Racial and Ethnic Diversity in Academic Emergency Medicine: How Far Have We Come? Next Steps for the Future

Boatright, Dowin; Branzetti, Jeremy; Duong, David; Hicks, Marquita; Moll, J.L.; Perry, Marcia; Pierce, Ava; Samuels, Elizabeth A.; Smith, Tammy; Angerhofer, Christy; Heron, Sheryl

doi:10.1002/aet2.10204

Cited by 42 publications

(57 citation statements)

References 42 publications

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“…[8][9][10] Several programs have been developed to improve access of underrepresented minorities (URM) to away rotations and to increase diversity in the medical workforce. [11][12][13] Virtual rotations mitigate some of the challenges presented by COVID-19 while also providing URM with equal opportunities for clinical exposure, mentorship, and networking. This is not limited to surgical specialties as Franco et al established a radiation oncology virtual shadowing experience for URM to address obstacles in recruiting URM students.…”

Section: An Opportunity For Enhancign Diversitymentioning

confidence: 99%

Virtual Rotations During COVID-19: An Opportunity for Enhancing Diversity

Asaad

Glassman

Allam

2021

Journal of Surgical Research

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Section: An Opportunity For Enhancign Diversitymentioning

confidence: 99%

Virtual Rotations During COVID-19: An Opportunity for Enhancing Diversity

Asaad

Glassman

Allam

2021

Journal of Surgical Research

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“…Organizations similar to the Academy for Diversity and Inclusion in Emergency Medicine have been successful in advancing women . Leadership in EM is essential for building a successful recruitment and retention program of underrepresented in medicine physicians, and emergency medicine leaders must be directly involved and vested in all aspects of outcomes . Leadership and involvement of underrepresented in medicine and lesbian, gay, bisexual, or transgender faculty in an Academy fosters mentoring, faculty development, and capacity for educational scholarship and can serve as a foundation for academic promotion.…”

Section: Resultsmentioning

confidence: 99%

Advancing Diversity and Inclusion: An Organized Approach Through a Medical Specialty Academy

Pierce

Moreno‐Walton

Boatright

et al. 2019

AEM Education and Training

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Background: The benefits of a diverse workforce in medicine have been previously described. While the population of the United States has become increasingly diverse, this has not occurred in the physician workforce. In academic medicine, underrepresented in medicine (URiM) faculty are less likely to be promoted or retained in academic institutions. Studies suggest that mentorship and engagement increase the likelihood of development, retention, and promotion. However, it is not clear what form of mentorship creates these changes. The Academy for Diversity and Inclusion in Emergency Medicine (ADIEM), an academy within the Society for Academic Emergency Medicine, is a group focused on advancing diversity and inclusion as well as promoting the development of its URiM students, residents, and faculty. The Academy serves many of the functions of a mentoring program. We assessed whether active involvement in ADIEM led to increased publications, promotion, or leadership advancement in the areas of diversity, equity, and inclusion. Methods:We performed a survey of ADIEM members to determine if career development and productivity, defined as written scholarly products, presentations, and mentorship in the area of diversity, equity, and inclusion was enhanced by the establishment of the academy. To determine whether there were significant changes in academic accomplishments after the formation of ADIEM, two groups, ADIEM leaders and ADIEM nonleader members, were examined.Results: Thirteen ADIEM leaders and 14 ADIEM nonleader members completed the survey. Academic productivity in the area of diversity, equity, and inclusion increased significantly among ADIEM leaders when compared to ADIEM nonleader members after the founding of ADIEM. In particular, in the ADIEM leader group, there were significant increases in manuscript publications (1.31 AE 1.6 to 5.5 AE 7.96, p = 0.12), didactic presentations (3.85 AE 7.36 to 23.46 AE 44.52, p < 0.01), grand rounds presentations (0.83 AE 1.75 to 8.6 AE 10.71, p < 0.05), and student/resident mentees (6.46 AE 9.36 to 25 AE 30.41, p = 0.02). Conclusion:The formation of a specialized academy within a national medical society has advanced academic accomplishments in diversity, equity, and inclusion in emergency medicine among ADIEM leadership. Involvement From the of URiM and lesbian, gay, bisexual, and transgender faculty in the academy fostered faculty development, mentoring, and educational scholarship.

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“…Using principles and literature from fields such as public health, sociology, medical anthropology, and history, scholars are able to illustrate how social cohesion, inequality, and material deprivation are critical to understanding health disparities and poor health outcomes of ED patients . EPs have advocated for ways to diversify the workforce of emergency providers, to combat implicit bias in the clinical encounter, to address the material needs of patients that extend well beyond the ED, and to equip EDs with the resources to meet the diverse social needs of our patients. In fact, the ACGME has recognized these steps as crucial to creating an inclusive workplace, now requiring residency programs, departments, and hospital systems to have plans in place to assure their makeup reflects their community’s makeup and diversity.…”

Section: Methodsmentioning

confidence: 99%

Toward Structural Competency in Emergency Medical Education

Salhi

Tsai

Druck

et al. 2019

AEM Education and Training

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As the emergency department (ED) is the "front door" of the hospital and the primary site by which most patients access the health care system, issues of inequity are especially salient for emergency medicine (EM) practice. Improving the health of ED patients, especially those who are stigmatized and disenfranchised, depends on having emergency physicians that are cognizant and attentive to their needs in and out of the medical encounter. EM resident education has traditionally incorporated a "cultural competency" model to equip residents with tools to combat individual bias and stigma. Although this framework has been influential in drawing attention to health inequities, it has also been criticized for its potential to efface differences within groups (such as socioeconomic differences), overstate cultural or racial differences, and unintentionally reinforce stereotypes or blaming of patients for their ill health or difficult circumstances. In contrast, emerging frameworks of structural competency call for physicians to recognize the ways in which health outcomes are influenced by complex, interrelated structural forces (e.g., poverty, racism, gender discrimination, immigration policy) and to attend to these causes of poor health. We present here the framework of structural competency, extending it to the unique ED setting. We provide tangible illustrations of the ways in which this framework is relevant to the ED setting and can be incorporated in EM education.From the

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Racial and Ethnic Diversity in Academic Emergency Medicine: How Far Have We Come? Next Steps for the Future

Cited by 42 publications

References 42 publications

Virtual Rotations During COVID-19: An Opportunity for Enhancing Diversity

Virtual Rotations During COVID-19: An Opportunity for Enhancing Diversity

Advancing Diversity and Inclusion: An Organized Approach Through a Medical Specialty Academy

Toward Structural Competency in Emergency Medical Education

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