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McCollum CG, Carodine A, Chiedo A, Penney B, Long D, Blumenfeld R, Smith A, Hill S, Herbey II, Rana A, Elopre L. Social Support Assets and Needs of Underrepresented Students Participating in Health Sciences Pathways Programs in Birmingham, Alabama. J Acquir Immune Defic Syndr 2023; 94:S99-S107. [PMID: 37707856 PMCID: PMC10503037 DOI: 10.1097/qai.0000000000003255] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/15/2023]
Abstract
BACKGROUND Using the Asset Bundle Model, we sought to understand the social support assets and needs of underrepresented minority (URM) high school, undergraduate, and graduate students. SETTING Study participants were or had participated in health sciences pathway programs at Birmingham City Schools and/or the University of Alabama at Birmingham. METHODS We took a concurrent mixed methods approach to conduct an environmental scan of health science pathway programs in the Birmingham, AL area. Four focus groups were conducted between November 2022 and January 2023, and a 225-item online survey was administered between November 4, 2022, and February 4, 2023. Both tools collected data from high school, undergraduate, and graduate students to examine key components of existing health care pathways programs for URMs and identify barriers and facilitators to successful implementation of such programs. RESULTS Twenty-two students participated in the focus groups, and 168 individuals responded to the survey. Both focus group participants and interview respondents were primarily URMs (eg, 68.2% and 65.7% identified as Black or African American, respectively). Survey responses and focus group discussions showed that, overall, undergraduate and graduate students programs develop more robust identities as future health care professionals through friendships and institutional supports, expand their networks more broadly through mentorship, and feel more supported by family members in their academic endeavors than high school students. CONCLUSIONS Health science pathway programs for URMs should facilitate and bolster social supports for students, especially those in high school, to enhance persistence through education and into the workforce.
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Affiliation(s)
- C. Greer McCollum
- Division of Infectious Diseases, Heersink School of Medicine, University of Alabama at Birmingham, 1808 7 Ave. S., 8 Floor, Birmingham, AL, 35294
| | - Alyssa Carodine
- Division of Infectious Diseases, Heersink School of Medicine, University of Alabama at Birmingham, 1808 7 Ave. S., 8 Floor, Birmingham, AL, 35294
| | - Ashleigh Chiedo
- Ohio University, Heritage College of Osteopathic Medicine—Dublin Campus, 6775 Bobcat Way, Dublin, OH 43016
| | - Brooke Penney
- Division of Infectious Diseases, Heersink School of Medicine, University of Alabama at Birmingham, 1808 7 Ave. S., 8 Floor, Birmingham, AL, 35294
| | - Dustin Long
- Department of Biostatistics, School of Public Health, University of Alabama at Birmingham, 1665 University Blvd, Birmingham, AL 35233
| | - Rebecca Blumenfeld
- Career Academies, Birmingham City Schools, 3900 24 St N, Birmingham, AL 35207
| | - Angela Smith
- Career Academies, Birmingham City Schools, 3900 24 St N, Birmingham, AL 35207
| | - Samantha Hill
- Division of Adolescent Medicine, Heersink School of Medicine, University of Alabama at Birmingham, 1600 7th Avenue South, CPPI 310, Birmingham, AL 35233
| | - Ivan Ivanovich Herbey
- Department of Health Services Administration, School of Health Professions, University of Alabama at Birmingham, 1716 9th Avenue South, Birmingham, AL 35294
| | - Aadia Rana
- Division of Infectious Diseases, Heersink School of Medicine, University of Alabama at Birmingham, 1808 7 Ave. S., 8 Floor, Birmingham, AL, 35294
| | - Latesha Elopre
- Division of Infectious Diseases, Heersink School of Medicine, University of Alabama at Birmingham, 1808 7 Ave. S., 8 Floor, Birmingham, AL, 35294
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Okeke NL, Ware KB, Campbell R, Taylor J, Hung F, Questell C, Brickler MP, Smith UD, Nawas GT, Hanlen-Rosado E, Chan C, Bosworth HB, Aifah A, Corneli A. Evidence2Practice (E2P): Leveraging Implementation Science to Promote Careers in HIV Research Among Students From Historically Black Colleges and Universities. J Acquir Immune Defic Syndr 2023; 94:S65-S72. [PMID: 37707851 PMCID: PMC10748978 DOI: 10.1097/qai.0000000000003263] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2023] [Accepted: 07/06/2023] [Indexed: 09/15/2023]
Abstract
BACKGROUND The HIV research workforce is not representative of populations most affected by the epidemic. Innovative educational programs are needed to motivate diverse student populations to pursue careers in HIV research. METHODS The Duke University Center for AIDS Research Evidence2Practice (E2P) program is a 3-day interactive workshop that introduces students from Historically Black Colleges and Universities (HBCU) to HIV pre-exposure prophylaxis, implementation science, and human-centered design. Participants develop 1-page action plans to increase awareness and uptake of pre-exposure prophylaxis on their campus. The program was evaluated using a partially mixed-method concurrent equal status study design with pre-program and post-program surveys and in-depth interviews. RESULTS Among the 52 participating students, 44 completed the preworkshop survey, 45 completed the postworkshop survey, and 10 participated in an in-depth interview. Most participants identified as Black or African American and cisgender female. Participating in the E2P program was associated with: (1) an increase in median interest in pursuing a career in HIV research (P < 0.01) and (2) a decrease in median perceived difficulty in starting a career in HIV research (P < 0.01). Several students described that a lack of knowledge about initiating an HIV research career, a perceived lack of qualifications and knowledge about HIV science, and limited experience were major barriers to considering careers in HIV research. CONCLUSIONS The E2P program enhanced HBCU students' interest in careers related to HIV research and improved their self-efficacy to pursue such careers. On-campus educational enrichment initiatives, led by active HIV researchers and clinicians, should be a critical part of diversifying the HIV workforce.
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Affiliation(s)
- Nwora Lance Okeke
- Division of Infectious Diseases, Department of Medicine, Duke University School of Medicine, Durham, NC
- Department of Population Health Sciences, Duke University School of Medicine, Durham, NC
- Duke Center for AIDS Research, Duke University School of Medicine, Durham, NC
| | | | - Russell Campbell
- Office of HIV/AIDS Network Coordination, Fred Hutchinson Cancer Center, Seattle, WA
| | - Jamilah Taylor
- Department of Population Health Sciences, Duke University School of Medicine, Durham, NC
| | - Frances Hung
- Department of Biostatistics and Bioinformatics, Duke University School of Medicine, Durham, NC
| | - Caroline Questell
- Department of Orthopaedic Surgery, Duke University School of Medicine, Durham, NC
| | - Mildred P. Brickler
- College of Pharmacy and Pharmaceutical Sciences, Florida A&M University, Tallahassee, FL
| | - Ukamaka D. Smith
- College of Pharmacy and Pharmaceutical Sciences, Florida A&M University, Tallahassee, FL
| | - George T. Nawas
- Division of Clinical and Administrative Sciences, College of Pharmacy, Xavier University of Louisiana, New Orleans, LA
| | - Emily Hanlen-Rosado
- Department of Population Health Sciences, Duke University School of Medicine, Durham, NC
| | - Cliburn Chan
- Department of Biostatistics and Bioinformatics, Duke University School of Medicine, Durham, NC
| | - Hayden B. Bosworth
- Department of Population Health Sciences, Duke University School of Medicine, Durham, NC
| | - Angela Aifah
- Institute for Excellence in Health Equity & Department of Population Health at NYU Grossman School of Medicine, New York, NY
| | - Amy Corneli
- Department of Population Health Sciences, Duke University School of Medicine, Durham, NC
- Duke Center for AIDS Research, Duke University School of Medicine, Durham, NC
- Duke Clinical Research Institute, Duke University School of Medicine, Durham, NC
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Greenberg AE, Wutoh A, Bowleg L, Robinson B, Magnus M, Segarra L, Simon P, Wutoh A, Blankenship K, Burke M, Okeke NL, Corneli A, Hussen S, Holliday RC, Ciaranello A, Ghebremichael M, Haberer J, Irvin R, Irvin N, Antoine DG, Chen Z, Momplaisir F, Jordan-Sciutto K, So-Armah K, Kuo C, Flanigan T, Sanchez M, Levine AD, Sluis-Cremer N, Koethe JR, Dash C, Pereira FA, Rice AP, Newell A, Dācus J, Wood C, Elopre L, Rana A, Pitpitan E, Stockman JK, Sauceda J, Marquez C, Robinson S, Chi BH, Balkus J, Walters K, Lewin A, Schoonmaker A, Wong E, Refsland E. Centers for AIDS Research (CFAR) Diversity, Equity, and Inclusion Pathway Initiative (CDEIPI): Developing Career Pathways for Early-Stage Scholars From Racial and Ethnic Groups Underrepresented in HIV Science and Medicine. J Acquir Immune Defic Syndr 2023; 94:S5-S12. [PMID: 37707842 PMCID: PMC10567097 DOI: 10.1097/qai.0000000000003270] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/15/2023]
Abstract
BACKGROUND There is an urgent need to increase diversity among scientific investigators in the HIV research field to be more reflective of communities highly affected by the HIV epidemic. Thus, it is critical to promote the inclusion and advancement of early-stage scholars from racial and ethnic groups underrepresented in HIV science and medicine. METHODS To widen the HIV research career pathway for early-stage scholars from underrepresented minority groups, the National Institutes of Health supported the development of the Centers for AIDS Research (CFAR) Diversity, Equity, and Inclusion Pathway Initiative (CDEIPI). This program was created through partnerships between CFARs and Historically Black Colleges and Universities and other Minority Serving Institutions throughout the United States. RESULTS Seventeen CFARs and more than 20 Historically Black Colleges and Universities and Minority Serving Institutions have participated in this initiative to date. Programs were designed for the high school (8), undergraduate (13), post baccalaureate (2), graduate (12), and postdoctoral (4) levels. Various pedagogical approaches were used including didactic seminar series, intensive multiday workshops, summer residential programs, and mentored research internship opportunities. During the first 18 months of the initiative, 257 student scholars participated in CDEIPI programs including 150 high school, 73 undergraduate, 3 post baccalaureate, 27 graduate, and 4 postdoctoral students. CONCLUSION Numerous student scholars from a wide range of educational levels, geographic backgrounds, and racial and ethnic minority groups have engaged in CDEIPI programs. Timely and comprehensive program evaluation data will be critical to support a long-term commitment to this unique training initiative.
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Antoine DG, Manogue S, Blue J, Irvin R, Irvin N. Addressing Stigma by Increasing Empathy Toward Vulnerable Populations in Preprofessional Trainees: Impacts of the Generation Tomorrow Summer Health Disparities Scholars Program. J Acquir Immune Defic Syndr 2023; 94:S47-S52. [PMID: 37707848 PMCID: PMC10513746 DOI: 10.1097/qai.0000000000003262] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2023] [Accepted: 07/06/2023] [Indexed: 09/15/2023]
Abstract
BACKGROUND Creating empathetic health care professionals is critical to addressing the health equity challenges of today, particularly because it relates to vulnerable populations. METHODS To assess the impact of the Johns Hopkins Center for AIDS Research Generation Tomorrow Summer Health Disparities Scholars (GTSHDS) program on students' empathy toward individuals living with substance use disorder and differential impact on empathy related to the COVID-19 pandemic, the Attitudes towards Mental Illness Questionnaire (AMIQ), an assessment of stigmatizing attitudes, was administered. Preprogram and postprogram participation AMIQ survey data were compared using paired t tests to explore changes within the program year. Unpaired t tests were used to characterize differences between the mean scores across the 2 student cohorts. RESULTS Both GTSHDS cohorts displayed postprogram increase in empathy. Mean 2019 cohort AMIQ scores shifting from -1.4 (SD 2.01) to -0.8 (SD 2.35) (P = 0.54), and the 2022 cohort shifting from -3.67 (SD 2.01) to -3 (SD 1.61) (P = 0.79). On average, individual scores improved by 2.2 (SD 1.65) points in the 2019 cohort and 2.4 (SD 1.86) points in the 2022 cohort (P = 0.83). Although these were not statistically significant, they suggested a trend toward more empathy. CONCLUSIONS Preliminary data suggest that programs such as GTSHDS that expose students to various aspects of health care principles can prepare future health care professionals in a manner that may reduce health care disparities. Future research with larger population sizes is needed to understand the impacts of the curriculum on empathy and related concepts to achieving health equity.
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Affiliation(s)
- Denis G. Antoine
- Department of Psychiatry and Behavioral Science, Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - Sean Manogue
- Division of Infectious Diseases, Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - Jasmine Blue
- Division of Infectious Diseases, Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - Risha Irvin
- Division of Infectious Diseases, Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - Nathan Irvin
- Department of Emergency Medicine, Johns Hopkins University School of Medicine, Baltimore, MD, USA
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Stoff DM, Bowleg L, del Río-González AM, Rodriguez-Diaz CE, Zea MC. Critical Perspectives on Expanding Racial/Ethnic Diversity in the HIV Research Workforce: Comorbidities and Mentoring. HEALTH EDUCATION & BEHAVIOR 2023; 50:10901981231157795. [PMID: 36924258 PMCID: PMC10977082 DOI: 10.1177/10901981231157795] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/18/2023]
Abstract
HIV-related comorbidities in underrepresented minority populations are reframed to include the co-occurring problems of systemic and structural barriers, within the mentoring context as a buffer and as action-oriented. This framework is discussed to improve racial and ethnic minority diversity in the research workforce from the perspectives of HIV comorbidities and mentoring. An integrated and coordinated approach to HIV-related comorbidities and inequities may be helpful when combined with research on the social-structural contributions as drivers to diversify the research workforce. We emphasize how these key research issues (a) provide a platform for training and retraining a highly motivated, diverse workforce and (b) facilitate the empowerment of these trained individuals to conduct rigorous scientific research on social-structural factors to mitigate the effects of these comorbidities. We conclude that a diverse research workforce is necessary but insufficient for improving training-related outcomes or reducing comorbidity effects. Additional considerations are warranted that include systemic approaches and changes at the structural and institutional levels.
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Affiliation(s)
- David M. Stoff
- Department of Psychological and Brain Sciences, George Washington University, Washington, DC, USA
| | - Lisa Bowleg
- Department of Psychological and Brain Sciences, George Washington University, Washington, DC, USA
| | | | | | - Maria Cecilia Zea
- Department of Psychological and Brain Sciences, George Washington University, Washington, DC, USA
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Hanson JT, Busche K, Elks ML, Jackson-Williams LE, Liotta RA, Miller C, Morris CA, Thiessen B, Yuan K. The Validity of MCAT Scores in Predicting Students' Performance and Progress in Medical School: Results From a Multisite Study. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2022; 97:1374-1384. [PMID: 35612915 DOI: 10.1097/acm.0000000000004754] [Citation(s) in RCA: 9] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
PURPOSE This is the first multisite investigation of the validity of scores from the current version of the Medical College Admission Test (MCAT) in clerkship and licensure contexts. It examined the predictive validity of MCAT scores and undergraduate grade point averages (UGPAs) for performance in preclerkship and clerkship courses and on the United States Medical Licensing Examination Step 1 and Step 2 Clinical Knowledge examinations. It also studied students' progress in medical school. METHOD Researchers examined data from 17 U.S. and Canadian MD-granting medical schools for 2016 and 2017 entrants who volunteered for the research and applied with scores from the current MCAT exam. They also examined data for all U.S. medical schools for 2016 and 2017 entrants to regular-MD programs who applied with scores from the current exam. Researchers conducted linear and logistic regression analyses to determine whether MCAT total scores added value beyond UGPAs in predicting medical students' performance and progress. Importantly, they examined the comparability of prediction by sex, race and ethnicity, and socioeconomic status. RESULTS Researchers reported medium to large correlations between MCAT total scores and medical student outcomes. Correlations between total UGPAs and medical student outcomes were similar but slightly lower. When MCAT scores and UGPAs were used together, they predicted student performance and progress better than either alone. Despite differences in average MCAT scores and UGPAs between students who self-identified as White or Asian and those from underrepresented racial and ethnic groups, predictive validity results were comparable. The same was true for students from different socioeconomic backgrounds, and for males and females. CONCLUSIONS These data demonstrate that MCAT scores add value to the prediction of medical student performance and progress and that applicants from different backgrounds who enter medical school with similar ranges of MCAT scores and UGPAs perform similarly in the curriculum.
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Affiliation(s)
- Joshua T Hanson
- J.T. Hanson is associate professor of medicine and associate dean for student affairs, University of Texas Health San Antonio, Joe R. and Teresa Lozano Long School of Medicine, San Antonio, Texas; ORCID: https://orcid.org/0000-0002-0591-9433
| | - Kevin Busche
- K. Busche is associate professor of neurology, Department of Clinical Neurosciences, and assistant dean, clerkship for undergraduate medical education, University of Calgary Cumming School of Medicine, Calgary, Alberta, Canada
| | - Martha L Elks
- M.L. Elks is professor of medical education and senior associate dean of educational affairs, Morehouse School of Medicine, Atlanta, Georgia
| | - Loretta E Jackson-Williams
- L.E. Jackson-Williams is professor of emergency medicine and vice dean of medical education, University of Mississippi Medical Center School of Medicine, Jackson, Mississippi; ORCID: https://orcid.org/0000-0002-5732-6453
| | - Robert A Liotta
- R.A. Liotta is associate dean of recruitment and admissions, F. Edward Hébert School of Medicine, Uniformed Services University, Bethesda, Maryland; ORCID: https://orcid.org/0000-0001-9217-5841
| | - Chad Miller
- C. Miller is professor of internal medicine and senior associate dean for undergraduate medical education, Saint Louis University School of Medicine, St. Louis, Missouri
| | - Cindy A Morris
- C.A. Morris is professor of microbiology and immunology and associate dean for admissions, Tulane University School of Medicine, New Orleans, Louisiana
| | - Barton Thiessen
- B. Thiessen is associate professor of anesthesia and assistant dean for admissions, Faculty of Medicine, Memorial University of Newfoundland, St. John's, Newfoundland, Canada
| | - Kun Yuan
- K. Yuan was director of MCAT research, Association of American Medical Colleges, Washington, DC, at the time this was written, and is now director of research and data science, Graduate Management Admission Council, Reston, Virginia
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Johnson MO, Fuchs JD, Sterling L, Sauceda JA, Saag MS, Fernandez A, Evans CH, Gandhi M. A mentor training workshop focused on fostering diversity engenders lasting impact on mentoring techniques: Results of a long-term evaluation. J Clin Transl Sci 2021; 5:e116. [PMID: 34221458 PMCID: PMC8223175 DOI: 10.1017/cts.2021.24] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/14/2021] [Revised: 02/19/2021] [Accepted: 03/09/2021] [Indexed: 11/24/2022] Open
Abstract
INTRODUCTION Trainees and investigators from underrepresented minority (URM) backgrounds face unique challenges to establishing successful careers in clinical and translational research. Structured training for mentors is an important mechanism to increase the diversity of the research workforce. This article presents data from an evaluation of the University of California, San Francisco (UCSF) Center for AIDS Research (CFAR) Mentoring the Mentors program aimed at improving mentors' competency in working with diverse mentees in HIV research. METHODS Mentors from around the USA who had in one of seven separate 2-day training workshops conducted from 2013 to 2020 were invited to participate in an online evaluation survey of their experiences with the training and their subsequent mentoring activities. RESULTS There was a high response rate (80%) among the 226 mentors invited to complete the survey. The 180 respondents were diverse in demographics, professional disciplines, and geographic distribution. Quantitative and qualitative data indicate a lasting positive impact of the training, with sustained improvements documented on a validated measure of self-appraised mentoring competency. Respondents also endorsed high interest in future, follow-up training with continued focus on topics related to mentoring in the context of diversity. CONCLUSION The evaluation of the UCSF CFAR Mentoring the Mentors program showed lasting impact in improving mentoring practices, coupled with high interest in continued in-depth training in areas focused on diversity, equity, and inclusion.
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Affiliation(s)
- Mallory O. Johnson
- Department of Medicine, University of California, San Francisco, San Francisco, USA
| | - Jonathan D. Fuchs
- Department of Medicine, University of California, San Francisco, San Francisco, USA
- San Francisco Department of Public Health, University of California, San Francisco, San Francisco, USA
| | - Lauren Sterling
- Department of Medicine, University of California, San Francisco, San Francisco, USA
| | - John A. Sauceda
- Department of Medicine, University of California, San Francisco, San Francisco, USA
| | - Michael S. Saag
- Department of Medicine, University of Alabama, Birmingham, USA
| | - Alicia Fernandez
- Department of Medicine, University of California, San Francisco, San Francisco, USA
| | | | - Monica Gandhi
- Department of Medicine, University of California, San Francisco, San Francisco, USA
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Vital Voices: HIV Prevention and Care Interventions Developed for Disproportionately Affected Communities by Historically Underrepresented, Early-Career Scientists. J Racial Ethn Health Disparities 2020; 8:1456-1466. [PMID: 33128188 PMCID: PMC7598237 DOI: 10.1007/s40615-020-00908-2] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/18/2020] [Revised: 10/21/2020] [Accepted: 10/23/2020] [Indexed: 12/19/2022]
Abstract
Abstract Background HIV prevention interventions which support engagement in care and increased awareness of biomedical options, including pre-exposure prophylaxis (PrEP), are highly desired for disproportionately affected Black/African American, Hispanic/Latinx and gay, bisexual, and other men who have sex with men (GBMSM) populations in the United States (US). However, in almost 40 years of HIV research, few interventions have been developed directly by and for these priority populations in domestic counties most at risk. We submit that interventions developed by early-career scientists who identify with and work directly with affected subgroups, and which include social and structural determinants of health, are vital as culturally tailored HIV prevention and care tools. Methods We reviewed and summarized interventions developed from 2007 to 2020 by historically underrepresented early-career HIV prevention scientists in a federally funded research mentoring program. We mapped these interventions to determine which were in jurisdictions deemed as high priority (based on HIV burden) by national prevention strategies. Results We summarized 11 HIV interventions; 10 (91%) of the 11 interventions are in geographic areas where HIV disparities are most concentrated and where new HIV prevention and care activities are focused. Each intervention addresses critical social and structural determinants of health disparities, and successfully reaches priority populations. Conclusion Focused funding that supports historically underrepresented scientists and their HIV prevention and care intervention research can help facilitate reaching national goals to reduce HIV-related disparities and end the HIV epidemic. Maintaining these funding streams should remain a priority as one of the tools for national HIV prevention.
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Stoff DM, Zea MC, Rodriguez-Diaz CE. Mentoring Programs by and for a New Generation of Latino Investigators in Behavioral-Social Science HIV Research. Ethn Dis 2020; 30:305-312. [PMID: 32346276 PMCID: PMC7186056 DOI: 10.18865/ed.30.2.305] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
Abstract
Latinos represent a critical resource of talent that could be cultivated to expand the HIV research workforce. However, their rapid growth, as the largest and fastest growing ethnic minority group in the US population, has yet to translate into a significant increase in Latino health academic researchers. Historically, strategies to build a diverse research workforce have grouped together individuals from underrepresented minority populations obscuring significance between and within group differences. This limits approaches that are responsive to the diversity of needs and experiences of emerging investigators from underrepresented groups. In this article, we discuss challenges associated with heterogeneity of Latinos and barriers that impede research independence/career success in the context of a review of Latino-investigator targeted mentorship approaches on the behavioral-social science of HIV infection. Mentorship workforce strategies could benefit from a personalized framework emphasizing individualized and tailored approaches to address the limitations and gaps in knowledge regarding Latino research development. This perspective encourages increased emphasis on organizational and structural processes to aid in overcoming institutional-level barriers that impede research and career development. Recommendations are proposed for features and components of effective mentorship programs that will lead to robust outcomes for strengthening the Latino research workforce in the HIV research field and elsewhere.
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Affiliation(s)
- David M. Stoff
- Department of Psychological and Brain Sciences, George Washington University, Washington, DC
| | - Maria Cecilia Zea
- Department of Psychological and Brain Sciences, George Washington University, Washington, DC
| | - Carlos E. Rodriguez-Diaz
- Department of Prevention and Community Health, Milken Institute School of Public Health, George Washington University, Washington DC
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Velásquez GE, Huaman MA, Powell KR, Cohn SE, Swaminathan S, Outlaw M, Schulte G, McNeil Q, Currier JS, Del Rio C, Castillo-Mancilla J. Outcomes of a Career Development Program for Underrepresented Minority Investigators in the AIDS Clinical Trials Group. Open Forum Infect Dis 2019; 6:ofz069. [PMID: 30895207 PMCID: PMC6419986 DOI: 10.1093/ofid/ofz069] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/09/2019] [Accepted: 02/10/2019] [Indexed: 02/02/2023] Open
Abstract
We surveyed awardees of the Minority HIV Investigator Mentoring Program (MHIMP) of the AIDS Clinical Trials Group. Most reported clinical specialization in infectious diseases or HIV medicine (86%), and all but 1 (95%) are engaged in medical/health sciences research. The MHIMP helped retain early-career minority investigators in HIV/AIDS-related research.
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Affiliation(s)
- Gustavo E Velásquez
- Division of Infectious Diseases, Department of Medicine, Brigham and Women's Hospital, Boston, Massachusetts.,Department of Global Health and Social Medicine, Harvard Medical School, Boston, Massachusetts
| | - Moises A Huaman
- Division of Infectious Diseases, Department of Internal Medicine, University of Cincinnati College of Medicine, Cincinnati, Ohio
| | - Kimberly R Powell
- Woodruff Health Sciences Center Library, Library and Information Technology, Emory University, Atlanta, Georgia
| | - Susan E Cohn
- Division of Infectious Diseases, Department of Medicine, Northwestern University Feinberg School of Medicine, Chicago, Illinois
| | - Shobha Swaminathan
- Division of Infectious Diseases, Department of Medicine, Rutgers New Jersey Medical School, Newark, New Jersey
| | - Martine Outlaw
- Social & Scientific Systems, Inc., Silver Spring, Maryland
| | - Gail Schulte
- Social & Scientific Systems, Inc., Silver Spring, Maryland
| | | | - Judith S Currier
- Division of Infectious Diseases, Department of Medicine, University of California Los Angeles, Los Angeles, California
| | - Carlos Del Rio
- Division of Infectious Diseases, Department of Medicine, Emory University School of Medicine, Atlanta, Georgia.,Hubert Department of Global Health, Emory University Rollins School of Public Health, Atlanta, Georgia
| | - Jose Castillo-Mancilla
- Division of Infectious Diseases, Department of Medicine, University of Colorado-Anschutz Medical Campus, Aurora, Colorado
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