Diversity, Equity, and Inclusion Officer Position Available: Proceed With Caution

Vela, Mónica; Lypson, Monica L.; McDade, William A.

doi:10.4300/jgme-d-21-00576.1

Cited by 9 publications

(9 citation statements)

References 7 publications

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“…We believe that these findings suggest that the majority of DEI work continues to be done by minoritized individuals without the necessary training, support, or compensation, which can perpetuate the minority tax. In line with previously published perspectives, we believe these positions must be adequately supported by both the institution and the department 22 …”

Section: Discussionsupporting

confidence: 78%

“…In line with previously published perspectives, we believe these positions must be adequately supported by both the institution and the department. 22 In academic pediatric medicine, similar challenges with the minority tax were quantified by Raphael et al 23 Within EM, prior research on education leadership positions revealed both similarities and differences to our study on DEI leadership positions. Papanagnou et al 8 performed a workforce assessment during the development of the vice chair of education role.…”

Section: Discussionsupporting

confidence: 71%

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Identifying the prevalence and characteristics of diversity, equity, and inclusion leaders in academic emergency medicine

Tsuchida,

Mbele,

Chopra

et al. 2024

AEM Education and Training

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ObjectivesOur study aims to better understand and describe the current state of diversity, equity, and inclusion (DEI) leadership in emergency medicine (EM) by identifying the prevalence of department DEI leadership positions, their demographics, and their job duty characteristics.MethodsWe disseminated an electronic survey from April to July 2022 to Society for Academic Emergency Medicine (SAEM) Association of Academic Chairs of Emergency Medicine, Academy for Diversity and Inclusion in Emergency Medicine, and the Equity and Inclusion Committee to identify department DEI leads. From July to August 2022, a 45‐question survey was sent to all identified DEI leaders on individual characteristics, DEI experience, and DEI lead job description.ResultsWe received a response from 79 out of 120 academic EM departments identified (65.8%). Of the responding institutions, 59 (74.7%) reported a DEI leader. A total of 74.6% of these DEI leaders responded at least partially to our survey and 57.6% responded in full. The most common titles were vice/associate chair of DEI (34.4%), director of DEI (28.1%), and DEI committee chair (18.8%). Most respondents (84.4%) were the inaugural DEI lead in their department and 84.4% of respondents did not have a formal DEI role in their department previously. On average, respondents have had their DEI title for 2 years (range 0–7 years) with an average of 7 years (range 0–30 years) of experience performing DEI work. Many (63.4%) do not receive any funded effort for their DEI roles. Most DEI leads were not tenure track (72.2%) and most commonly at the rank of assistant professor (47.2%) followed by associate professor (33.3%), full professor (16.7%), and instructor (2.8%).ConclusionsThis is the first known study to assess the characteristics of DEI department leaders in EM. EM DEI leadership positions are new, common, and led by diverse personal identities and are often not funded. Future directions could gain qualitative insight into this workforce to guide best practices in EM DEI leadership.

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Section: Discussionsupporting

confidence: 78%

Section: Discussionsupporting

confidence: 71%

Identifying the prevalence and characteristics of diversity, equity, and inclusion leaders in academic emergency medicine

Tsuchida,

Mbele,

Chopra

et al. 2024

AEM Education and Training

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“…Embedded DEIJ experts can guide teams away from ideas that may be detrimental, hasten the adoption of proven methodology and assuage the anxieties of those who feel inauthentic in their expertise. Institutions should also provide adequate development support, financial resources, and structural power to DEIJ leaders and these groups so they have the autonomy and agency needed to effect change ( 18 ).…”

Section: Discussionmentioning

confidence: 99%

Serving on a Graduate Medical Education Diversity, Equity, Inclusion, and Justice Committee: Lessons Learned From a Journey of Growth and Healing

Kara

Wright

Funches

et al. 2022

Front. Public Health

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Efforts toward achieving diversity, equity, inclusion, and justice (DEIJ) within graduate medical education (GME) often begin with the formation of a DEIJ committee that steers the work. Little is known about the experiences and the challenges faced by those serving on such committees. We sought to describe the experiences of members of our institutional GME DEIJ committee to gain knowledge that would propel this work forward. An open-ended survey was electronically administered to members of our institutional GME DEIJ committee. Responses were analyzed using a rapid qualitative analytical approach. Eighteen members (58%) responded. Of these, (67%) were women and five (28%) were Black. Six domains emerged: “motivation,” “challenges,” “emotional response,” “highs,” “facilitators,” and “advice.” Black respondents more often cited the need to increase diversity as a motivator to join this work. Women and Black respondents more often identified time constraints as a challenge to participation. Some members found the work emotionally draining; others described it as uplifting. Two themes emerged as high points of participation-pride and achievement around the work completed and the personal benefits of building a community with a shared purpose. Three themes emerged as facilitators: effective leadership, support, and establishing psychological safety during the meetings. Many arrived at the realization that change would take time and advocated for patience and perseverance. Protected time and DEIJ expertise were identified as integral to successful committee work. Our findings provide novel insights into the experience of serving on a GME DEIJ committee and highlights infrastructural and institutional prerequisites for success.

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“…Even before the pandemic, the burden on UIM physicians, students, and other clinicians to provide necessary perspectives regarding patients from historically marginalized communities was taxing. During the pandemic, this additional service has been overwhelming 21 and provides a glimpse of the challenges posed for the small number of UIM physicians and the increasing racially and ethnically minoritized populations in the US. The health care system must adequately resource UIM trainees and physicians who have taken on this responsibility and recruit their non-UIM colleagues to join the effort.…”

Section: Resourcing Equitable Carementioning

confidence: 99%

COVID-19 Has Exacerbated Inequities That Hamper Physician Workforce Diversification

et al. 2022

Self Cite

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In 2021, the number of matriculating Black and Hispanic medical students in the US was the highest it has ever been. 1 Several contributing factors may explain this shift. Very visible health and health care inequities during the COVID-19 pandemic may have encouraged medical schools to actively recruit students underrepresented in medicine (UIM), including American Indian, Black, and Hispanic students. 2 These same circumstances may have encouraged UIM students to pursue careers in medicine. Additionally, the de-emphasis of standardized testing in the medical education pathway may have made medicine more appealing to groups traditionally disadvantaged by standardized testing. 3 Regardless of the reasons, this demographic shift in matriculating students is a welcome one, given evidence that racial concordance between patient and physician is associated with improved patient outcomes, 4,5 studies have shown that UIM trainees are more likely to establish practice in underserved areas, 6,7 and according to the Association of American Medical Colleges (AAMC), more than two-thirds of increases in physician demand over the next 15 years will be driven by racially and ethnically minoritized populations, such as American Indian, Black, and Hispanic patients. 8 However, in their qualitative study of the experiences of premedical students during the COVID-19 pandemic at Historically Black Colleges and Universities (HBCUs), Weiss et al 9 raise important concerns regarding ongoing threats to pathways programming. Prehealth advisors at these institutions perceived 3 types of COVID-19-related difficulties faced by HBCU students that could negatively influence students' academic progress: balancing academic responsibilities with family needs associated with the pandemic; distraction, disruption, and isolation in the virtual learning environment; and the uncertain and evolving requirements of the medical school application process. Weiss et al 9 point out that these difficulties have disproportionately affected HBCU students due to racial disparities in COVID-19-related morbidity and mortality in the Black community 10 and exacerbation of what students have perceived to be a prepandemic lack of mentorship opportunities, institutional support, and shadowing opportunities at HBCUs. 11 As an individual investigation, the study by Weiss et al 9 is significant because HCBUs produce 25% of all Black graduates earning degrees in science, technology, engineering, and medicine. 12 In addition, their study joins other important studies contributing to an evolving understanding of the role of COVID-19 in the pathways continuum and the growing need for workforce diversity efforts. This understanding has grown more robust over the last year and now warrants action.First, the pandemic has exacerbated health and health care disparities. Nationwide, Asian, Black, and Hispanic patients have experienced all-cause excess mortality that is as much as 4-fold that experienced by White patients. 13 Furthermore, changes in life expectancy have been s...

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Diversity, Equity, and Inclusion Officer Position Available: Proceed With Caution

Cited by 9 publications

References 7 publications

Identifying the prevalence and characteristics of diversity, equity, and inclusion leaders in academic emergency medicine

Identifying the prevalence and characteristics of diversity, equity, and inclusion leaders in academic emergency medicine

Serving on a Graduate Medical Education Diversity, Equity, Inclusion, and Justice Committee: Lessons Learned From a Journey of Growth and Healing

COVID-19 Has Exacerbated Inequities That Hamper Physician Workforce Diversification

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