Faculty and Peer Support During Pediatric Residency: Association With Performance Outcomes, Race, and Gender

Webber, Sarah; Schwartz, Alan; Kemper, Kathi J.; Batra, Maneesh; Mahan, John D.; Babal, Jessica C.; Sklansky, Daniel J.

doi:10.1016/j.acap.2020.08.009

Cited by 9 publications

(14 citation statements)

References 36 publications

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“…27 Research has also shown that URiM residents received lower milestone scores than non-URiMs. 3,28 Black, Hispanic, and Asian surgical residents were more likely to endorse experiencing different standards of evaluation (38%, 10.8%, and 14.2%, respectively) than White residents (2.9%), and being denied opportunities (Black 16.1%, Hispanic 5.6%, Asian 6.1%) than White colleagues (2.0%). 18 In the competitive setting of medical training, even small racial disparities in assessments can culminate in significant differences in overall achievement and career opportunities, thereby concentrating Whiteness in the upper echelons of academic medicine.…”

Section: The Legacy Of Racism In Medical Education Todaymentioning

confidence: 98%

“…40,41 And studies of resident milestone scores consistently found that URiM residents receive the lowest professionalism scores compared with White and non-URiM residents of color. 3,28 Given this evidence, trainee assessments should replace “professionalism” with more specific standards of conduct.…”

Section: Recommendations To Confront Racism In Medical Educationmentioning

confidence: 99%

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The Long Shadow: A Historical Perspective on Racism in Medical Education

et al. 2023

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To dismantle racism in U.S. medical education, people must understand how the history of Christian Europe, Enlightenment-era racial science, colonization, slavery, and racism shaped modern American medicine. Beginning with the coalescence of Christian European identity and empire, the authors trace European racial reasoning through the racial science of the Enlightenment into the White supremacist and anti-Black ideology behind Europe’s global system of racialized colonization and enslavement. The authors then follow this racist ideology as it becomes an organizing principle of Euro-American medicine and examine how it manifests in medical education in the United States today. Within this historical context, the authors expose the histories of violence underlying contemporary terms such as implicit bias and microaggressions. Through this history, they also gain a deeper appreciation of why racism is so prevalent in medical education and how it affects admissions, assessments, faculty and trainee diversity, retention, racial climate, and the physical environment. The authors then recommend 6 historically informed steps for confronting racism in medical education: (1) incorporate the history of racism into medical education and unmask institutional histories of racism, (2) create centralized reporting mechanisms and implement systematic reviews of bias in educational and clinical activities, (3) adopt mastery-based assessment in medical education, (4) embrace holistic review and expand its possibilities in admissions, (5) increase faculty diversity by using holistic review principles in hiring and promotions, and (6) leverage accreditation to combat bias in medical education. These strategies will help academic medicine begin to acknowledge the harms propagated throughout the history of racism in medicine and start taking meaningful steps to address them. Although the authors have focused on racism in this paper, they recognize there are many forms of bias that impact medical education and intersect with racism, each with its particular history, that deserve their own telling and redress.

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Section: The Legacy Of Racism In Medical Education Todaymentioning

confidence: 98%

Section: Recommendations To Confront Racism In Medical Educationmentioning

confidence: 99%

The Long Shadow: A Historical Perspective on Racism in Medical Education

et al. 2023

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“…Often as one of few URM faculty, they may struggle with their orientation to serve and the lack of formal recognition within the promotion process for these efforts. These negative experiences also influence the recruitment and advancement of URM faculty in academic medicine [ 41 ]. Research shows that racial and ethnic minority faculty at the assistant and associate levels are more likely to leave academic medicine compared to their White counterparts, and to leave sooner, limiting their access to leadership ranks [ 42 ].…”

Section: The Need For Urm Faculty and Leaders Within Academic Medicinementioning

confidence: 99%

Mentoring as a Buffer for the Syndemic Impact of Racism and COVID-19 among Diverse Faculty within Academic Medicine

South-Paul

Campbell

Poll-Hunter

et al. 2021

IJERPH

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Within this article, we explore the dual impact of two pandemics, racism and COVID-19, on the career and psychological well-being of diverse faculty within academic medicine. First, we present a discussion of the history of racism in academic medicine and the intensification of racial disparities due to the COVID-19 pandemic. As a result of the syndemic of racism and COVID-19, the outlook for the recruitment, retention, and advancement of diverse faculty and leaders within academic medicine is at risk. While mentoring is known to have benefits for career and personal development, we focus on the unique and often unacknowledged role that mentoring can play as a buffer for women and people of color, especially when working in institutions that lack diversity and are now struggling with the syndemic of racism and COVID-19. We also discuss the implications of acknowledging mentoring as a buffer for future leadership development, research, and programs within academic medicine and health professions.

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“…First, a study on Asian and Hispanic sophomore college students found the lack of needed peer support had a negative correlation with future GPA, college adjustment and college commitment (Dennis et al, 2005). Next, in the context of medical education, Webber et al (2021) found minority students tended to score statistically significantly lower than White students in perceived peer support, and as a result, had lower competency scores. Lastly, Tucker et al (2020) determined academic-focused peer support programs improved the educational outcomes of students, with positive effects concentrated in racial minority groups.…”

Section: Variable Importance Race + Gendermentioning

confidence: 99%

Decision Tree-Based Predictive Models for Academic Achievement Using College Students’ Support Networks

Frazier¹,

Silva²,

Meilak³

et al. 2021

Journal of Data Science

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In this study, we examine a set of primary data collected from 484 students enrolled in a large public university in the Mid-Atlantic United States region during the early stages of the COVID-19 pandemic. The data, called Ties data, included students' demographic and support network information. The support network data comprised of information that highlighted the type of support, (i.e. emotional or educational; routine or intense). Using this data set, models for predicting students' academic achievement, quantified by their self-reported GPA, were created using Chi-Square Automatic Interaction Detection (CHAID), a decision tree algorithm, and cforest, a random forest algorithm that uses conditional inference trees. We compare the methods' accuracy and variation in the set of important variables suggested by each algorithm. Each algorithm found different variables important for different student demographics with some overlap. For White students, different types of educational support were important in predicting academic achievement, while for non-White students, different types of emotional support were important in predicting academic achievement. The presence of differing types of routine support were important in predicting academic achievement for cisgender women, while differing types of intense support were important in predicting academic achievement for cisgender men.

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Faculty and Peer Support During Pediatric Residency: Association With Performance Outcomes, Race, and Gender

Cited by 9 publications

References 36 publications

The Long Shadow: A Historical Perspective on Racism in Medical Education

The Long Shadow: A Historical Perspective on Racism in Medical Education

Mentoring as a Buffer for the Syndemic Impact of Racism and COVID-19 among Diverse Faculty within Academic Medicine

Decision Tree-Based Predictive Models for Academic Achievement Using College Students’ Support Networks

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