1
|
Poll-Hunter NI, Brown Z, Smith A, Starks SM, Gregory-Bass R, Robinson D, Cullins MD, Capers Q, Landry A, Bush A, Bellamy K, Lubin-Johnson N, Fluker CJ, Acosta DA, Young GH, Butts GC, Bright CM. Increasing the Representation of Black Men in Medicine by Addressing Systems Factors. Acad Med 2023; 98:304-312. [PMID: 36538673 DOI: 10.1097/acm.0000000000005070] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/17/2023]
Abstract
In 2015, data released by the Association of American Medical Colleges (AAMC) showed that there were more Black men applying and matriculating to medical school in 1978 than 2014. The representation of Black men in medicine is a troubling workforce issue that was identified by the National Academies of Sciences, Engineering, and Medicine as a national crisis. While premedical pathway programs have contributed to increased workforce diversity, alone they are insufficient to accelerate change. In response, the AAMC and the National Medical Association launched a new initiative in August 2020, the Action Collaborative for Black Men in Medicine, to address the systems factors that influence the trajectory to medicine for Black men. The authors provide a brief overview of the educational experiences of Black boys and men in the United States and, as members of the Action Collaborative, describe their early work. Using research, data, and collective lived experiences, the Action Collaborative members identified premedical and academic medicine systems factors that represented opportunities for change. The premedical factors include financing and funding, information access, pre-health advisors, the Medical College Admission Test, support systems, foundational academics, and alternative career paths. The academic medicine factors include early identification, medical school recruitment and admissions, and leadership accountability. The authors offer several points of intervention along the medical education continuum, starting as early as elementary school through medical school matriculation, for institutional leaders to address these factors as part of their diversity strategy. The authors also present the Action Collaborative's process for leveraging collective impact to build an equity-minded action agenda focused on Black men. They describe their initial focus on pre-health advising and leadership accountability and next steps to develop an action agenda. Collective impact and coalition building will facilitate active, broad engagement of partners across sectors to advance long-term systems change.
Collapse
Affiliation(s)
- Norma I Poll-Hunter
- N.I. Poll-Hunter is senior director, Equity, Diversity, and Inclusion, Association of American Medical Colleges, Washington, DC
| | - Zackary Brown
- Z. Brown is a resident, Department of Pediatrics, Mount Sinai Hospital, New York, New York
| | - André Smith
- A. Smith is a graduate of Meharry Medical College, Nashville, Tennessee
| | - Steven M Starks
- S.M. Starks is clinical assistant professor of clinical sciences, Tilman J. Fertitta Family College of Medicine, Houston, Texas
| | - Rosalind Gregory-Bass
- R. Gregory-Bass is president, National Association of Medical Minority Educators, director, Health Careers Program, and immediate past chair and associate professor, Environmental and Health Sciences Program, Spelman College, Atlanta, Georgia
| | - Derek Robinson
- D. Robinson is clinical associate professor, Department of Emergency Medicine, University of Illinois at Chicago, and vice president and chief medical officer, Blue Cross and Blue Shield of Illinois, Chicago, Illinois
| | - Maureen D Cullins
- M.D. Cullins is director, Multicultural Resource Center, and associate director and senior advisor, Master of Biomedical Sciences Program, Duke University School of Medicine, Durham, North Carolina
| | - Quinn Capers
- Q. Capers IV is the Rody P. Cox, MD, Professor in Internal Medicine (Cardiology) and associate dean of faculty diversity, UT Southwestern School of Medicine, and vice chair for diversity, equity, and inclusion, Department of Internal Medicine, UT Southwestern Medical Center, Dallas, Texas
| | - Alden Landry
- A. Landry is assistant dean for diversity, inclusion, and community partnership, Harvard Medical School, and assistant professor of emergency medicine, Beth Israel Deaconess Medical Center, Boston, Massachusetts
| | - Antonio Bush
- A. Bush is director of research, Equity, Diversity, and Inclusion, Association of American Medical Colleges, Washington, DC
| | - Kimberly Bellamy
- K. Bellamy is lead specialist for workforce diversity, Equity, Diversity, and Inclusion, Association of American Medical Colleges, Washington, DC
| | - Niva Lubin-Johnson
- N. Lubin-Johnson is past president, National Medical Association, and chief health officer, SimPco Solutions, Chicago, Illinois
| | - Clarence J Fluker
- C.J. Fluker is director of community engagement, Equity, Diversity, and Inclusion, Association of American Medical Colleges, Washington, DC
| | - David A Acosta
- D.A. Acosta is chief diversity and inclusion officer, Association of American Medical Colleges, Washington, DC
| | - Geoffrey H Young
- G.H. Young is senior director, Transforming Healthcare Workforce, Association of American Medical Colleges, Washington, DC
| | - Gary C Butts
- G.C. Butts is executive vice president for diversity, equity and inclusion, Mount Sinai Health System, and dean, Diversity Programs, Policy, and Community Affairs, Icahn School of Medicine at Mount Sinai, New York, New York
| | - Cedric M Bright
- C.M. Bright is interim vice dean for medical education and admissions and professor of clinical internal medicine, East Carolina University Brody School of Medicine, Greenville, North Carolina
| |
Collapse
|
2
|
Harris TB, Jacobs NN, Fuqua CF, Lyness JM, Smith PO, Poll-Hunter NI, Piggott C, Monroe AD. Advancing Equity in Academic Medicine Through Holistic Review for Faculty Recruitment and Retention. Acad Med 2022; 97:631-634. [PMID: 34935728 DOI: 10.1097/acm.0000000000004568] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
The Association of American Medical Colleges (AAMC) in 2007 developed the Holistic Review Framework for medical school admissions to increase mission-aligned student diversity. This approach balances an applicant's experiences, attributes, and metrics during the screening, interview, and selection processes. Faculty recruitment provides its own set of challenges, and there is persistent underrepresentation of certain racial and ethnic minority groups and women in faculty and leadership positions in U.S. academic health centers (AHCs). In 2019, the AAMC initiated a pilot program to adapt and implement the framework for use in faculty recruitment at AHCs. In this Invited Commentary, the authors describe the pilot implementation of the Holistic Review Framework for Faculty Recruitment and Retention and share lessons learned to date. Although the pilot proceeded during 2020, institutional implementation was impacted by the COVID-19 pandemic and racial justice movement. Pilot institutions encountered hiring freezes, reductions in funding, and restrictions on in-person meetings due to COVID-19 that resulted in both barriers and opportunities in implementing the framework. Renewed commitment to racial justice was associated with increased momentum and urgency for the implementation of faculty holistic review at the majority of pilot institutions. Common themes from the pilot leads' experiences included the importance of achieving "buy in," having a dedicated implementation team, and being explicit about core values. Other themes included the importance of adaptability and flexibility to meet the needs of different institutions and mission areas. The faculty holistic review framework has shown promise as an approach to advancing faculty diversity goals. The pilot institutions will continue to share best practices, track outcomes, implement quality improvement, and disseminate findings to assist other institutions and health care communities with their endeavors to recruit and retain diverse faculty.
Collapse
Affiliation(s)
- Toi Blakley Harris
- T.B. Harris is associate provost of institutional diversity, equity, and inclusion, professor of psychiatry and behavioral sciences, and professor of pediatrics and family and community medicine, Baylor College of Medicine, Houston, Texas; ORCID: https://orcid.org/0000-0003-1976-5321
| | - Negar N Jacobs
- N.N. Jacobs is associate dean of diversity and inclusion and professor of psychiatry and behavioral sciences, University of Nevada, Reno School of Medicine, Reno, Nevada; ORCID: https://orcid.org/0000-0003-2697-3911
| | - Chantel F Fuqua
- C.F. Fuqua is director, Faculty and Education Initiatives, Equity, Diversity and Inclusion, Association of American Medical Colleges, Washington, DC; ORCID: https://orcid.org/0000-0002-9399-3931
| | - Jeffrey M Lyness
- J.M. Lyness is senior associate dean for academic affairs and professor of psychiatry and neurology, University of Rochester School of Medicine & Dentistry, Rochester, New York; ORCID: https://orcid.org/0000-0003-1618-5209
| | - Patrick O Smith
- P.O. Smith is chief faculty affairs officer and professor of family medicine, University of Mississippi Medical Center, Jackson, Mississippi; ORCID: https://orcid.org/0000-0001-9458-5422
| | - Norma I Poll-Hunter
- N.I. Poll-Hunter is senior director, Workforce Diversity, Equity, Diversity and Inclusion, Association of American Medical Colleges, Washington, DC; ORCID: https://orcid.org/0000-0003-1234-8197
| | - Cleveland Piggott
- C. Piggott is vice chair, Diversity, Equity, Inclusion for Family Medicine, and assistant professor of family medicine, University of Colorado, Aurora, Colorado; ORICID: https://orcid.org/0000-0002-3723-8720
| | - Alicia D Monroe
- A.D. Monroe is provost and senior vice president, Academic and Faculty Affairs, and professor of family and community medicine, Baylor College of Medicine, Houston, Texas; ORCID: https://orcid.org/0000-0003-2726-4615
| |
Collapse
|
3
|
Abstract
With a new administration and Congress, there is uncertainty surrounding the future of the Deferred Action for Childhood Arrivals (DACA) program. In light of this uncertainty, medical schools have tried to better understand how they can support trainees with DACA. In their article in this issue, Nakae and colleagues describe the issues often encountered by medical students with DACA as they prepare for residency and by the program directors who receive their applications. They offer recommendations for best practices to support these trainees. The authors of this Invited Commentary expand on these important considerations, based on their experiences at a national level. They argue that the core values in academic medicine should drive decision making, the student voice is critical, teamwork is essential, and wellness deserves attention. Academic medicine is part of a larger movement with partners across the health professions and higher education focused on advancing the values of access and opportunity for all. The authors of this Invited Commentary argue that remaining steadfast and committed to the core values in medicine will allow the academic medicine community to successfully navigate these uncertain times.
Collapse
Affiliation(s)
- Norma I Poll-Hunter
- N.I. Poll-Hunter is senior director, Human Capital Portfolio, Diversity Policy and Programs, Association of American Medical Colleges, Washington, DC. G.H. Young is senior director, Student Affairs and Programs, Academic Affairs, Association of American Medical Colleges, Washington, DC. M. Shick is director, Government Relations and Regulatory Counsel, Public Policy and Government Relations, Association of American Medical Colleges, Washington, DC
| | | | | |
Collapse
|
4
|
Sánchez JP, Poll-Hunter NI, Acosta D. Advancing the Latino Physician Workforce-Population Trends, Persistent Challenges, and New Directions. Acad Med 2015; 90:849-853. [PMID: 25629951 DOI: 10.1097/acm.0000000000000618] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Abstract
From 1980 to 2010, the shortage of Latino physicians worsened despite the unique benefits that Latino physicians provide, especially in caring for the rapidly growing Latino patient population. The authors describe the expanding Latino population in the United States, discuss some health care issues specific to the Latino population, and briefly evaluate historical and ongoing issues to increase the Latino physician workforce. Developing the Latino physician workforce will require a multifaceted approach including, but not limited to, building the next generation of Latino medical school applicants and matriculants, cultivating more Latino residents, prioritizing Latino inclusion in the academic medicine workforce, expanding curricula and training on Latino health in both undergraduate and graduate medical education, rebuilding and reframing federally sponsored diversity initiatives, and fostering collaboration between Latino professional organizations and academic health centers.
Collapse
Affiliation(s)
- John Paul Sánchez
- J.P. Sánchez is assistant dean for diversity and inclusion, Rutgers New Jersey Medical School, Rutgers University, Newark, New Jersey. N.I. Poll-Hunter is senior director, Human Capital Portfolio, Diversity Policy and Programs, Association of American Medical Colleges, Washington, DC. D. Acosta is associate vice chancellor for diversity and inclusion and chief diversity officer, University of California, Davis Health System, Sacramento, California
| | | | | |
Collapse
|
5
|
Yehia BR, Cronholm PF, Wilson N, Palmer SC, Sisson SD, Guilliames CE, Poll-Hunter NI, Sánchez JP. Mentorship and pursuit of academic medicine careers: a mixed methods study of residents from diverse backgrounds. BMC Med Educ 2014; 14:26. [PMID: 24512599 PMCID: PMC3922304 DOI: 10.1186/1472-6920-14-26] [Citation(s) in RCA: 106] [Impact Index Per Article: 10.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/18/2012] [Accepted: 02/03/2014] [Indexed: 05/05/2023]
Abstract
BACKGROUND Mentorship influences career planning, academic productivity, professional satisfaction, and most notably, the pursuit of academic medicine careers. Little is known about the role of mentoring in recruiting Black/African American and Hispanic/Latino residents into academia. The objective of this study was to assess the influence of mentoring on academic medicine career choice among a cohort of racially and ethnically diverse residents. METHODS A strategic convenience sample of U.S. residents attending national professional conferences between March and July 2010; residents completed a quantitative survey and a subset participated in focus groups. RESULTS Of the 250 residents, 183 (73%) completed surveys and 48 participated in focus groups. Thirty-eight percent of residents were white, 31% Black/African American, 17% Asian/other, and 14% Hispanic/Latino. Most respondents (93%) reported that mentorship was important for entering academia, and 70% reported having sufficient mentorship to pursue academic careers. Three themes about mentorship emerged from focus groups: (1) qualities of successful mentorship models; (2) perceived benefits of mentorship; and (3) the value of racial/ethnic and gender concordance. Residents preferred mentors they selected rather than ones assigned to them, and expressed concern about faculty using checklists. Black/African American, Hispanic/Latino, and female residents described actively seeking out mentors of the same race/ethnicity and gender, but expressed difficulty finding such mentors. Lack of racial/ethnic concordance was perceived as an obstacle for minority mentees, requiring explanation of the context and nuances of their perspectives and situations to non-minority mentors. CONCLUSIONS The majority of residents in this study reported having access to mentors. However, data show that the lack of diverse faculty mentors may impede diverse residents' satisfaction and benefit from mentorship relationships compared to white residents. These findings are important for residency programs striving to enhance resident mentorship and for institutions working to diversify their faculty and staff to achieve institutional excellence.
Collapse
Affiliation(s)
- Baligh R Yehia
- Department of Medicine, University of Pennsylvania Perelman School of Medicine, Philadelphia, Pennsylvania
- 1309 Blockley Hall, 423 Guardian Drive, Philadelphia 19104, Pennsylvania
| | - Peter F Cronholm
- Department of Family Medicine and Community Health, University of Pennsylvania Perelman School of Medicine, Philadelphia, Pennsylvania
| | - Nicholas Wilson
- Department of Medicine, University of Pennsylvania Perelman School of Medicine, Philadelphia, Pennsylvania
| | - Steven C Palmer
- Department of Psychiatry, University of Pennsylvania Perelman School of Medicine, Philadelphia, Pennsylvania
| | - Stephen D Sisson
- Department of Medicine, Johns Hopkins University School of Medicine, Baltimore, Maryland
| | - Conair E Guilliames
- Department of Family Medicine, Albert Einstein College of Medicine, Bronx, New York
| | - Norma I Poll-Hunter
- Diversity Policy and Programs, Association of American Medical Colleges, Washington, DC, USA
| | - John-Paul Sánchez
- Department of Emergency Medicine, Albert Einstein College of Medicine, Bronx, New York, USA
| |
Collapse
|