An Environmental Scan of Faculty Diversity Programs at U.S. Medical Schools

Adanga, Emem; Avakame, Elorm; Carthon, Margo Brooks; Guevara, James P.

doi:10.1097/acm.0b013e31826cf4fb

Cited by 22 publications

(26 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…More recently in 2012, we reported on the availability and characteristics of minority faculty development programs. 15 We found that few schools (29%) have such programs and that program availability is likely a reflection of resources and a preference to establish stand-alone programs targeted to underrepresented minority faculty. To our knowledge, no previous study has examined the relationship between minority faculty development programs and underrepresented minority faculty representation, recruitment, and promotion.…”

Section: Discussionmentioning

confidence: 96%

Minority Faculty Development Programs and Underrepresented Minority Faculty Representation at US Medical Schools

Guevara

Adanga

Avakame

et al. 2013

JAMA

Self Cite

122

107

View full text Add to dashboard Cite

IMPORTANCE Diversity initiatives have increased at US medical schools to address underrepresentation of minority faculty. OBJECTIVE To assess associations between minority faculty development programs at US medical schools and underrepresented minority faculty representation, recruitment, and promotion. DESIGN Secondary analysis of the Association of American Medical Colleges Faculty Roster, a database of US medical school faculty. PARTICIPANTS Full-time faculty at schools located in the 50 US states or District of Columbia and reporting data from 2000-2010. EXPOSURE Availability of school-wide programs targeted to underrepresented minority faculty in 2010. MAIN OUTCOMES AND MEASURES Percentage of underrepresented minority faculty, defined as self-reported black, Hispanic, Native American, Alaskan Native, Native Hawaiian, or Pacific Islander faculty. Percentage of underrepresented minority faculty was computed by school and year for all faculty, newly appointed faculty, and newly promoted faculty. Panel-level analyses that accounted for faculty clustering within schools were conducted and adjusted for faculty-and school-level variables.RESULTS Across all schools, the percentage of underrepresented minority faculty increased from 6.8% (95% CI, 6.7%-7.0%) in 2000 to 8.0% (95% CI, 7.8%-8.2%) in 2010. Of 124 eligible schools, 36 (29%) were identified with a minority faculty development program in 2010. Minority faculty development programs were heterogeneous in composition, number of components, and duration. Schools with minority faculty development programs had a similar increase in percentage of underrepresented minority faculty as schools without minority faculty development programs (6.5%-7.4% vs 7.0%-8.3%; odds ratio [OR], 0.91 [95% CI, 0.72-1.13]). After adjustment for faculty and school characteristics, minority faculty development programs were not associated with greater representation of minority faculty (adjusted OR, 0.99 [95% CI, 0.81-1.22]), recruitment (adjusted OR, 0.97 [95% CI, 0.83-1.15]), or promotion (adjusted OR, 1.08 [95% CI, 0.91-1.30]). In subgroup analyses, schools with programs of greater intensity (present for Ն5 years and with more components) were associated with greater increases in underrepresented minority representation than schools with minority faculty development programs of less intensity. CONCLUSIONS AND RELEVANCEThe percentage of underrepresented minority faculty increased modestly from 2000 to 2010 at US medical schools. The presence of a minority faculty development program targeted to underrepresented minority faculty was not associated with greater underrepresented minority faculty representation, recruitment, or promotion. Minority faculty development programs that were of greater intensity were associated with greater increases in underrepresented minority faculty representation.

show abstract

Section: Discussionmentioning

confidence: 96%

Minority Faculty Development Programs and Underrepresented Minority Faculty Representation at US Medical Schools

Guevara

Adanga

Avakame

et al. 2013

JAMA

Self Cite

122

107

View full text Add to dashboard Cite

show abstract

“…6 CEED has also been recognized with the University of Pittsburgh Chancellor's Affirmative Action Award. 11 The literature describes other programs designed to promote URB faculty development and recruitment in biomedical research, 2,4,[12][13][14][15][16][17][18][19] and includes at least one program in which developers noted participation was tied to enhanced inclusion, although there was no specific intent to achieve this outcome. 20 In those designed specifically for URB participants, most reported on the availability and characteristics of their programs, and evaluated their programs on the basis of the number of grant applications and manuscripts produced or satisfaction with program content.…”

Section: Discussionmentioning

confidence: 99%

“…Programs designed to prepare early-career researchers from underrepresented backgrounds 1 (URB) for academia are increasingly common, with a 2012 environmental scan documenting their presence at 29% of 124 MD-degree-granting medical schools. 2 The importance of fostering the careers of fledgling URB biomedical researchers is especially important in light of the national and local scarcity of URB scientists in biomedical research. [3][4][5][6] The Career Education and Enhancement for Health Care Research Diversity (CEED) program at the University of Pittsburgh Institute for Clinical Research Education (ICRE) is a purposefully designed program of multi-level mentoring, targeted coursework, monthly seminar series, and networking opportunities designed to promote success in academic research for URB biomedical researchers.…”

Section: Introductionmentioning

confidence: 99%

Sowing the “CEED”s of a more diverse biomedical workforce: The Career Education and Enhancement for Health Care Research Diversity (CEED) program at the University of Pittsburgh

Abebe

Morone

Mayowski

et al. 2019

J. Clin. Trans. Sci.

View full text Add to dashboard Cite

Purpose:The need to diversify the biomedical research workforce is well documented. The importance of fostering the careers of fledgling underrepresented background (URB) biomedical researchers is evident in light of the national and local scarcity of URB scientists in biomedical research. The Career Education and Enhancement for Health Care Research Diversity (CEED) program at the University of Pittsburgh Institute for Clinical Research Education (ICRE) was designed to promote career success and help seal the “leaky pipeline” for URB researchers. In this study, we aimed to quantify CEED’s effect on several key outcomes by comparing CEED Scholars to a matched set of URB ICRE trainees not enrolled in CEED using data collected over 10 years.Method:We collected survey data on CEED Scholars from 2007 to 2017 and created a matched set of URB trainees not enrolled in CEED using propensity score matching in a 1:1 ratio. Poisson regression was used to compare the rate of publications between CEED and non-CEED URB trainees after adjusting for baseline number of publications.Results:CEED has 45 graduates. Seventy-six percent are women, 78% are non-White, and 33% are Hispanic/Latino. Twenty-four CEED Scholars were matched to non-CEED URB trainees. Compared to matched URB trainees, CEED graduates had more peer-reviewed publications (p=0.0261) and were more likely to be an assistant professor (p=0.0145).Conclusions:Programs that support URB researchers can help expand and diversify the biomedical research workforce. CEED has been successful despite the challenges of a small demographic pool.

show abstract

“…There have been efforts at other institutions to ensure that URB researchers within the pipeline flourish [ 11 , 17 , 18 ]. However, few programs have offered the combination of research training, career development training, mentorship, networking, and peer support that we think is critical for success.…”

Section: Discussionmentioning

confidence: 99%

A Multi-Pronged Approach to Diversifying the Workforce

Rubio

Mayowski

Norman

2018

IJERPH

View full text Add to dashboard Cite

The biomedical workforce continues to lack diversity, despite growing evidence demonstrating the advantages of diverse teams in workplaces for creativity and innovation. At the University of Pittsburgh Institute for Clinical Research Education, we have taken a multi-pronged, collaborative approach to enhance the diversity of our trainees and scholars. We started by implementing a program for postdoctoral fellows and junior faculty, the Career Education and Enhancement for Health Care Research Diversity (CEED) program. We then built on this program and created a sister program for medical students (CEED II). These two programs were intended to build a local community of diverse researchers. Following the success of these programs, we extended our efforts and pursued federal funding to establish other programs. Our first funded program was designed to teach leadership and career coaching skills to mentors who are committed to mentoring people from diverse backgrounds, the Professional Mentoring Skills Enhancing Diversity (PROMISED) program. We then partnered with minority serving institutions to create a fellowship in translational research skills training, Leading Emerging and Diverse Scientists to Success (LEADS), training in patient-centered outcomes research, Expanding National Capacity in PCOR through Training (ENACT), and a year-long fellowship to work with a specific mentor at Pitt, the Clinical and Translational Science (CTS) Fellowship (TL1). With recognition that much work remains to be done, we believe these programs represent a small but positive step toward diversifying the biomedical workforce.

show abstract

An Environmental Scan of Faculty Diversity Programs at U.S. Medical Schools

Cited by 22 publications

References 19 publications

Minority Faculty Development Programs and Underrepresented Minority Faculty Representation at US Medical Schools

Minority Faculty Development Programs and Underrepresented Minority Faculty Representation at US Medical Schools

Sowing the “CEED”s of a more diverse biomedical workforce: The Career Education and Enhancement for Health Care Research Diversity (CEED) program at the University of Pittsburgh

A Multi-Pronged Approach to Diversifying the Workforce

Contact Info

Product

Resources

About