Changing the face of academic medicine: an equity action plan for institutions

Enders, Felicity; Golembiewski, Elizabeth H.; Orellana, Minerva; D’Souza, Karen; Addani, Mohamed A.; Morrison, Eleshia J. P.; Benson, Joanne T.; Silvano, Carmen J.; Pacheco-Spann, Laura; Balls-Berry, Joyce E.

doi:10.1017/cts.2022.408

Cited by 3 publications

(3 citation statements)

References 20 publications

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“…On a broad institutional level, the academic university implements many of the best practices listed in Enders and colleagues’ recommendations for a comprehensive DEI action plan, such as a biannual climate survey and incorporating best practices in addressing bias in search committees. However, because we operate in a very large matrixed health science institution, it is imperative that DEI action plans are further refined at the departmental level to address unique needs and maximize impact [ 40 ].…”

Section: Discussionmentioning

confidence: 99%

Lessons learned from implementing a diversity, equity, and inclusion curriculum for health research professionals at a large academic research institution

Hill Weller,

Rubinsky,

Shade

et al. 2024

J. Clin. Trans. Sci.

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Section: Discussionmentioning

confidence: 99%

Lessons learned from implementing a diversity, equity, and inclusion curriculum for health research professionals at a large academic research institution

Hill Weller,

Rubinsky,

Shade

et al. 2024

J. Clin. Trans. Sci.

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“…Higher frequency grant submission and resubmission have been linked to funding success, and prior studies have reported that women, in aggregate, and Black faculty submit fewer grants than their counterparts . Investment in both early and mid-career meaningful mentorship initiatives for Black and women faculty will be essential to improve funding longevity and reduce the inequitable ethnic and racial distribution of NIH funding allocated to first-time PIs and among more established SPIs . Such programs may include expansion of diversity supplements for early-career faculty, developing mentoring networks for female and Black faculty, and incentivizing diverse team-based science through additional emphasis in program grants and multiple principal investigator awards.…”

Section: Discussionmentioning

confidence: 99%

Gender, Racial, and Ethnic Inequities in Receipt of Multiple National Institutes of Health Research Project Grants

et al. 2023

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ImportanceDiversity in the biomedical research workforce is essential for addressing complex health problems. Female investigators and investigators from underrepresented ethnic and racial groups generate novel, impactful, and innovative research, yet they are significantly underrepresented among National Institutes of Health (NIH) investigators.ObjectiveTo examine the gender, ethnic, and racial distribution of super NIH investigators who received 3 or more concurrent NIH grants.Design, Setting, and ParticipantsThis cross-sectional study included a national cohort of NIH-funded principal investigators (PIs) from the NIH Information for Management, Planning, Analysis, and Coordination (IMPAC II) database from 1991 to 2020.ExposuresSelf-identified gender, race and ethnicity, annual number of NIH grant receipt, career stage, and highest degree.Main Outcomes and MeasuresDistribution of investigators receiving 3 or more research project grants, referred to as super principal investigators (SPIs), by gender, race, and ethnicity.ResultsAmong 33 896 investigators in fiscal year 2020, 7478 (22.01%) identified as Asian, 623 (1.8%) as Black, 1624 (4.8%) as Hispanic, and 22 107 (65.2%) as White; 21 936 (61.7%) identified as men; and 8695 (35.3%) were early-stage investigators. Between 1991 and 2020, the proportion of SPIs increased 3-fold from 704 (3.7%) to 3942 (11.3%). However, SPI status was unequal across gender, ethnic, and racial groups. Women and Black PIs were significantly underrepresented among SPIs, even after adjusting for career stage and degree, and were 34% and 40% less likely than their male and White colleagues, respectively, to be an SPI. Black women PIs were the least likely to be represented among SPIs and were 71% less likely to attain SPI status than White men PIs (adjusted odds ratio, 0.29; 95% CI, 0.21-0.41).Conclusions and RelevanceIn this cross-sectional study of a national cohort of NIH-funded investigators, the gender, ethnic, and racial gaps in receipt of multiple research project grants among NIH investigators was clearly apparent and warrants further investigation and interventions.

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“…Anti-bias training can help team members understand that while having a bias might be part of the human condition, awareness can be key to avoiding a hidden bias becoming an unfair barrier that stunts the opportunities or success of others (Enders et al, 2022). While all individuals have bias, awareness of that bias is not universal.…”

Section: Anti-bias Training Can Help Illuminate An All Too Human Char...mentioning

confidence: 99%

Improving the equity landscape at U.S. academic institutions: 10 strategies to lead change

Fernandez,

Taylor,

Dave

et al. 2023

Equity in Education & Society

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In the United States, disparities with respect to race, ethnicity, and gender are common across academic institutions, particularly those that are large and have health research-oriented missions. Disparity-affected issues include leadership roles, funding, tenure, and salary. This paper presents a review of the current literature describing those disparities, with a focus on health professions serving major universities in the United States, and proposes approaches to create greater diversity, equity, inclusion and belonging (DEIB) within them. While many organizations nationally are working to address DEIB disparities, academic institutions can benefit from implementing structured approaches and training to nurture their cultures, foster DEIB, and promote psychological safety. We present a literature-based 10-component approach institutions can adopt with relative ease and thus positively support advancing their DEIB engagement. These 10 strategies include the following: Clearly stating DEI values; Conducting gap analyses to identify issues; Using incentives to propel change; Removing bias from recruiting processes; Implementing blind applications processes; Diversifying selection committees; Creating inter-institutional partnerships that truly represent shared power; Developing people and the pipeline; Formalizing mentorship and sponsorship programs; and instituting anti-bias training. Easily implementable strategies can both foster change and build the will and confidence to pursue larger DEIB goals in the future.

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Changing the face of academic medicine: an equity action plan for institutions

Cited by 3 publications

References 20 publications

Lessons learned from implementing a diversity, equity, and inclusion curriculum for health research professionals at a large academic research institution

Lessons learned from implementing a diversity, equity, and inclusion curriculum for health research professionals at a large academic research institution

Gender, Racial, and Ethnic Inequities in Receipt of Multiple National Institutes of Health Research Project Grants

Improving the equity landscape at U.S. academic institutions: 10 strategies to lead change

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