Concerning trends in allopathic medical school faculty rank for Indigenous people: 2014–2016

Brodt, Erik; Bruegl, Amanda; Thayer, Erin K.; Eiff, M. Patrice; Gonzales, Kelly; Crespo, Carlos; Spector, Dove; Kamaka, Martina; Carpenter, Dee Ann; Carney, Patricia A.

doi:10.1080/10872981.2018.1508267

Cited by 5 publications

(11 citation statements)

References 21 publications

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“…Nearly 30% of White medical school faculty members have the full professor rank, compared with less than 5% of American Indian and Alaska Native faculty. 25 It is necessary for institutions to move beyond outdated passive recruitment efforts, such as posting job descriptions and opportunities, to proactively reaching out to potential American Indian and Alaska Native candidates. The importance of a diverse faculty search committee cannot be overstated in efforts to broaden applicant pools.…”

Section: Discussionmentioning

confidence: 99%

“…Nearly 30% of White medical school faculty members have the full professor rank, compared with less than 5% of American Indian and Alaska Native faculty. 25 shown to increase the number of American Indian and Alaska Native college graduates who successfully matriculate into medical school. 27 These cultural and community elements help American Indian and Alaska Native students navigate cognitive dissonance as they learn to balance cultural identity inside and outside of the classroom.…”

Section: Jama Network Open | Medical Educationmentioning

confidence: 99%

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Representation of American Indian and Alaska Native Individuals in Academic Medical Training

et al. 2022

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Key Points Question How does representation of American Indian and Alaska Native individuals at specific stages of academic medical training compare with representation of their White counterparts? Findings This cross-sectional study including 1.35 million American Indian and Alaska Native and White individuals in each stage of the 2018-2019 academic medical training continuum found that, compared with their White peers, American Indian and Alaska Native individuals had 63% lower odds of applying to medical school compared with the general US population and 48% lower odds of holding a full-time faculty position postresidency. Meaning These findings suggest there are distinct stages in academic medical training for targeted policy and program changes to increase the representation of American Indian and Alaska Native individuals.

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Section: Discussionmentioning

confidence: 99%

Section: Jama Network Open | Medical Educationmentioning

confidence: 99%

Representation of American Indian and Alaska Native Individuals in Academic Medical Training

et al. 2022

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“…An inadequate pool of AIANs and NHPIs matriculating into medical school directly leads to an inadequate pool of Indigenous medical school faculty. Our own prior work has shown that U.S. Indigenous faculty members, defined as AIAN and NHPI, represented the smallest percentage of U.S. allopathic medical school faculty at 0.11% and 0.18% respectively (Brodt et al, 2018), and that Indigenous faculty represented the lowest percentage of full professor faculty at 5.2% in 2016 for AIAN faculty and a decline from 4.6% to 1.6% between 2014 and 2016 for NHPI faculty (p < .001; Brodt et al, 2018).…”

Section: Introductionmentioning

confidence: 94%

Findings Associated With a Novel Program Designed to Support Indigenous Faculty Members of U.S. Health Professions Schools

Carney

Taylor

Empey

et al. 2021

IJIH

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Purpose: Recent studies on programs designed to support Indigenous faculty are lacking. Expanding numbers of successful Indigenous health faculty could help to improve delivery of culturally appropriate/responsive health care for Indigenous people. Methods: We enrolled nine American Indian/Alaska Native (AIAN) faculty participants in 2017 and 53 in 2018 in an Indigenous Faculty Forum (IFF). We provided instruction on academic advancement, addressed unique cultural considerations, and fostered networking and ongoing career support for AIAN faculty. We used a post-session survey, including the 22-item Diversity and Engagement Survey (DES) and focus groups, to assess initial reactions to the program and a follow-up survey to assess change at 1 year. Findings: Participants in both IFF sessions were predominantly female, most often aged 35–44 and from primary care disciplines. Two faculty members rose to a higher rank during the 1-year follow-up period. Findings from the DES illustrated that Common Purpose, Equitable Reward and Recognition, Cultural Competence, Trust, a Sense of Belonging, and Appreciation of Individual Attributes increased slightly from post-session to 1 year. The greatest change was for Respect, which increased from a mean of 3.42 (SD = 0.77) to 3.76 (SD = 0.67), p = .05. Focus group findings revealed that mentoring that includes the cultural perspectives of AIAN is lacking, as is respect for these faculty from the academic community, though survey findings showed respect improved over time. Conclusions: More tailored work is needed to support AIAN in U.S. academic settings if they are to achieve academic success and become role models for others entering academic settings.

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“…Yet the number of underrepresented biomedical researchers, particularly those who identify as Black, Latinx, and Native American, remains alarmingly low [1,[8][9][10]. Even when researchers from underrepresented groups pursue biomedical research careers, there continues to be significant attrition [11] and lower rates of promotion than among their non-Latinx White counterparts [12].…”

Section: Introductionmentioning

confidence: 99%

Leading Emerging and Diverse Scientists to Success: Results from LEADS alumni

Rubio¹,

Norman²,

Mayowski³

et al. 2023

J. Clin. Trans. Sci.

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Purpose: In 2015, the University of Pittsburgh partnered with several Minority Serving Institutions to develop the Leading Emerging and Diverse Scientists to Success (LEADS) Program. LEADS was designed to provide skills development, mentoring, and networking support to early career underrepresented faculty. Method: LEADS included three components: skills training (e.g., grant and manuscript writing and team science), mentoring, and networking opportunities. Scholars completed a pre- and post-test survey and an annual alumni survey that included measures on burnout, motivation, leadership, professionalism, mentoring, job and career satisfaction, networking, and an assessment of their research self-efficacy. Results: Scholars demonstrated a significant increase in their research self-efficacy having completed all the modules (t = 6.12; P < 0.001). Collectively, LEADS scholars submitted 73 grants and secured 46 grants for a 63% success rate. Most scholars either agreed or strongly agreed that their mentor was effective in helping to develop their research skills (65%) and provided effective counseling (56%). Scholars did experience increased burnout with 50% feeling burned out at the exit survey (t = 1.42; P = 0.16) and 58% reporting feelings of burnout at the most recent survey in 2020 (t = 3.96; P < 0.001). Conclusions: Our findings support the claim that participation in LEADS enhanced critical research skills, provided networking and mentoring opportunities, and contributed to research productivity for scientists from underrepresented backgrounds.

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Concerning trends in allopathic medical school faculty rank for Indigenous people: 2014–2016

Cited by 5 publications

References 21 publications

Representation of American Indian and Alaska Native Individuals in Academic Medical Training

Representation of American Indian and Alaska Native Individuals in Academic Medical Training

Findings Associated With a Novel Program Designed to Support Indigenous Faculty Members of U.S. Health Professions Schools

Leading Emerging and Diverse Scientists to Success: Results from LEADS alumni

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