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Tucker Edmonds B, Tori AJ, Ribera AK, Allen MR, Dankoski ME, Rucker SY. Diversifying Faculty Leadership in Academic Medicine: The Program to Launch Underrepresented in Medicine Success (PLUS). Acad Med 2022; 97:1459-1466. [PMID: 35108234 DOI: 10.1097/acm.0000000000004611] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [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
PLUS (Program to Launch Underrepresented in Medicine Success) is a 2-year cohort program at Indiana University School of Medicine providing professional development, funding and skills to produce scholarship, and a community to mitigate social and/or professional isolation for underrepresented in medicine (URiM) faculty. In year 1, scholars participate in leadership and professional development seminars and regular meetings with their mentor(s). They are assigned a PLUS Advisory Council advisor with whom they meet 2 to 3 times annually. In year 2, scholars participate in monthly seminars focused on research methods, writing productivity, and wellness. Additionally, scholars engage in a writing accountability group and practice reflective writing. Connections events, designed to combat isolation and cultivate community, occur monthly. At program completion, scholars complete a project resulting in a scholarly product for submission and dissemination in a peer-reviewed forum. To date, 3 cohorts, totaling 24 people, have participated: 20 (83%) Black, 4 (17%) Latinx; 12 (50%) females. Five scholars have completed the full program, whose pre- and postsurvey results are described. Program surveys demonstrate significant gains in scholars' confidence to secure leadership opportunities, connect with colleagues, and advocate for themselves and others. Scholars reported statistically significant increases in confidence to pursue leadership roles (t = -3.67, P = .02) and intent to submit their dossier for promotion (t = -6.50, P = .003). They were less likely to leave academic medicine (t = 2.75, P = .05) or pursue another academic appointment (t = 2.75, P = .05) after PLUS completion than at baseline. All scholars adequately met requirements for their third-year review (tenure track only), were promoted, or achieved tenure in less than 3 years since program completion. This article describes PLUS program objectives, evaluative components, and lessons learned during implementation, as a model to support URiM faculty at other institutions.
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Affiliation(s)
- Brownsyne Tucker Edmonds
- B. Tucker Edmonds is associate professor, Obstetrics and Gynecology and Clinical Pediatrics, and associate dean, Health Equity Research, Indiana University School of Medicine, and vice president and chief health equity officer, Indiana University Health, Indianapolis, Indiana; ORCID: https://orcid.org/0000-0003-0023-4440
| | - Alvaro J Tori
- A.J. Tori is associate dean, Diversity Affairs, and associate professor, Clinical Pediatrics, Indiana University School of Medicine, Indianapolis, Indiana
| | - Amy K Ribera
- A.K. Ribera is director, Research and Evaluation for Faculty Affairs, Professional Development, and Diversity, and associate research professor, Anatomy, Cell Biology, and Physiology, Indiana University School of Medicine, Indianapolis, Indiana
| | - Matthew R Allen
- M.R. Allen is assistant dean, Faculty Affairs, Professional Development, and Diversity, and professor, Anatomy, Cell Biology, and Physiology, Indiana University of School of Medicine, Indianapolis, Indiana
| | - Mary E Dankoski
- M.E. Dankoski is executive associate dean, Faculty Affairs, Professional Development, and Diversity, and Lester D. Bibler Professor of Family Medicine, Indiana University School of Medicine, Indianapolis, Indiana
| | - Sydney Y Rucker
- S.Y. Rucker is director, Diversity Initiatives for Faculty Affairs, Professional Development, and Diversity, Indiana University School of Medicine, Indianapolis, Indiana
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Abstract
Journal club (JC), as a pedagogical strategy, has long been used in graduate medical education (GME). As evidence-based medicine (EBM) becomes a mainstay in GME, traditional models of JC present a number of insufficiencies and call for novel models of instruction. A flipped classroom model appears to be an ideal strategy to meet the demands to connect evidence to practice while creating engaged, culturally competent, and technologically literate physicians. In this article, we describe a novel model of flipped classroom in JC. We present the flow of learning activities during the online and face-to-face instruction, and then we highlight specific considerations for implementing a flipped classroom model. We show that implementing a flipped classroom model to teach EBM in a residency program not only is possible but also may constitute improved learning opportunity for residents. Follow-up work is needed to evaluate the effectiveness of this model on both learning and clinical practice.
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Affiliation(s)
| | | | - Morhaf Al Achkar
- Department of Family Medicine, School of Medicine, University of Washington, Seattle, WA, USA
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