The Harold Amos Medical Faculty Development Program: Evaluation of a National Program to Promote Faculty Diversity and Health Equity

Abstract

Purpose: The Harold Amos Medical Faculty Development Program (AMFDP), a national program of the Robert Wood Johnson Foundation, seeks to support academic physicians from historically disadvantaged backgrounds and serves as a model program for promoting faculty diversity and health equity. Our objective was to determine differences in scientific productivity, promotions and retentions, and leadership attainment among faculty applicants to this national minority faculty development program.Methods: Final-round interview applicants from 2003 to 2008 were selected. Differences in publications, grants, promotions/retentions, and leadership positions through 2013 were compared between funded scholars and unfunded nonscholars. Semistructured interviews were conducted to identify factors that facilitated and hindered academic success.Results: A total of 124 applicants (76 scholars and 48 nonscholars) who participated in final-round interviews from 2003 to 2008 were eligible. Scholars and nonscholars had similar number of publications. Scholars had greater number of grants and grant dollars, but differences were not significant after accounting for AMFDP program awards. Scholars were more likely to hold leadership positions (28% vs. 10%, p=0.02), but equally likely to be promoted (67% vs. 58%, p=0.32) and retained (84% vs. 75%, p=0.21). In interviews, all participants endorsed mentoring, funding, and nonscientific education to academic success, but scholars reported greater availability of leadership opportunities consequent to AMFDP.Conclusion: There were few differences in academic productivity attributable to a national faculty diversity program. However, program participants were more likely to endorse and attain leadership positions. Academic institutions should consider facilitating leadership development of minority faculty as a means of advancing health equity research and training.

Faculty Recruitment, Retention, and Representation in Leadership: An Evidence-Based Guide to Best Practices for Diversity, Equity, and Inclusion from the Council of Residency Directors in Emergency Medicine

“…However, scholars were more likely to report attaining a leadership position, earning a promotion to associate professor or higher, and remaining in academic medicine. 3 Institutional support to help UIM junior faculty, particularly clinician-investigators, can be accomplished by creating internal faculty development programs, institutional minority faculty development awards, and salary support/protected time as the faculty member awaits independent funding. 40 Programs should have formal didactics on teaching, manuscript writing, preparation of grant applications, leadership, and training in additional areas critical for research (eg, biostatistics).…”

“… 1 , 2 Diversity in leadership provides many benefits, including the ability to reduce implicit bias in care, allow for diversity of thought and perspectives in institutional-level decisions, and improve visibility of UIM faculty who are frequently overlooked and under-represented in positions of power. 3 Other benefits include understanding of social justice implications and improved student outcomes in the areas of professionalism, humanism, and cultural competency. 4 , 5 In emergency medicine (EM), where diverse pathology, patient populations, and workflows are inherent, DEI efforts are a vehicle toward excellence in patient care, research, and health equity.…”

“…] * † ‡ § ¶ || and under-represented in positions of power. 3 Other benefits include understanding of social justice implications and improved student outcomes in the areas of professionalism, humanism, and cultural competency. 4,5 In emergency medicine (EM), where diverse pathology, patient populations, and workflows are inherent, DEI efforts are a vehicle toward excellence in patient care, research, and health equity.…”

Promoting the success of women and minority physician-scientists in academic medicine: a dean’s perspective

“…Several outstanding national programs focus on the needs of women and minority faculty and trainees. These programs include AAMC Early and Mid-Career Women Faculty Leadership Development programs, the AAMC Minority Faculty Leadership Development Seminar, the Harold Amos Medical Faculty Development Program of The Robert Wood Johnson Foundation for those from historically disadvantaged backgrounds (8), and the Executive Leadership Program in Academic Medicine (ELAM) for women (9). Actively sponsoring faculty to attend these programs conveys an institutional investment in their success.…”

The role of an academic emergency department in advancing equity and justice

“…This requires that ED leadership recognize potential lags in diversity, develop internal metrics to assess for diversity, and establish training to assist UiM faculty in their professional growth. 24 Underrepresented in medicine faculty are frequently tasked with diversity efforts-colloquially known as "the minority tax." 25 The minority tax places an undue pressure on UiM faculty to fulfill diversity duties and may affect professional growth in comparison to faculty without these inherited responsibilities.…”