency medicine trainees

“I’d rather see action”: Application and recruitment experiences of underrepresented in emergency medicine trainees

Simulation for diversity, equity and inclusion in emergency medicine residency training: A qualitative study

“Raising the curtain on the equality theatre”: a study of recruitment to first healthcare job post-qualification in the UK National Health Service

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