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Andronikou S, Elsingergy MM, Hailu T, Mekete Y, Wieczkowski S, Otero HJ, Darge K. A "global village": promoting research and careers in the pediatric radiology community through diversity. Pediatr Radiol 2024; 54:407-412. [PMID: 36853376 DOI: 10.1007/s00247-023-05630-9] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/06/2022] [Revised: 02/07/2023] [Accepted: 02/11/2023] [Indexed: 03/01/2023]
Abstract
There is a severe shortage of pediatric radiologists in the USA and across the globe due to multiple factors. These severe shortages, along with increased clinical demand, growing research costs and limited funding sources place pediatric radiologists, particularly those in academic departments, under increasing time pressure, affecting their ability to maintain research productivity. In this paper, we model a new concept that should help boost the research efforts within the pediatric radiology community, while diversifying the academic workforce through the involvement of international medical graduates (IMGs). We describe the mutual advantages this concept could have on academic pediatric radiology departments and IMGs alike, as well as pose some of the unique challenges that could impact this concept and effective strategies to ensure success.
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Affiliation(s)
- Savvas Andronikou
- Department of Radiology, Children's Hospital of Philadelphia, 3401 Civic Center Blvd., Philadelphia, PA, 19104, USA
- Perelman School of Medicine at the University of Pennsylvania, Philadelphia, PA, USA
| | - Mohamed M Elsingergy
- Department of Radiology, Children's Hospital of Philadelphia, 3401 Civic Center Blvd., Philadelphia, PA, 19104, USA.
| | - Tigist Hailu
- Department of Radiology, Children's Hospital of Philadelphia, 3401 Civic Center Blvd., Philadelphia, PA, 19104, USA
| | - Yadel Mekete
- Department of Radiology, Children's Hospital of Philadelphia, 3401 Civic Center Blvd., Philadelphia, PA, 19104, USA
| | - Sydney Wieczkowski
- Department of Radiology, Children's Hospital of Philadelphia, 3401 Civic Center Blvd., Philadelphia, PA, 19104, USA
| | - Hansel J Otero
- Department of Radiology, Children's Hospital of Philadelphia, 3401 Civic Center Blvd., Philadelphia, PA, 19104, USA
- Perelman School of Medicine at the University of Pennsylvania, Philadelphia, PA, USA
| | - Kassa Darge
- Department of Radiology, Children's Hospital of Philadelphia, 3401 Civic Center Blvd., Philadelphia, PA, 19104, USA
- Perelman School of Medicine at the University of Pennsylvania, Philadelphia, PA, USA
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2
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Alegría M, Thurston IB, Cheng M, Herrera C, Markle SL, O'Malley IS, Porter D, Estrada R, Giraldo-Santiago N. A Learning Assessment to Increase Diversity in Academic Health Sciences. JAMA HEALTH FORUM 2024; 5:e235412. [PMID: 38393720 DOI: 10.1001/jamahealthforum.2023.5412] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/25/2024] Open
Abstract
Importance Strategies and innovations to advance racial and ethnic equity in recruitment, promotion, and retention at academic health science institutions are needed. Objective This learning assessment aims to isolate evidence-based strategies to advance racial equity in the academic health sciences, which have implications for policy and institution-level interventions. Evidence Review This learning assessment used a mixed-methods approach, including a quantitative survey, qualitative in-depth interviews, and a scoping literature review. Survey respondents were recruited from outreach lists that included researchers working with racial and ethnic minoritized populations. In-depth interviews were conducted among 60 university administrators, faculty/staff, scholars, students, and individuals affiliated with governmental, nongovernmental, and identity-based professional associations. A search of the literature in PsycINFO, MEDLINE, ERIC, Education Source, Academic Search Ultimate, and CINAHL was conducted for the scoping review. The scoping review included 366 primary articles of studies evaluating strategies to advance racial and ethnic equity at academic health science institutions. Findings The survey yielded analyzable results from 328 individuals, including faculty, students, administrators, or staff, and individuals not currently employed at or enrolled full time at a university or college. The interviews included 60 participants with a mean (SD) age of 49.3 (16.5) years, and 39 (65%) were female. The scoping review included 366 primary research articles that met inclusion criteria for analysis. Data were analyzed individually across the survey, interviews, and scoping review, and findings were triangulated. While each of the 3 assessments yielded unique findings, 13 common themes emerged across all project components. Results revealed strategies implemented and evaluated successfully, as well as challenges and barriers to advancing equity in the academic health sciences. Conclusions and Relevance In this study, 13 meaningful strategies emerged across the survey, in-depth interviews, and scoping review. Through triangulation of findings, recommendations of actionable steps were made.
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Affiliation(s)
- Margarita Alegría
- Disparities Research Unit, Department of Medicine, Massachusetts General Hospital Mongan Institute, Boston
- Department of Medicine, Harvard Medical School, Boston, Massachusetts
- Department of Psychiatry, Harvard Medical School, Boston, Massachusetts
| | - Idia Binitie Thurston
- CHANGE Lab, Northeastern University, Boston, Massachusetts
- Institute for Health Equity and Social Justice Research, Northeastern University, Boston, Massachusetts
- Department of Health Sciences and Applied Psychology, Northeastern University, Boston, Massachusetts
- Department of Psychological and Brain Sciences, College of Arts and Sciences, Texas A&M University, College Station
| | - Michelle Cheng
- Disparities Research Unit, Department of Medicine, Massachusetts General Hospital Mongan Institute, Boston
| | | | - Sheri Lapatin Markle
- Disparities Research Unit, Department of Medicine, Massachusetts General Hospital Mongan Institute, Boston
| | | | - Danielle Porter
- Department of Psychological and Brain Sciences, College of Arts and Sciences, Texas A&M University, College Station
| | - Rodolfo Estrada
- Warren Alpert Medical School, Brown University, Providence, Rhode Island
| | - Natalia Giraldo-Santiago
- Center for Health Outcomes and Interdisciplinary Research, Massachusetts General Hospital, Boston
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Fahim C, Kasperavicius D, Beckett R, Quinn de Launay K, Chandraraj A, Crupi A, Theivendrampillai S, Straus SE. Funding change: An environmental scan of research funders’ knowledge translation strategic plans and initiatives across 10 high-income countries/regions. Facets (Ott) 2023. [DOI: 10.1139/facets-2022-0124] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/27/2023] Open
Abstract
Knowledge translation (KT) is the science and practice of dissemination and implementation of evidence. We describe how research funders operationalize and evaluate KT initiatives, identify challenges and opportunities, and suggest strategic considerations for KT support. We conducted an environmental scan, which included a systematic search of published and grey literature and a focus group with Canadian funders. A total of 130 published articles and 2415 grey literature sources were screened; 212 unique data sources were included. Published literature commonly described KT initiatives related to “KT practice and science funding.” These initiatives commonly provided funds for infrastructure development (e.g., clinical technologies, database subscriptions) to facilitate translational or applied research to address regional health priorities. Of the articles, 44% outlined an evaluation plan; few provided validated KT metrics. In the grey literature, 364 initiatives were described; the most commonly described initiatives related to “exchange and integrated KT.” Focus group participants hoped to see increased resources to support KT, exchange opportunities with policy/decision-makers, and evaluate KT initiatives. Funders completed various KT initiatives, which tended to engage stakeholders to set research priorities, collaborate with a range of stakeholders, build KT capacity, and mandate KT requirements. We provide six considerations for funders to support KT.
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Affiliation(s)
- Christine Fahim
- Knowledge Translation Program, Li Ka Shing Knowledge Institute, Unity Health Toronto, 30 Bond St, Toronto, M5B 1W8, Canada
| | - Danielle Kasperavicius
- Knowledge Translation Program, Li Ka Shing Knowledge Institute, Unity Health Toronto, 30 Bond St, Toronto, M5B 1W8, Canada
| | - Robyn Beckett
- Knowledge Translation Program, Li Ka Shing Knowledge Institute, Unity Health Toronto, 30 Bond St, Toronto, M5B 1W8, Canada
| | - Keelia Quinn de Launay
- Knowledge Translation Program, Li Ka Shing Knowledge Institute, Unity Health Toronto, 30 Bond St, Toronto, M5B 1W8, Canada
| | - Arthana Chandraraj
- Knowledge Translation Program, Li Ka Shing Knowledge Institute, Unity Health Toronto, 30 Bond St, Toronto, M5B 1W8, Canada
| | - Amanda Crupi
- Canadian Institutes of Health Research, 160 Elgin Street, 10th Floor, Ottawa, K1A 0W9, Canada
| | - Suvabna Theivendrampillai
- Knowledge Translation Program, Li Ka Shing Knowledge Institute, Unity Health Toronto, 30 Bond St, Toronto, M5B 1W8, Canada
| | - Sharon E. Straus
- Knowledge Translation Program, Li Ka Shing Knowledge Institute, Unity Health Toronto, 30 Bond St, Toronto, M5B 1W8, Canada
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Luo H, Zhou W, Song W. The isolated choice effect: An underlying psychological mechanism influencing racial diversity in organizations. Front Psychol 2022; 13:964959. [PMID: 36059735 PMCID: PMC9435528 DOI: 10.3389/fpsyg.2022.964959] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2022] [Accepted: 07/25/2022] [Indexed: 11/18/2022] Open
Abstract
With the view toward improving the racial diversity in organizations, this work seeks to uncover the reasons why larger groups have an advantage in terms of job opportunities. Based on people’s preference for diversity in commodity selection, we propose a potential feature that may exist in human resource management and call it the isolated choice effect, which unconsciously affects the racial diversity of organizations. Specifically, when making selections in isolation (i.e., when they are responsible for selecting a single person at a time), people are less likely to choose the one whose race would increase group diversity than when making selections in collections (i.e., when they are responsible for selecting several people at a time). We set up eight experiments (n = 2,792) in which participants make hiring or firing decisions among choices that are more white people than black people. We find that participants in the isolated choice group are less likely to choose black people, the smaller group, than those in the collective choice group. Our results show a potentially important contributing factor to the underrepresentation of black people in many organizations because hires are often made in isolation while layoffs are often made in collections, which provides a starting point for improving racial diversity in organizations by avoiding the isolated choice effect.
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Advancing diversity, equity, and inclusion within clinical and translational science training programs: A qualitative content analysis of the training breakout session at the national CTSA program meeting. J Clin Transl Sci 2022; 6:e110. [PMID: 36285024 PMCID: PMC9549480 DOI: 10.1017/cts.2022.442] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/25/2022] [Revised: 07/28/2022] [Accepted: 08/08/2022] [Indexed: 01/12/2023] Open
Abstract
Background Diversity, equity, and inclusion (DEI) in clinical and translational science (CTS) are paramount to driving innovation and increasing health equity. One important area for improving diversity is among trainees in CTS programs. This paper reports on findings from a special session at the November 2020 Clinical and Translational Science Award (CTSA) national program meeting that focused on advancing diversity and inclusion within CTS training programs. Methods Using qualitative content analysis, we identified approaches brought forth to increase DEI in KL2 career development and other training programs aimed at early-stage CTS investigators, beyond the six strategies put forth to guide the breakout session (prioritizing representation, building partnerships, making it personal, designing program structure, improving through feedback, and winning endorsement). We used an inductive qualitative content analysis approach to identify themes from a transcript of the panel of KL2 program leaders centered on DEI in training programs. Results We identified four themes for advancing DEI within CTS training programs: 1) institutional buy-in; 2) proactive recruitment efforts; 3) an equitable application process; and 4) high-quality, diverse mentorship. Conclusion Implementing these strategies in CTS and other training programs will be an important step for advancing DEI. However, processes need to be established to evaluate the implementation and effectiveness of these strategies through continuous quality improvement, a key component of the CTSA program. Training programs within the CTSA are well-positioned to be leaders in this critical effort to increase the diversity of the scientific workforce.
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Hoyo V, Shah RC, Dave G, Volkov BB. Integrating special and underserved populations in translational research: Environmental scan of adaptive capacity and preparedness of Clinical and Translational Science Award (CTSA) program hubs. J Clin Transl Sci 2022; 6:e89. [PMID: 35989859 PMCID: PMC9379934 DOI: 10.1017/cts.2022.414] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/24/2022] [Revised: 05/26/2022] [Accepted: 05/31/2022] [Indexed: 11/25/2022] Open
Abstract
The COVID-19 pandemic has exacerbated health disparities and rendered them acutely more visible. Special and underrepresented populations need to be fully integrated into the translational research process from the very beginning and all the way through. This article presents findings and rapid analysis mini-case studies from the Environmental Scan (E-Scan) of adaptive capacity and preparedness of Clinical and Translational Science Award hubs, specific to the goal of integrating special and vulnerable populations in different institutional research settings. In our discussion of the findings and case studies, we flexibly apply local adaptive capacity framework concepts and characteristics, and, whenever possible, we present ideas on how to enhance capacity in those areas, based on the challenges and practices identified through the E-Scan. Although the past year has recorded incredible achievements in vaccine development, clinical trials, diagnostics, and overall biomedical research, these successes continue to be hampered by our inability to turn them into achievements equally available and accessible to all populations.
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Affiliation(s)
- Verónica Hoyo
- Northwestern University Clinical and Translational Sciences Institute (NUCATS), Northwestern University, Chicago, IL, USA
- Clinical and Translational Research Institute, University of California, San Diego, La Jolla, CA, USA
| | - Raj C. Shah
- Institute for Translational Medicine, The University of Chicago, Rush University Medical Center, Chicago, IL, USA
- Department of Family Medicine, Rush Alzheimer’s Disease Center, Rush University Medical Center, Chicago, IL, USA
- Center for Community Health Equity, Rush University, DePaul University, Chicago, IL, USA
| | - Gaurav Dave
- Department of Medicine, University of North Carolina, Chapel Hill, NC, USA
- North Carolina Translational and Clinical Sciences Institute, University of North Carolina, Chapel Hill, NC, USA
| | - Boris B. Volkov
- University of Minnesota Clinical and Translational Science Institute, Minneapolis, MN, USA
- Institute for Health Informatics and Division of Epidemiology and Community Health, University of Minnesota, Minneapolis, MN, USA
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7
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Eakin BL, Ianni PA, Byks-Jazayeri C, Ellingrod VL, Woolford SJ. Reimagining a summer research program during COVID: Strategies for enhancing research workforce diversity. J Clin Transl Sci 2022; 6:e37. [PMID: 35433036 PMCID: PMC9003631 DOI: 10.1017/cts.2022.371] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2021] [Revised: 02/21/2022] [Accepted: 02/22/2022] [Indexed: 11/07/2022] Open
Abstract
Well-designed, accessible short-term research training programs are needed to recruit and retain underrepresented persons into clinical and translational research training programs and diversify the workforce. The Michigan Institute for Clinical and Health Research developed a summer research program, training over 270 students in 15 years. In response to the 2020 COVID-19 pandemic, we pivoted swiftly from an in-person format to a fully remote format. We describe this process, focusing on factors of diversity, equity, and inclusion including enabling student participation in remote research activities. We collected data about students' learning experiences since the program's inception; therefore, we could evaluate the impact of remote vs. in-person formats. We examined data from five cohorts: three in-person (2017-2019; n = 57) and two remote (2020-2021; n = 45). While there was some concern about the value of participating in a remote format, overall students in both formats viewed the program favorably, with students in the remote cohorts rating some aspects of the program significantly more favorably. In addition, more students who identified as Black or African American participated in the remote format than in the in-person format. We describe lessons learned from this unprecedented challenge and future program directions.
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Affiliation(s)
- Brenda L. Eakin
- Michigan Institute for Clinical and Health Research, University of Michigan, Ann Arbor, MI, USA
| | - Phillip A. Ianni
- Michigan Institute for Clinical and Health Research, University of Michigan, Ann Arbor, MI, USA
| | - Christy Byks-Jazayeri
- Michigan Institute for Clinical and Health Research, University of Michigan, Ann Arbor, MI, USA
| | - Vicki L. Ellingrod
- Michigan Institute for Clinical and Health Research, University of Michigan, Ann Arbor, MI, USA
- College of Pharmacy, University of Michigan, Ann Arbor, MI, USA
| | - Susan J. Woolford
- Michigan Institute for Clinical and Health Research, University of Michigan, Ann Arbor, MI, USA
- Department of Pediatrics, University of Michigan, Ann Arbor, MI, USA
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8
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Mittendorf KF, Knerr S, Kauffman TL, Lindberg NM, Anderson KP, Feigelson HS, Gilmore MJ, Hunter JE, Joseph G, Kraft SA, Zepp JM, Syngal S, Wilfond BS, Goddard KAB. Systemic Barriers to Risk-Reducing Interventions for Hereditary Cancer Syndromes: Implications for Health Care Inequities. JCO Precis Oncol 2021; 5:PO.21.00233. [PMID: 34778694 PMCID: PMC8585306 DOI: 10.1200/po.21.00233] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/25/2021] [Revised: 09/21/2021] [Accepted: 09/28/2021] [Indexed: 11/20/2022] Open
Affiliation(s)
- Kathleen F. Mittendorf
- Department of Translational and Applied Genomics, Center for Health Research, Kaiser Permanente Northwest, Portland, OR
| | - Sarah Knerr
- School of Public Health, University of Washington, Seattle, WA
| | - Tia L. Kauffman
- Department of Translational and Applied Genomics, Center for Health Research, Kaiser Permanente Northwest, Portland, OR
| | - Nangel M. Lindberg
- Department of Translational and Applied Genomics, Center for Health Research, Kaiser Permanente Northwest, Portland, OR
| | | | | | - Marian J. Gilmore
- Department of Translational and Applied Genomics, Center for Health Research, Kaiser Permanente Northwest, Portland, OR
| | - Jessica Ezzell Hunter
- Department of Translational and Applied Genomics, Center for Health Research, Kaiser Permanente Northwest, Portland, OR
| | - Galen Joseph
- Department of Humanities and Social Sciences, University of California, San Francisco, School of Medicine, San Francisco, CA
| | - Stephanie A. Kraft
- Treuman Katz Center for Pediatric Bioethics, Seattle Children's Hospital and Research Institute, Seattle, WA
- Department of Pediatrics, University of Washington School of Medicine, Seattle, WA
| | - Jamilyn M. Zepp
- Department of Translational and Applied Genomics, Center for Health Research, Kaiser Permanente Northwest, Portland, OR
| | - Sapna Syngal
- Dana Farber Cancer Institute, Boston, MA
- Harvard Medical School, Boston, MA
- Brigham and Women's Hospital, Boston, MA
| | - Benjamin S. Wilfond
- Treuman Katz Center for Pediatric Bioethics, Seattle Children's Hospital and Research Institute, Seattle, WA
- Department of Pediatrics, University of Washington School of Medicine, Seattle, WA
| | - Katrina A. B. Goddard
- Department of Translational and Applied Genomics, Center for Health Research, Kaiser Permanente Northwest, Portland, OR
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9
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Coaching tailored by stages: A valuable educational strategy to achieve independence in research. J Clin Transl Sci 2021; 5:e141. [PMID: 34422321 PMCID: PMC8358839 DOI: 10.1017/cts.2021.804] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/16/2021] [Revised: 05/26/2021] [Accepted: 06/10/2021] [Indexed: 11/23/2022] Open
Abstract
This study presents an individualized coaching approach tailored to the stages of proximity of promising scientists interested in becoming independently funded researchers in the context of a minority-serving institution. This strategy defined the participant’s stage of proximity by their number of first-author publications in peer-reviewed journals and their track record in submitting research grants. We argue that coaching tailored by stages is an asset to maintain the enthusiasm, persistence, and positive attitude of promising scientists as they try to reach independent investigator status. Furthermore, this valuable educational approach supports the development of management and leadership skills in defined scientific domains.
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Norman MK, Lotrecchiano GR. Translating the learning sciences into practice: A primer for clinical and translational educators. J Clin Transl Sci 2021; 5:e173. [PMID: 34733549 PMCID: PMC8532184 DOI: 10.1017/cts.2021.840] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/12/2021] [Revised: 08/08/2021] [Accepted: 08/12/2021] [Indexed: 12/23/2022] Open
Abstract
The learning sciences have yielded a wealth of insights about the mechanisms and conditions that promote learning, yet the findings from this body of research often do not make their way into educational practice. This fundamentally translational problem is one we believe that educators from translational fields, with their evidence-based orientation and familiarity with the challenges and importance of translation, are well-positioned to address. Here, we provide a primer on the learning sciences to guide educators in the Clinical and Translational Science Institutes and other organizations that train translational researchers. We (a) describe the unique teaching and learning environment in which this training occurs, and why it necessitates attention to learning research and its appropriate application, (b) explain what the learning sciences are, (c) distill the complex science of learning into core principles, (d) situate recent developments in the field within these principles, and (e) explain, in practical terms, how these principles can inform our teaching.
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Affiliation(s)
- Marie K. Norman
- Innovative Design for Education and Assessment (IDEA) Lab, Institute for Clinical Research Education, University of Pittsburgh, Pittsburgh, PA, USA
| | - Gaetano R. Lotrecchiano
- Department of Clinical Research and Leadership, Instructional Core for Advocacy, Research, and Excellence In Teaching and Learning (ICare), George Washington University School of Medicine and Health Sciences, Washington, DC, USA
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11
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Corsino L, Fuller AT. Educating for diversity, equity, and inclusion: A review of commonly used educational approaches. J Clin Transl Sci 2021; 5:e169. [PMID: 34733545 PMCID: PMC8532179 DOI: 10.1017/cts.2021.834] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/10/2021] [Revised: 07/29/2021] [Accepted: 08/02/2021] [Indexed: 01/29/2023] Open
Abstract
Diversity, equity, and inclusion (DEI) are fundamentally important concepts for advancing clinical and translational science (CTS) education. CTS education spans a wide range of disciplines from cell biology to clinical and community/population research. This large scope both in terms of intellectual areas and target groups requires an understanding of existing educational approaches for DEI as we translate DEI from mere concepts into equitable actions within CTS education. In this review, we provide the readers with the most common DEI educational approaches, including cultural humility, bias training, and improving mentoring to diversify the workforce. DEI educational materials can achieve maximal success and long-term impact when implemented as institutional-wide interventions, and the materials are not seen as an isolated or independent curriculum. Approaches, strategies, and programs to achieve this are many. However, many questions remain unanswered about what the best approach, strategies, and programs are to be implemented in institutional-wide education that will be embedded in CTS education.
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Affiliation(s)
- Leonor Corsino
- Department of Medicine, Division of Endocrinology, Metabolism, and Nutrition, Duke School of Medicine, Durham, North Carolina, USA
- Duke Clinical and Translational Science Institute, Community-Engaged Research Initiative Core, Duke School of Medicine, Durham, North Carolina, USA
| | - Anthony T. Fuller
- Department of Neurosurgery, Division of Global Neurosurgery and Neurology, Duke University School of Medicine, Durham, North Carolina, USA
- Duke Global Health Institute, Duke University, Durham, North Carolina, USA
- Duke Clinical and Translational Science Institute, Center for Pathway Programs, Duke School of Medicine, Durham, North Carolina, USA
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12
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The Research Centers in Minority Institutions (RCMI) Consortium: A Blueprint for Inclusive Excellence. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18136848. [PMID: 34202383 PMCID: PMC8296926 DOI: 10.3390/ijerph18136848] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/07/2021] [Revised: 06/11/2021] [Accepted: 06/17/2021] [Indexed: 11/17/2022]
Abstract
The Research Centers in Minority Institutions, (RCMI) Program was established by Congress to address the health research and training needs of minority populations, by preparing future generations of scientists at these institutions, with a track record of producing minority scholars in medicine, science, and technology. The RCMI Consortium consists of the RCMI Specialized Centers and a Coordinating Center (CC). The RCMI-CC leverages the scientific expertise, technologies, and innovations of RCMI Centers to accelerate the delivery of solutions to address health disparities in communities that are most impacted. There is increasing recognition that the gap in representation of racial/ethnic groups and women is perpetuated by institutional cultures lacking inclusion and equity. The objective of this work is to provide a framework for inclusive excellence by developing a systematic evaluation process with common data elements that can track the inter-linked goals of workforce diversity and health equity. At its core, the RCMI Program embodies the trinity of diversity, equity, and inclusion. We propose a realist evaluation framework and a logic model that integrates the institutional context to develop common data metrics for inclusive excellence. The RCMI-CC will collaborate with NIH-funded institutions and research consortia to disseminate and scale this model.
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13
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Hedges JR, Soliman KFA, Southerland WM, D’Amour G, Fernández-Repollet E, Khan SA, Kumar D, Shikuma CM, Rivers BM, Yates CC, Yanagihara R, Thompson WE, Bond VC, Harris-Hooker S, McClure SA, Ofili EO. Strengthening and Sustaining Inter-Institutional Research Collaborations and Partnerships. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:2727. [PMID: 33800316 PMCID: PMC7967451 DOI: 10.3390/ijerph18052727] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 12/07/2020] [Revised: 02/06/2021] [Accepted: 03/01/2021] [Indexed: 11/16/2022]
Abstract
Inter-institutional collaborations and partnerships play fundamental roles in developing and diversifying the basic biomedical, behavioral, and clinical research enterprise at resource-limited, minority-serving institutions. In conjunction with the Research Centers in Minority Institutions (RCMI) Program National Conference in Bethesda, Maryland, in December 2019, a special workshop was convened to summarize current practices and to explore future strategies to strengthen and sustain inter-institutional collaborations and partnerships with research-intensive majority-serving institutions. Representative examples of current inter-institutional collaborations at RCMI grantee institutions are presented. Practical approaches used to leverage institutional resources through collaborations and partnerships within regional and national network programs are summarized. Challenges and opportunities related to such collaborations are provided.
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Grants
- U01GM132771 NIGMS NIH HHS
- U54 MD007582 NIMHD NIH HHS
- U13MD014961 NIMHD NIH HHS
- UL1 TR002378 NCATS NIH HHS
- G12 MD007590 NIMHD NIH HHS
- U54MD007579, U54MD007582, U54MD007585, U54MD007590, U54MD007595, U54MD007597,U54MD007600, U54MD007601, U54MD007602, and U54MD012392. NIMHD NIH HHS
- U54 MD007590 NIMHD NIH HHS
- U54MD007584, U54MD008149, U24MD015970, and R25MD007589. NIMHD NIH HHS
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Affiliation(s)
- Jerris R. Hedges
- Department of Medicine and Surgery, John A. Burns School of Medicine, University of Hawaii at Manoa, Honolulu, HI 96813, USA
| | - Karam F. A. Soliman
- Department of Basic Pharmaceutical Sciences, College of Pharmacy and Pharmaceutical Sciences, Florida Agricultural and Mechanical University, Tallahassee, FL 32307, USA;
| | - William M. Southerland
- Department of Biochemistry & Molecular Biology, College of Medicine, Howard University, Washington, DC 20059, USA;
| | - Gene D’Amour
- Office of the President, Xavier University of Louisiana, New Orleans, LA 70125, USA;
| | - Emma Fernández-Repollet
- Department of Pharmacology & Toxicology, University of Puerto Rico Medical Sciences Campus, San Juan, PR 00936, USA;
| | - Shafiq A. Khan
- Department of Biological Sciences, Clark Atlanta University, Atlanta, GA 30314, USA;
| | - Deepak Kumar
- Julius L. Chambers Biomedical/Biotechnology Research Institute, North Carolina Central University, Durham, NC 27707, USA;
| | - Cecilia M. Shikuma
- Department of Medicine and Hawaii Center for AIDS, John A. Burns School of Medicine, University of Hawaii at Manoa, Honolulu, HI 96813, USA;
| | - Brian M. Rivers
- Cancer Health Equity Institute, Morehouse School of Medicine, Atlanta, GA 30310, USA;
| | - Clayton C. Yates
- Department of Biology and Center for Cancer Research, Tuskegee University, Tuskegee, AL 36088, USA;
| | - Richard Yanagihara
- Department of Pediatrics, John A. Burns School of Medicine, University of Hawaii at Manoa, Honolulu, HI 96813, USA;
| | - Winston E. Thompson
- Department of Physiology and Obstetrics & Gynecology, Morehouse School of Medicine, Atlanta, GA 30310, USA;
| | - Vincent Craig Bond
- Department of Microbiology, Biochemistry & Immunology, Morehouse School of Medicine, Atlanta, GA 30310, USA;
| | - Sandra Harris-Hooker
- Department of Pathology & Anatomy, Morehouse School of Medicine, Atlanta, GA 30310, USA;
| | - Shelia A. McClure
- Office of Research Development, Morehouse School of Medicine, Atlanta, GA 30310, USA;
| | - Elizabeth O. Ofili
- Department of Medicine, Morehouse School of Medicine, Atlanta, GA 30310, USA;
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Scientometric analysis of the Puerto Rico Clinical and Translational Research Consortium (PRCTRC) research publications, 2010-2018. J Clin Transl Sci 2020; 5:e4. [PMID: 33948234 PMCID: PMC8057457 DOI: 10.1017/cts.2020.43] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022] Open
Abstract
We analyzed the publication productivity supported by the Puerto Rico Consortium for Clinical and Translational Research (PRCTRC) using the structured process of scientometrics. The objective of this study was to evaluate the impact of the research and collaborations as presented in publications. Manuscripts published from 2010 to 2018 and that had the PRCTRC award number and a PMCID number were retrieved from the Science Citation Index database. Scientometric indicators included h-index (HI), average citation (AC), collaboration coefficient (CC), collaboration index (CI), and degree of collaboration (DC) analysis, and relative citation ratio (RCR) was done with Web of Science Platform, iCite, and Stata software. Joinpoint Trend Analysis Software was used to calculate the annual percent change (APC). From 2010 to 2018, 341 publications were identified with an average of 38 publications per year and a total of 3569 citations excluding self-citations. A significant growth (APC: 17.76%, P < 0.05) of scientific production was observed. The overall HI was 31, and the AC per item was 11.04. The overall CC was 0.82, the CI was 8.59, and the DC was 99.1%. This study demonstrates a statistically significant increase in the PRCTRC scientific production. Results allow for the assessment of the progress resulting from the provided support and to plan further strategies accordingly.
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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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Edwalds-Gilbert G. Building bridges between basic science and clinical medicine: a liberal arts perspective. MEDICAL SCIENCE PULSE 2019. [DOI: 10.5604/01.3001.0013.1451] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
Abstract
A critical issue for improving global health care is to better integrate basic science and clinical practice, as such integration will lead to innovative solutions. In this article, I will present models for how to prepare students to participate effectively on multidisciplinary teams that foster cooperation between scientists, medical centers, biotechnology businesses, and governmental bodies. I will provide examples of training programs in the United States (USA) designed to increase the number of and diversity of scientists and clinicians engaged in bridging basic science and clinical medicine, also called translational research. The training programs target different stages in career development, from pre-medical students through early career faculty, and have varied organisational structures. Many of the programs have existed long enough for institutions to be able to evaluate their effectiveness, and despite the different program contexts, there are key characteristics common to all of the programs that correlate with successful outcomes. Many of these characteristics can be adapted to other career stages and settings. I will summarize these and describe an example of an interdisciplinary, integrated science course for undergraduates that introduces students at the earliest stage of their careers to addressing complex problems through teamwork. Finally, I will provide suggestions for how other institutions can implement training programs that will build bridges between basic science and clinical medicine.
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Affiliation(s)
- Gretchen Edwalds-Gilbert
- Fulbright Scholar, Institute for Genetics and Biotechnology, University of Warsaw, Poland, Claremont McKenna, Pitzer, and Scripps Colleges, Claremont, California, USA
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Ofili EO, Tchounwou PB, Fernandez-Repollet E, Yanagihara R, Akintobi TH, Lee JE, Malouhi M, Garner ST, Hayes TT, Baker AR, Dent AL, Abdelrahim M, Rollins L, Chang SP, Sy A, Hernandez BY, Bullard PL, Noel RJ, Shiramizu B, Hedges JR, Berry MJ, Bond VC, Lima MF, Mokuau N, Kirken RA, Cruz-Correa M, Sarpong DF, Vadgama J, Yates C, Kahn SA, Soliman KF, Perry G, Pezzano M, Luciano CA, Barnett ME, Oyekan A, Kumar D, Norris KC. The Research Centers in Minority Institutions (RCMI) Translational Research Network: Building and Sustaining Capacity for Multi-Site Basic Biomedical, Clinical and Behavioral Research. Ethn Dis 2019; 29:135-144. [PMID: 30906162 PMCID: PMC6428183 DOI: 10.18865/ed.29.s1.135] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/16/2022] Open
Abstract
The Research Centers in Minority Institutions (RCMI) program was established by the US Congress to support the development of biomedical research infrastructure at minority-serving institutions granting doctoral degrees in the health professions or in a health-related science. RCMI institutions also conduct research on diseases that disproportionately affect racial and ethnic minorities (ie, African Americans/Blacks, American Indians and Alaska Natives, Hispanics, Native Hawaiians and Other Pacific Islanders), those of low socioeconomic status, and rural persons. Quantitative metrics, including the numbers of doctoral science degrees granted to underrepresented students, NIH peer-reviewed research funding, peer-reviewed publications, and numbers of racial and ethnic minorities participating in sponsored research, demonstrate that RCMI grantee institutions have made substantial progress toward the intent of the Congressional legislation, as well as the NIH/NIMHD-linked goals of addressing workforce diversity and health disparities. Despite this progress, nationally, many challenges remain, including persistent disparities in research and career development awards to minority investigators. The continuing underrepresentation of minority investigators in NIH-sponsored research across multiple disease areas is of concern, in the face of unrelenting national health inequities. With the collaborative network support by the RCMI Translational Research Network (RTRN), the RCMI community is uniquely positioned to address these challenges through its community engagement and strategic partnerships with non-RCMI institutions. Funding agencies can play an important role by incentivizing such collaborations, and incorporating metrics for research funding that address underrepresented populations, workforce diversity and health equity.
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Affiliation(s)
| | | | | | | | | | | | | | | | | | | | | | | | | | | | - Angela Sy
- University of Hawaii at Manoa, Honolulu, HI
| | | | | | | | | | | | | | | | | | | | | | | | | | - Jaydutt Vadgama
- Charles R. Drew University of Medicine and Science, Los Angeles, CA
| | | | | | | | | | | | | | | | | | | | | | - RCMI Investigators and RTRN Team Members
- Morehouse School of Medicine, Atlanta, GA
- Jackson State University, Jackson, MS
- University of Puerto Rico Medical Sciences Campus, San Juan, PR
- University of Hawaii at Manoa, Honolulu, HI
- Ponce Health Sciences University, Ponce, PR
- Meharry Medical College, Nashville, TN
- University of Texas at El Paso, TX
- Xavier University, New Orleans, LA
- Charles R. Drew University of Medicine and Science, Los Angeles, CA
- Tuskegee University, Tuskegee, AL
- Clark Atlanta University, Atlanta, GA
- Florida Agriculture & Mechanical University, Tallahassee FL
- University of Texas at San Antonio, TX
- City College of New York, NY
- Texas Southern University, Houston, TX
- North Carolina Central University, Durham, NC
- University of California, Los Angeles, CA
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