While there is significant variation in the purpose and structure of portfolios in the medical schools surveyed, most schools using portfolios reported a high level of engagement with students and faculty.

With the alignment of people, processes, and technology, educational IT can facilitate transformational steps in the training of medical students.

Aims Increasing the diversity of the biomedical sciences workforce is a national priority. Having a mentor, and more crucially, a personal network of mentors, improves the likelihood that an individual will pursue an advanced degree and career in the biomedical sciences. The chief mission of the National Research Mentoring Network (NRMN) is to reduce racial and ethnic disparities in the biosciences workforce through the mentoring of historically underrepresented individuals. Methods To address this need, we created MyNRMN, an online mentoring platform that connects mentors and mentees nationwide. The platform enables multiple forms of mentoring and recommends connections to mentees that will help them build their personal networks. Results The MyNRMN online platform has registered more than 13,500 active mentors and mentees across all 50 states and from more than 2100 institutions. Black and Hispanic mentees are highly represented. Discussion MyNRMN has expanded opportunities for mentorship in the biomedical sciences, particularly among those not from a culture or institution that historically supports mentorship. The platform's robust search and recommendation capabilities and graph database technology enable members to grow their personal network of mentors. Conclusion The MyNRMN online platform has proven successful in connecting mentees and mentors nationwide, expanding the pipeline in biomedical science careers to attract a more diverse workforce.

Introduction Over the past decade, portfolios have gained popularity in medical education as tools to evaluate and provide feedback about learning and completion of professionally authentic tasks. Though faculty development has been noted to be key for successful portfolios, there are few available resources. As part of an interinstitutional collaborative project, we have developed online faculty development modules that provide pedagogical information about portfolios, practical advice, and resources from the available literature. Methods The materials associated with this publication include downloadable modules, which take approximately 45 minutes to complete and can be paused at any time, and sample questions to facilitate small-group discussion with faculty either in the planning stage of portfolios or as part of program evaluation of an institution's portfolios. Results A survey taken by faculty from four medical schools after completion of the modules showed that they were well received, with 41% of participants stating that they were very knowledgeable after undertaking the modules compared to 11% before undertaking the modules. Faculty reported increased interest in the topic and increased confidence in their ability to undertake planning for development of portfolios at their institution and considered using the modules as a mandatory curriculum for portfolio coaches at their institutions. Discussion We suggest that these modules be used for individual self-development, as part of faculty development sessions for portfolio coaches and mentors, or to provide faculty with background information about portfolios during the planning phase of portfolios at an institution.

Purpose Increased awareness and mitigation of one’s unconscious bias is a critical strategy in diversifying the Science, Technology, Engineering, Mathematics, and Medicine (STEMM) disciplines and workforce. Greater management of unconscious bias can enhance diverse recruitment, persistence, retention, and engagement of trainees. The purpose of this study was to describe the implementation of an asynchronous course on unconscious bias for people in STEMM. Specifically, we explored who engaged with the course and reflections from participation. Method A five-part, asynchronous Unconscious Bias Course was developed and was hosted on a national mentoring platform starting in July 2020. To examine course engagement, we assessed the demographics of course participants and completion. Participant responses to reflection questions after each module were also synthesized using qualitative methods. Results Overall, 977 people registered for the course and 42% completed all modules. In the reflection responses, participants reflected on their unconscious biases in their lived experiences and how it relates to actions, judgements, external factors, stereotypes, and un-intentionality. Participants also reflected on microaggressions, their impact on the recipients and others, and the relationship between microaggressions and unconscious bias. Participants reported four key strategies used by allies against unconscious bias: immediately acting (83%), reflection (46%), improving the organizational culture (30%), and individual-level ally-ship (44%). Strategies for self-awareness included: reflection, pausing/breathing, and self-observation. Conclusion The assessment of the Unconscious Bias Course implementation revealed the course reached a wide cross-section of people in STEMM and demonstrated that participants were able to reflect on the underpinnings of the course. This course, and its suite of offerings, support a nationwide effort to mitigate bias and prepare individuals to be culturally competent in a diverse society in order to foster a STEMM environment that caters to individuals’ success and diversification of these fields.