伙伴关系,管道,坚持:卓越和准备的公式

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH
M. Nivet, Juanyce Taylor
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引用次数: 0

摘要

自20世纪70年代初以来,使美国医疗保健和生物医学工作人员多样化的主要方法一直是严重依赖联邦资金和可靠的机构模式,这些模式旨在培养和培养历史上代表性不足的学生以及那些来自经济和/或教育背景不利的学生,以进入有竞争力的研究生,医学和卫生专业学校(例如CDC本科公共卫生学者计划)。夏季充实计划、标准化考试准备、研究培训、指导机会、指导或影子经历以及研讨会在校园中很常见,许多学生通过这些指导,从这些机会中受益,成为国家一线的医生、护士、科学家和公共卫生专业人员。尽管这些计划可能很好,但它们本身已不足以维持多样化的劳动力。涉及可持续性、问责制和教育不公平的挑战仍然令人高度关注。此外,医疗保健工作人员跟不上美国人口日益多样化的步伐。卫生保健人员老龄化、婴儿潮一代退休、长期护理需求以及卫生专业人员短缺等人口趋势加速了这些挑战。在医学领域,未被充分代表的少数族裔(URM),包括黑人、西班牙裔和美洲原住民活跃的医生,占美国医疗保健劳动力的11.1%,而白人占56.2%,亚洲人占17.1%,其他或未知人群占15%。URM的科学家只占医学院基础科学终身教职人员的3%到4%。在学术护理方面,少数族裔教师占所有教师职位的17.3%,黑人(4%)和西班牙裔(3%)的全职教授职位比白人(81%)少。按种族划分的在职牙医比例包括3.7%的黑人、5.6%的西班牙裔、17.1%的亚洲人和71.9%的白人。考虑到种族和少数民族占美国人口的39%,黑人(13%)和西班牙裔(18%)占美国人口的31%(美国护理学院协会,2020年;美国牙科协会,2019;学术保健中心协会,2013年;美国医学院协会,2019;Campos et al., 2021)。这种比例失调确实很重要。多年来,研究表明,卫生专业多样性的增加具有积极的意义,如改善患者的选择,提高满意度,改善健康结果,加强患者与提供者的沟通。此外,研究表明,有色人种更有可能因为他们的种族和民族而报告护理质量差(Blewett et al., 2019)。简而言之,患者对与自己长相相似的医护人员更有反应。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Partnerships, Pipelines, Persistence: A Formula for Excellence and Preparedness
Since the early 1970s, the primary approach to diversifying the U.S. health care and biomedical workforce has been a heavy reliance on federal funding and dependable institutional models designed to prepare and develop historically underrepresented students and those from economically and/or educationally disadvantaged backgrounds for competitive graduate, medical and health professional schools (e.g., CDC Undergraduate Public Health Scholars Program). Summer enrichment programs, standardize testing preparation, research training, mentoring opportunities, precepting or shadowing experiences, and workshops are common on campuses, and their guidance are proven routes through which many students, benefitting from these opportunities, have travelled to become the nation’s frontline doctors, nurses, scientists, and public health professionals. As good as these programs might be, they are no longer sufficient on their own to maintain a diverse workforce. Challenges involving sustainability, accountability, and educational inequities remain of great concern. In addition, the health care workforce is not keeping pace with the increasing diversity of the U.S. population. Demographic trends such as an aging health care workforce, baby boomer retirements, long-term care needs, and shortages in the health professions accelerate these challenges. In medicine, underrepresented minorities (URM), including Black, Hispanic, and Native American active physicians, make up 11.1% of the U.S. health care workforce, compared with 56.2% Whites, 17.1% Asian, and 15% other or unknown. URM scientists constitute only 3% to 4% of medical school basic science tenure-track faculty. In academic nursing, minority faculty represent 17.3% of all faculty positions with Blacks (4%) and Hispanics (3%) holding fewer full-time professorships compared with Whites (81%). The percentage of active dentists by race include 3.7% Blacks, 5.6% Hispanics, 17.1% Asians, and 71.9% Whites. These percentages are disproportionately small given that racial and ethnic minorities make up 39% of the population and Blacks (13%) and Hispanics (18%) are 31% of the U.S. population (American Association of Colleges of Nursing, 2020; American Dental Association, 2019; Association of Academic Health Centers, 2013; Association of American Medical Colleges, 2019; Campos et al., 2021). This disproportion does matter. For many years, research has demonstrated that increased diversity in the health professions has positive implications such as improved patient choices, higher satisfaction, better health outcomes, and enhanced patient–provider communication. Furthermore, studies have shown that people of color are more likely to report poor quality of care specifically because of their race and ethnicity (Blewett et al., 2019). To put it simply, patients are more responsive to health care providers who look like them.
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CiteScore
3.10
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