A Novel Postgraduate Diversity in Medical Education (DiME) Leadership Programme

IF 1.4 Q4 MEDICINE, RESEARCH & EXPERIMENTAL

Clinical Teacher Pub Date : 2025-03-25 DOI:10.1111/tct.70074

Zivarna Murphy, Amelia Kehoe, Mousindha Arjunan, Fiona Bishop, Alice Pullinger, Robert Morgan Blizzard, Amaya Ellawala, Paul Crampton

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Abstract

Background

Reduced retention and progression amongst ethnic minority staff is severely disrupting equality, diversity and inclusion (EDI) within healthcare with negative impacts on patient care. There is a lack of diversity in postgraduate leadership roles with systemic issues and insufficient support. To help address these issues at an individual level, we developed the Diversity in Medical Education (DiME) programme that aims to close the gap between ethnic minority individuals and training programme director (TPD) positions.

Approach

Over 6 months, the programme consisted of a series of learning days on action learning sets and effective meetings, mock interviews with associate deans, networking events, mentoring, access to coaching and subsequently forming a peer network. Participants were recruited from a wide range of primary and secondary care specialties and ethnic minority backgrounds.

Evaluation

A qualitative evaluation was undertaken. Lessons learned included providing protected time to participate in professional development, facilitating flexibility of opportunities and enhancing understanding and encouragement for individuals to progress as an ethnic minority leader. Interviews revealed programme benefits, barriers and challenges participants faced in reaching leadership positions and suggested recommendations to enhance DiME. Benefits included the development of technical and non-technical skills, feeling valued and supported, and peer networking.

Implications

DiME is a novel postgraduate programme to support ethnic minority TPDs in overcoming barriers to leadership positions through building networks and sharing valuable skills. Systemic and institutional barriers impede ethnic minority individuals reaching senior leadership positions, yet this initiative provides a small step through the implementation of an innovative programme.

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一种新的医学教育研究生多样性（DiME）领导计划

背景少数族裔工作人员的留任和晋升减少，严重破坏了医疗保健领域的平等、多样性和包容性（EDI），对患者护理产生了负面影响。研究生领导角色缺乏多样性，存在系统性问题，支持不足。为了帮助在个人层面上解决这些问题，我们开发了医学教育多样性（DiME）项目，旨在缩小少数民族个人与培训项目主任（TPD）职位之间的差距。在6个多月的时间里，该项目包括一系列关于行动学习集和有效会议的学习日、与副院长的模拟面试、网络活动、指导、获得指导以及随后形成同伴网络。参与者从广泛的初级和二级保健专业和少数民族背景中招募。评价进行了定性评价。吸取的教训包括提供受保护的时间来参与专业发展，促进机会的灵活性，以及加强对个人作为少数民族领导人取得进步的理解和鼓励。访谈揭示了方案的好处、参与者在达到领导职位时面临的障碍和挑战，并提出了加强DiME的建议。好处包括技术和非技术技能的发展，感觉被重视和支持，以及同伴网络。DiME是一项新颖的研究生课程，旨在通过建立网络和分享宝贵的技能，帮助少数族裔残疾人克服通往领导职位的障碍。体制和体制障碍阻碍少数民族个人担任高级领导职务，但这项倡议通过执行一项创新方案迈出了一小步。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Clinical Teacher MEDICINE, RESEARCH & EXPERIMENTAL-

CiteScore

2.90

自引率

5.60%

发文量

113

期刊介绍： The Clinical Teacher has been designed with the active, practising clinician in mind. It aims to provide a digest of current research, practice and thinking in medical education presented in a readable, stimulating and practical style. The journal includes sections for reviews of the literature relating to clinical teaching bringing authoritative views on the latest thinking about modern teaching. There are also sections on specific teaching approaches, a digest of the latest research published in Medical Education and other teaching journals, reports of initiatives and advances in thinking and practical teaching from around the world, and expert community and discussion on challenging and controversial issues in today"s clinical education.