What are the features of targeted or system-wide initiatives that affect diversity in health professions trainees? A BEME systematic review: BEME Guide No. 50

Simone, Kristen; Ahmed, Rabia; Campbell, Sandy; Hartling, Lisa; Oswald, Anna

doi:10.1080/0142159x.2018.1473562

Cited by 28 publications

(26 citation statements)

References 85 publications

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“…Furthermore, strategies to build diversity infrastructure should be supported by evidence, which is limited for the field of GC (Channaoui, Bui, et al, 2020). A 2018 review article (Simone et al, 2018) concluded that a multi-faceted approach may be more valuable rather than focusing on a single intervention. However, the most abundant evidence of success was among interventions targeting the admissions process, including the following key features: awarding points for underrepresented minority status; altered weighting of existing admissions criteria; and use of application assistance.…”

Section: Many Of the Experiences Reported By Participants In This Studymentioning

confidence: 99%

Exploring racial and ethnic minority individuals’ journey to becoming genetic counselors: Mapping paths to diversifying the genetic counseling profession

Alvarado‐Wing

Marshall

Best

et al. 2021

Journal of Genetic Counseling

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According to the National Society of Genetic Counselors (NSGC), 90% of professionals practicing in the field of genetic counseling in the United States (U.S.) identify as non-Hispanic White (NSGC, 2019b). In contrast, approximately 40% of the U.S. population is comprised of people from diverse racial/ethnic backgrounds, including those who identify as Black or African American, Hispanic or Latinx, American Indian, Asian, Native Hawaiian or Alaskan, or two or more races (U.S. Census Bureau, 2018). This lack of racial/ ethnic minority representation among genetic counselors represents an important problem given that lack of representation has been well documented as contributing to health disparities (i.e., differences in health outcomes between groups) across a

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Section: Many Of the Experiences Reported By Participants In This Studymentioning

confidence: 99%

Exploring racial and ethnic minority individuals’ journey to becoming genetic counselors: Mapping paths to diversifying the genetic counseling profession

Alvarado‐Wing

Marshall

Best

et al. 2021

Journal of Genetic Counseling

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“…There is no reason to believe that this sorting system has optimized our workforce to meet societal demands or that it could not be improved upon. Holistic review processes reflect the capacity of schools and residencies to assess excellence across multiple domains and select candidates whose areas of focus, capabilities, approaches to learning, and values match those of the program and society [53][54][55].…”

Section: All Patients Need Excellent Physiciansmentioning

confidence: 99%

Excellence in medical training: developing talent—not sorting it

Dhaliwal

Hauer

2021

Perspect Med Educ

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Many medical schools have reconsidered or eliminated clerkship grades and honor society memberships. National testing organizations announced plans to eliminate numerical scoring for the United States Medical Licensing Examination Step 1 in favor of pass/fail results. These changes have led some faculty to wonder: “How will we recognize and reward excellence?” Excellence in undergraduate medical education has long been defined by high grades, top test scores, honor society memberships, and publication records. However, this model of learner excellence is misaligned with how students learn or what society values. This accolade-driven view of excellence is perpetuated by assessments that are based on gestalt impressions influenced by similarity between evaluators and students, and assessments that are often restricted to a limited number of traditional skill domains. To achieve a new model of learner excellence that values the trainee’s achievement, growth, and responsiveness to feedback across multiple domains, we must envision a new model of teacher excellence. Such teachers would have a growth mindset toward assessing competencies and learning new competencies. Actualizing true learner excellence will require teachers to change from evaluators who conduct assessments of learning to coaches who do assessment for learning. Schools will also need to establish policies and structures that foster a culture that supports this change. In this new paradigm, a teacher’s core duty is to develop talent rather than sort it.

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“…deficits and reduce discrimination. 16,17 Individual residency programs in multiple specialties, including family medicine, have reported initiatives to address diversity [18][19][20][21][22][23][24][25][26][27] that include antidiscrimination efforts, training on implicit bias, and holistic reviews for admissions. We assessed the national status of reported discrimination in educational and clinical environment and efforts to integrate training in diversity and inclusion training within programs.…”

Section: Resultsmentioning

confidence: 99%

Diversity and Facing Discrimination in Family Medicine Residencies: A CERA Survey of Program Directors

Potts

McLean

Saba

et al. 2021

Fam Med

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Background and Objectives: Increasing the number of underrepresented minorities in medicine (URM) has the potential to improve access and quality of care and reduce health inequities for diverse populations. Having a diverse workforce in residency programs necessitates structures in place for support, training, and addressing racism and discrimination. This study examines reports of discrimination and training initiatives to increase diversity and address discrimination and unconscious bias in family medicine residency programs nationally. Methods: This survey was part of the Council of Academic Family Medicine Educational Research Alliance (CERA) 2018 national survey of family medicine residency program directors. Questions addressed the presence of reported discrimination, residency program training about discrimination and bias, and admissions practices concerning physician workforce diversity. We performed univariate and bivariate analyses on CERA survey response data. Results: We received 272 responses to the diversity survey items within the CERA program director survey from 522 possible residency director respondents, yielding a response rate of 52.1%. The majority of residency programs (78%) offer training for faculty and/or residents in unconscious/implicit bias and systemic/institutional racism. A minority of program directors report discrimination in the residency environment, most often reported by patients (13.2%) and staff (7.2%) and least often by faculty (3.3%), with most common reasons for discrimination noted as language or race/skin color. Conclusions: Most family medicine residency program directors report initiatives to address diversity in the workforce. Research is needed to develop best practices to ensure continued improvement in workforce diversity and racial climate that will enhance the quality of care and access for underserved populations.

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What are the features of targeted or system-wide initiatives that affect diversity in health professions trainees? A BEME systematic review: BEME Guide No. 50

Cited by 28 publications

References 85 publications

Exploring racial and ethnic minority individuals’ journey to becoming genetic counselors: Mapping paths to diversifying the genetic counseling profession

Exploring racial and ethnic minority individuals’ journey to becoming genetic counselors: Mapping paths to diversifying the genetic counseling profession

Excellence in medical training: developing talent—not sorting it

Diversity and Facing Discrimination in Family Medicine Residencies: A CERA Survey of Program Directors

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