“URM Candidates Are Encouraged to Apply”

Abstract

Purpose There is little evidence regarding which factors and strategies are associated with high proportions of underrepresented minority (URM) faculty in academic medicine. The authors conducted a national study of U.S. academic medicine departments to better understand the challenges, successful strategies, and predictive factors for enhancing racial and ethnic diversity among faculty (i.e., physicians with an academic position or rank). Method This was a mixed-methods study using quantitative and qualitative methods. The authors conducted a cross-sectional study of eligible departments of medicine in 125 accredited U.S. medical schools, dichotomized into low-URM (bottom 50%) versus high-URM rank (top 50%). They used t tests and chi-squared tests to compare departments by geographic region, academic school rank, city type, and composite measures of “diversity best practices.” The authors also conducted semistructured in-depth interviews with a subsample from the highest-and lowest-quartile medical schools in terms of URM rank. Results Eighty-two medical schools responded (66%). Geographic region and academic rank were statistically associated with URM rank, but not city type or composite measures of diversity best practices. Key themes emerged from interviews regarding successful strategies for URM faculty recruitment and retention including institutional leadership, the use of human capital and social relationships and strategic deployment of institutional resources. Conclusions Departments of medicine with high proportions of URM faculty employ a number of successful strategies and programs for recruitment and retention. More research is warranted to identify new successful strategies and to determine the impact of specific strategies on establishing and maintaining workforce diversity.

Promoting Progress or Propagating Problems: Strategic Plans and the Advancement of Academic Faculty Diversity in U.S. Medical Schools

“…The location of an institution is a factor in the AAMC framework for diversity and inclusion in academic medicine. 6,16,17 To explore for regional variation in strategic planning for faculty diversity, we assigned school region based on the AAMCmember regional categories: Central, Northeast, South, and Western.…”

“…19,26 3.1.1-While mentoring programs and faculty development programs of sufficient intensity have been shown to improve URM faculty presence in academic medicine, studies also suggests that organizational culture change can and should be used to reduce barriers. 16,18,20,27 The AAMC reinforces this by making Structures and Policies a central construct in their conceptual framework for diversity and inclusion within academic medicine. 6,17 Operating within this construct is strategic planning.…”

Recognizing and Reckoning With Unconscious Bias: A Workshop for Health Professions Faculty Search Committees

“…Once a candidate from an underrepresented group joins the faculty, he or she must be made to feel welcome and supported. 10 An inhospitable work environment can undermine the labors of even the most diligent search committee. This workshop on unconscious bias must be paired with sincere efforts to help every faculty member thrive.…”

Outcomes of Global Public Health Training Program for US Minority Students: A Case Report

“…26–29,34 Programs to support minorities along their academic trajectory can thus play a significant role in increasing representation in the health professions over the long term, especially when combined with efforts to address early barriers and sociocultural factors that contribute to the achievement gap between ethnic groups in these fields. 41 …”

“…These outcomes affirm other studies that suggest that research opportunities, mentorship, and support for URM students at all academic levels may help attract minority students into scientific and medical careers, as well as help them succeed at advanced stages of their careers. 26–29,34 Programs to support minorities along their academic trajectory can thus play a significant role in increasing representation in the health professions over the long term, especially when combined with efforts to address early barriers and sociocultural factors that contribute to the achievement gap between ethnic groups in these fields. 41…”