Underrepresented in Medicine Trainees' Sense of Belonging and Professional Identity Formation after Participation in the Leadership Education in Advancing Diversity Program.
Lahia Yemane, Carmin Powell, Jeffrey Edwards, Takudzwa Shumba, Al'ai Alvarez, Belinda Bandstra, Michelle Brooks, Cati Brown-Johnson, Wendy Caceres, Tamara Dunn, Carrie Johnson, Felipe D Perez, Travis Reece-Nguyen, Reena P Thomas, Amelia C Watkins, Rebecca Blankenburg
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引用次数: 0
Abstract
Background: There are persistent structural barriers that threaten inclusion and retention of underrepresented in medicine (UIM) residents and fellows (trainees) as future faculty in academic medicine. We developed the Leadership Education in Advancing Diversity (LEAD) Program at a single, academic institution, to address these barriers through a 10-month longitudinal curriculum across GME for trainees to develop leadership and scholarship skills in DEI.
Objective: Explore how participation in LEAD impacted UIM trainees' sense of belonging and professional identity formation in academic medicine; as well as perceptions about pursuing a career in academic medicine and future leadership roles.
Methods: IRB-approved qualitative study in August 2020-August 2021 with individual, semi-structured interviews of UIM LEAD graduates from the first 4 cohorts (2017-2021). Data were analyzed by two authors using modified grounded theory.
Results: 14 UIM trainees were interviewed; seven themes emerged. Critical aspects of the program: (1) Creation of a community of shared DEI values (2) Mentorship (3) Role of allies. Results of the program: (4) Deepened appreciation of personal and professional identity as UIM (5) Fostered belonging in academic medicine (6) Appreciation of different careers in academic medicine and how to integrate DEI interests (7) Inspired trainees to pursue leadership roles.
Conclusions: LEAD can serve as a model for other institutions that seek to support UIM trainees' sense of belonging, professional identity formation, and perceptions about pursuing careers in academic medicine and future leadership roles.
参加 "促进多元化领导力教育 "项目后，医学界少数派受训人员的归属感和职业认同感的形成》（Underrepresented in Medicine Trainees' Sense of Belonging and Professional Identity Formation after Participation in the Leadership Education in Advancing Diversity Program）。
背景：持续存在的结构性障碍威胁着医学领域代表性不足的住院医师和研究员（受训人员）作为未来学术医学教员的融入和保留。我们在一家学术机构制定了 "促进多样性领导力教育（LEAD）计划"，通过为期 10 个月的纵向课程来解决这些障碍：探索参与 LEAD 如何影响 UIM 学员在学术医学中的归属感和职业认同感的形成，以及对学术医学职业生涯和未来领导角色的看法：2020年8月至2021年8月，对UIM LEAD前四届（2017-2021年）毕业生进行了个人半结构式访谈。两位作者采用修正的基础理论对数据进行了分析：结果：14 名 UIM 学员接受了访谈；出现了七个主题。项目的关键方面：（1）创建一个具有共同 DEI 价值观的社区（2）导师制（3）盟友的作用。该计划的成果：（4）加深了对作为 UIM 的个人和职业身份的认识（5）培养了对学术医学的归属感（6）了解了学术医学中的不同职业以及如何整合 DEI 兴趣（7）激励了学员追求领导角色：LEAD可以作为其他机构的典范，帮助大学医学院的学员建立归属感、职业认同感，以及对从事学术医学职业和未来领导角色的看法。
期刊介绍：
Academic Pediatrics, the official journal of the Academic Pediatric Association, is a peer-reviewed publication whose purpose is to strengthen the research and educational base of academic general pediatrics. The journal provides leadership in pediatric education, research, patient care and advocacy. Content areas include pediatric education, emergency medicine, injury, abuse, behavioral pediatrics, holistic medicine, child health services and health policy,and the environment. The journal provides an active forum for the presentation of pediatric educational research in diverse settings, involving medical students, residents, fellows, and practicing professionals. The journal also emphasizes important research relating to the quality of child health care, health care policy, and the organization of child health services. It also includes systematic reviews of primary care interventions and important methodologic papers to aid research in child health and education.
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