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Cui CL, Loanzon RS, West-Livingston LN, Coleman DM, Long CA, Kim Y. The Diversity of Surgical Trainees Index Identifies Racial and Ethnic Disparities Among Surgical Specialties. J Vasc Surg 2024:S0741-5214(24)00998-4. [PMID: 38631516 DOI: 10.1016/j.jvs.2024.03.456] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/27/2024] [Revised: 03/22/2024] [Accepted: 03/26/2024] [Indexed: 04/19/2024]
Abstract
BACKGROUND Racial and ethnic disparities have been well-described among surgical specialties, however, variations in underrepresented minority (URiM) representation between these specialties have not previously been quantified. METHODS Data collected from Accreditation Council for Graduate Medical Education (ACGME) annual reports were used to derive the Diversity of Surgical Trainee Index (DoSTI) metric, which was calculated as the proportion of URiM resident and fellow physicians within a given surgical specialty, relative to the overall proportion of URiM trainees within all surgical and non-surgical ACGME-accredited programs in the same academic year. RESULTS From 2013 to 2022, a total of 108,193 ACGME-accredited residency programs trained 1,296,204 residents and fellows in the United States. Of these, 14.1% (n=182,680) of trainees self-identified as URiM over the study period. The mean DoSTI among all surgical specialties was 0.80 (standard error, 0.01) compared with all ACGME-accredited programs. High DoSTI specialties incorporated significantly higher proportions of Hispanic (8.7% vs 6.3%) and Black (5.2% vs 2.5%) trainees compared with low DoSTI specialties (p<0.0001 each). General surgery (1.06±0.01), plastic surgery (traditional) (1.12±0.06), vascular surgery (integrated) (0.96±0.03), and vascular surgery (traditional) (0.94±0.06) had the highest DoSTI indices (p<0.05 each vs composite). On linear regression analysis, only ophthalmology (+0.01/year, R2=0.41, p=0.019), orthopedic surgery (+0.01/year, R2=0.33, p=0.047), otolaryngology (+0.02/year, R2=0.86, p<0.001), and pediatric surgery (+0.06/year, R2=0.33, p=0.048) demonstrated an annual increase in DoSTI. CONCLUSION The Diversity of Surgical Trainees Index is a novel metric used to quantify the degree of URiM representation among surgical specialties. DoSTI has revealed specialty-specific variations in racial/ethnic minority representation among surgical training programs. This metric may be used to improve provider awareness, identify high performing DoSTI specialties to highlight their best practices, and ultimately, recruit a more diverse surgical workforce.
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Affiliation(s)
- Christina L Cui
- Division of Vascular and Endovascular Surgery, Department of Surgery, Duke University Medical Center, Durham, NC
| | - Roberto S Loanzon
- Division of Vascular and Endovascular Surgery, Department of Surgery, Duke University Medical Center, Durham, NC
| | - Lauren N West-Livingston
- Division of Vascular and Endovascular Surgery, Department of Surgery, Duke University Medical Center, Durham, NC
| | - Dawn M Coleman
- Division of Vascular and Endovascular Surgery, Department of Surgery, Duke University Medical Center, Durham, NC
| | - Chandler A Long
- Division of Vascular and Endovascular Surgery, Department of Surgery, Duke University Medical Center, Durham, NC
| | - Young Kim
- Division of Vascular and Endovascular Surgery, Department of Surgery, Duke University Medical Center, Durham, NC.
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Tsuchida RE, Mbele N, Chopra Z, Moll J, Burkhardt JC, Hekman DJ, Perry MA. Identifying the prevalence and characteristics of diversity, equity, and inclusion leaders in academic emergency medicine. AEM Educ Train 2024; 8:e10965. [PMID: 38525368 PMCID: PMC10955607 DOI: 10.1002/aet2.10965] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/10/2023] [Revised: 02/06/2024] [Accepted: 02/07/2024] [Indexed: 03/26/2024]
Abstract
Objectives Our study aims to better understand and describe the current state of diversity, equity, and inclusion (DEI) leadership in emergency medicine (EM) by identifying the prevalence of department DEI leadership positions, their demographics, and their job duty characteristics. Methods We disseminated an electronic survey from April to July 2022 to Society for Academic Emergency Medicine (SAEM) Association of Academic Chairs of Emergency Medicine, Academy for Diversity and Inclusion in Emergency Medicine, and the Equity and Inclusion Committee to identify department DEI leads. From July to August 2022, a 45-question survey was sent to all identified DEI leaders on individual characteristics, DEI experience, and DEI lead job description. Results We received a response from 79 out of 120 academic EM departments identified (65.8%). Of the responding institutions, 59 (74.7%) reported a DEI leader. A total of 74.6% of these DEI leaders responded at least partially to our survey and 57.6% responded in full. The most common titles were vice/associate chair of DEI (34.4%), director of DEI (28.1%), and DEI committee chair (18.8%). Most respondents (84.4%) were the inaugural DEI lead in their department and 84.4% of respondents did not have a formal DEI role in their department previously. On average, respondents have had their DEI title for 2 years (range 0-7 years) with an average of 7 years (range 0-30 years) of experience performing DEI work. Many (63.4%) do not receive any funded effort for their DEI roles. Most DEI leads were not tenure track (72.2%) and most commonly at the rank of assistant professor (47.2%) followed by associate professor (33.3%), full professor (16.7%), and instructor (2.8%). Conclusions This is the first known study to assess the characteristics of DEI department leaders in EM. EM DEI leadership positions are new, common, and led by diverse personal identities and are often not funded. Future directions could gain qualitative insight into this workforce to guide best practices in EM DEI leadership.
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Affiliation(s)
- Ryan E. Tsuchida
- Department of Emergency Medicine, School of Medicine and Public HealthUniversity of WisconsinMadisonWisconsinUSA
| | - Neema Mbele
- School of Medicine and Public HealthUniversity of WisconsinMadisonWisconsinUSA
| | - Zoey Chopra
- University of Michigan Medical SchoolAnn ArborMichiganUSA
| | - Joel Moll
- Department of Emergency MedicineVirginia Commonwealth University School of MedicineRichmondVirginiaUSA
| | - John C. Burkhardt
- Department of Emergency MedicineUniversity of Michigan Medical SchoolAnn ArborMichiganUSA
| | - Daniel J. Hekman
- Department of Emergency Medicine, School of Medicine and Public HealthUniversity of WisconsinMadisonWisconsinUSA
| | - Marcia A. Perry
- Department of Emergency MedicineUniversity of Michigan Medical SchoolAnn ArborMichiganUSA
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Schroeder JA, Durrani RJ, Opollo J, Latham-Sadler BA, Scoggin SN. A Review of the Psychology That Underpins the Creation of a Diversity, Equity, and Inclusion Committee. J Am Coll Radiol 2024; 21:663-667. [PMID: 37742729 DOI: 10.1016/j.jacr.2023.02.038] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/24/2022] [Revised: 02/06/2023] [Accepted: 02/07/2023] [Indexed: 09/26/2023]
Abstract
Although all committee work can be fraught with difficulty and laborious time commitments, committees designed to disrupt the cycle of inequity and bias are particularly fraught with social and emotional land mines that come as baggage to years of unaddressed inequity. As such, leaders must take special care and attend to the complex psychology that underpins the difficult discussions that must be had by these committees as they begin to address topics of inequity within professional medical institutions. The authors describe, in an accessible summary format, how to lay the foundations for a smooth transition into the work of a diversity, equity, and inclusion committee, the best steps to build a team, and the core concepts that should underpin all diversity, equity, and inclusion work, starting from the intrapersonal level and moving toward the organizational level. This is done with the help of available scientific data where they are available, including literature on teamwork, health equity, and psychological safety, among other topics.
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Affiliation(s)
- Jennifer A Schroeder
- Founding Co-Chair of Radiology Departmental Diversity, Equity, and Inclusion Committee, Department of Radiology, Atrium Health Wake Forest Baptist Medical Center, Winston-Salem, North Carolina; Founder and Faculty Leader of Women in Radiology.
| | - Raisa J Durrani
- Founding Co-Chair of Radiology Departmental Diversity, Equity, and Inclusion Committee and Radiology Departmental Vice Chair of Diversity, Equity, and Inclusion, Atrium Health Wake Forest Baptist Medical Center, Winston-Salem, North Carolina
| | - Jackline Opollo
- Vice President, Talent Initiatives, and Regional Chief Diversity Officer, Atrium Health Wake Forest Baptist Medical Center, Winston-Salem, North Carolina
| | - Brenda A Latham-Sadler
- Associate Dean of Student Inclusion and Diversity, Atrium Health Wake Forest Baptist Medical Center, Winston-Salem, North Carolina
| | - Steven N Scoggin
- Associate Vice President of Behavioral Health, Executive Vice Chair of the Department of Psychiatry and Behavioral Medicine, and Associate Dean of Leadership Coaching and Care, Atrium Health Wake Forest Baptist Medical Center, Winston-Salem, North Carolina
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David JG, Futornick S, Mileti E, Targownik LE, Adler J. LGBTQ+ Considerations in pediatric IBD care. J Pediatr Gastroenterol Nutr 2024; 78:755-758. [PMID: 38591716 DOI: 10.1002/jpn3.12073] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/10/2023] [Revised: 11/02/2023] [Accepted: 11/08/2023] [Indexed: 04/10/2024]
Affiliation(s)
- Jennie G David
- Nationwide Children's Hospital, Columbus, Ohio, USA
- Department of Pediatrics, The Ohio State Wexner Medical Center, Columbus, Ohio, USA
| | - Shira Futornick
- Bates College, Lewiston, Maine, USA
- Patient Advisory Council, ImproveCareNow Learning Health System, USA
| | - Elizabeth Mileti
- Pediatric Gastroenterology & Nutrition Associates, Las Vegas, Nevada, USA
| | - Laura E Targownik
- Mount Sinai Hospital, Ontario, Toronto, Canada
- Department of Gastroenterology and Hepatology, University of Toronto, Toronto, Ontario, Canada
| | - Jeremy Adler
- Division of Pediatric Gastroenterology, C.S. Mott Children's Hospital, Michigan Medicine, Ann Arbor, Michigan, USA
- Susan B. Meister Child Health Evaluation and Research Center, University of Michigan, Ann Arbor, Michigan, USA
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Rigberg D, Smith BK, Sun T, Pearce B, Humphries M, Sheahan M, Coleman D, Lee J. Vascular In-person for Students In the match Trial: An investigation of post-interview site visits to address the limitations of virtual interviews. J Vasc Surg 2024:S0741-5214(24)00926-1. [PMID: 38556041 DOI: 10.1016/j.jvs.2024.03.439] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/28/2024] [Revised: 03/03/2024] [Accepted: 03/11/2024] [Indexed: 04/02/2024]
Abstract
PURPOSE The graduate medical education community implemented virtual residency interviews in response to travel restrictions during the COVID-19 pandemic, and this approach has persisted. Although many residency applicants wish to visit in person prospective training sites, such opportunities could bias programs toward those who are able to meet this financial burden, exacerbating equity concerns. One proposed solution is to offer applicants the opportunity to visit only after a program's rank list is "locked," avoiding favoritism to applicants who visit, but allowing applicants to experience some of the camaraderie, geography, and local effects of an in-person visit. As debate about the optimal format of residency interviews continues, it is important to investigate whether in-person program visits, completed after program rank list certification, provide meaningful benefits to applicants in the residency match process. METHODS All vascular programs entering the 2023 integrated vascular surgery residency match were invited to participate. Programs agreed to certify their National Resident Matching Program (NRMP) rank lists by February 1, 2023. Applicants then had the opportunity to visit the programs at which they interviewed. The particulars of the visit were determined by the individual programs. Applicants completed their standard rank list and locked on the standard March 1, 2023, date. Applicants then completed a survey regarding the impact of the visits on their rank order list decision-making. Program Directors completed a survey regarding their experiences as well. Data were collected using REDCap. RESULTS Twenty-one of the 74 programs participated (28%). 19 PDs completed the post-interview site visit survey (response rate 90%). Applicants interviewing at the participating programs (n = 112) were informed of the study, offered the opportunity to attend post-interview site visits, and received the survey. 47 applicants responded (response rate 42%). 86% of applicants stated the visit impacted their rank list. Most important factors were esprit de corps of the program (86%), the faculty/trainees/staff (81%), and the physical setting (62%). 71 percent of those participating spent <$800 on their visit. 81 percent were satisfied with the process. 21 percent of PDs would have changed their rank list if they could have based on the applicants' in-person visit. 63 percent of the visit sessions cost the programs<$500, and 63% were satisfied with the process. CONCLUSIONS This study is the first to document the impact of in-person site visits by applicants on a graduate medical education match process in one specialty. Our results suggest that this process provides meaningful data to applicants that helped them with their decision-making evidenced by most altering their rank lists, while avoiding some of the critical equity issues that accompany traditional in person interviews. This may provide a model for future interview processes for residency programs.
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Affiliation(s)
| | - Brigitte K Smith
- Division of Vascular Surgery, Department of Surgery, University of Utah, School of Medicine, Salt Lake City, UT
| | - Ting Sun
- Division of Vascular Surgery, Department of Surgery, University of Utah, School of Medicine, Salt Lake City, UT
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Beasley HK, Vue Z, McReynolds MR, Garza-Lopez E, Neikirk K, Mungai M, Marshall AG, Shao B, Benjamin JI, Wanjalla CN, Williams CR, Murray SA, Jordan VK, Shuler HD, Kirabo A, Hinton A. Running a successful STEMM summer program: A week-by-week guide. J Cell Physiol 2024. [PMID: 38462753 DOI: 10.1002/jcp.31227] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/12/2024] [Accepted: 02/08/2024] [Indexed: 03/12/2024]
Abstract
While some established undergraduate summer programs are effective across many institutions, these programs may only be available to some principal investigators or may not fully address the diverse needs of incoming undergraduates. This article outlines a 10-week science, technology, engineering, mathematics, and medicine (STEMM) education program designed to prepare undergraduate students for graduate school through a unique model incorporating mentoring dyads and triads, cultural exchanges, and diverse activities while emphasizing critical thinking, research skills, and cultural sensitivity. Specifically, we offer a straightforward and adaptable guide that we have used for mentoring undergraduate students in a laboratory focused on mitochondria and microscopy, but which may be customized for other disciplines. Key components include self-guided projects, journal clubs, various weekly activities such as mindfulness training and laboratory techniques, and a focus on individual and cultural expression. Beyond this unique format, this 10-week program also seeks to offer an intensive research program that emulates graduate-level experiences, offering an immersive environment for personal and professional development, which has led to numerous achievements for past students, including publications and award-winning posters.
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Affiliation(s)
- Heather K Beasley
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, USA
| | - Zer Vue
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, USA
| | - Melanie R McReynolds
- Department of Biochemistry and Molecular Biology, Pennsylvania State University, University Park, Pennsylvania, USA
- The Huck Institute of the Life Sciences, Pennsylvania State University, University Park, Pennsylvania, USA
| | - Edgar Garza-Lopez
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, USA
| | - Kit Neikirk
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, USA
| | - Margaret Mungai
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, USA
| | - Andrea G Marshall
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, USA
| | - Bryanna Shao
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, USA
| | - Jazmine I Benjamin
- Department of Medicine, Vanderbilt University Medical Center, Nashville, Tennessee, USA
| | - Celestine N Wanjalla
- Department of Medicine, Vanderbilt University Medical Center, Nashville, Tennessee, USA
| | - Clintoria R Williams
- Department of Neuroscience, Cell Biology and Physiology, Wright State University, Dayton, Ohio, USA
| | - Sandra A Murray
- Department of Cell Biology, School of Medicine, University of Pittsburgh, Pittsburgh, Pennsylvania, USA
| | | | - Haysetta D Shuler
- Department of Biological Sciences, Winston-Salem State University, Winston-Salem, North Carolina, USA
- Shuler Consulting, Winston-Salem, North Carolina, USA
| | - Annet Kirabo
- Department of Medicine, Vanderbilt University Medical Center, Nashville, Tennessee, USA
| | - Antentor Hinton
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, USA
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Nishi NW, Collier MJ, Morales GI, Watley E. Microaggressions in veterinary communication: what are they? How are they harmful? What can veterinary professionals and educators do? J Am Vet Med Assoc 2024; 262:1-6. [PMID: 38041951 DOI: 10.2460/javma.23.07.0412] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/26/2023] [Accepted: 11/04/2023] [Indexed: 12/04/2023]
Abstract
Trusting relationships between veterinary professionals and clients are important for the well-being of people and the ultimate health of their animals. Yet, microaggressions pose a threat to these relationships. Defined as slights or indignities wielded against people with marginalized identities, microaggressions inflict a unique form of harm that reaffirms negative stereotypes enmeshed in systems of racism, sexism, classism, and beyond. In this article, we explore how microaggressions work and how they are applicable in veterinary settings. We also offer initial suggestions for veterinary professionals and educators to better understand and counteract their damage in the profession.
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Affiliation(s)
- Naomi W Nishi
- 1College of Veterinary Medicine and Biomedical Sciences, Colorado State University, Fort Collins, CO
| | - Mary Jane Collier
- 2Department of Clinical Sciences, College of Veterinary Medicine and Biomedical Sciences, Colorado State University, Fort Collins, CO
| | - Gabriela I Morales
- 3Department of Communication Studies, New Mexico State University, Las Cruces, NM
| | - Erin Watley
- 4Department of Communication & Cinema, McDaniel College, Westminster, MD
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Henry TL, Rollin FG, Olakunle OE. How to Create a Diversity, Equity, and Inclusion Curriculum: More Than Checking a Box. Ann Fam Med 2024; 22:154-160. [PMID: 38527815 DOI: 10.1370/afm.3078] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/24/2023] [Revised: 09/30/2023] [Accepted: 10/16/2023] [Indexed: 03/27/2024] Open
Abstract
We are beginning to accept and address the role that medicine as an institution played in legitimizing scientific racism and creating structural barriers to health equity. There is a call for greater emphasis in medical education on explaining our role in perpetuating health inequities and educating learners on how bias and racism lead to poor health outcomes for historically marginalized communities. Diversity, equity, and inclusion (DEI; also referred to as EDI) and antiracism are key parts of patient care and medical education as they empower health professionals to be advocates for their patients, leading to better health care outcomes and more culturally and socially humble health care professionals. The Liaison Committee on Medical Education has set forth standards to include structural competency and other equity principles in the medical curriculum, but medical schools are still struggling with how to specifically do so. Here, we highlight a stepwise approach to systematically developing and implementing medical educational curriculum content with a DEI and antiracism lens. This article serves as a blueprint to prepare institution leadership, medical faculty, staff, and learners in how to effectively begin or scale up their current DEI and antiracism curricular efforts.
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Affiliation(s)
- Tracey L Henry
- Department of Medicine, Division of General Internal Medicine, Emory University School of Medicine, Atlanta, Georgia
| | - Francois G Rollin
- Department of Medicine, Division of General Internal Medicine, Emory University School of Medicine, Atlanta, Georgia
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Benson J, Tincher EM. Cost of Care, Access to Care, and Payment Options in Veterinary Practice. Vet Clin North Am Small Anim Pract 2024; 54:235-250. [PMID: 38057249 DOI: 10.1016/j.cvsm.2023.10.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/08/2023]
Abstract
Accessing veterinary care is increasingly challenging for US pet families. Although there are many contributing factors, the cost of care presents the greatest challenge. This article explores the ways in which payment options, a spectrum of care approach, and the stratification of care might improve access to care.
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Affiliation(s)
- Jules Benson
- Nationwide® Mutual Insurance Company; Nationwide Insurance (Pet) PO Box 182965, Columbus, OH 43218, USA.
| | - Emily M Tincher
- Nationwide® Mutual Insurance Company; Nationwide Insurance (Pet) PO Box 182965, Columbus, OH 43218, USA
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Rodriguez R, Osman KM, Anderson L, Pascual M, Dellavalle RP. Themes and Topics on Diversity, Equity, and Inclusion in JMIR Dermatology Publications. JMIR Dermatol 2024; 7:e48762. [PMID: 38306177 PMCID: PMC10873792 DOI: 10.2196/48762] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/06/2023] [Revised: 09/21/2023] [Accepted: 12/27/2023] [Indexed: 02/03/2024] Open
Abstract
Publications dealing with topics considered to be pertinent to diversity, equity, and inclusion are increasing. Due to the increasing trend, dermatology journals have started to implement ways to evaluate and understand these publications. Here, we discuss a keyword approach to identify and then categorize these publications. Keywords identified 43 manuscripts. Two reviewers screened the articles' titles and abstracts, and recommended a full manuscript review for 24 publications. Through the scope of definitions from the National Institutes of Health, an editorial board member performed a full-text review and assigned a primary theme to the publications. Themes included equity (n=20) and diversity/inclusion (n=4). Topics were racial/ethnic differences in care delivery or society (n=17), incomplete understanding of gender and sex (n=3), gender identity (n=2), socioeconomic class and its impact on health (n=1), care for rural underserved communities (n=1), and religion (n=1). The results of this review demonstrate a predominance of equity-related publications, particularly emphasizing racial/ethnic differences in health care delivery, in the publications identified in JMIR Dermatology. Future research can focus on creating a review aid to assist editorial board members when providing feedback to manuscripts, refining the keywords, and using thematic analysis methodology to evaluate large sets of publications.
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Affiliation(s)
- Ramiro Rodriguez
- Department of Dermatology, University of Colorado Anschutz Medical Campus, Aurora, CO, United States
| | - Karima M Osman
- Department of Dermatology, University of Colorado Anschutz Medical Campus, Aurora, CO, United States
| | - Lachlan Anderson
- Texas Christian University School of Medicine, Fort Worth, TX, United States
| | - Micah Pascual
- Department of Dermatology, University of Colorado Anschutz Medical Campus, Aurora, CO, United States
| | - Robert P Dellavalle
- Department of Dermatology, University of Colorado Anschutz Medical Campus, Aurora, CO, United States
- Dermatology Service, US Department of Veterans Affairs Rocky Mountain Regional Medical Center, Aurora, CO, United States
- Department of Epidemiology, Colorado School of Public Health, University of Colorado Anschutz Medical Campus, Aurora, CO, United States
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De Jesús-Romero R, Holder-Dixon AR, Buss JF, Lorenzo-Luaces L. Race, Ethnicity, and Other Cultural Background Factors in Trials of Internet-Based Cognitive Behavioral Therapy for Depression: Systematic Review. J Med Internet Res 2024; 26:e50780. [PMID: 38300699 PMCID: PMC10870215 DOI: 10.2196/50780] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/12/2023] [Revised: 11/05/2023] [Accepted: 11/16/2023] [Indexed: 02/02/2024] Open
Abstract
BACKGROUND There is a growing interest in developing scalable interventions, including internet-based cognitive behavioral therapy (iCBT), to meet the increasing demand for mental health services. Given the growth in diversity worldwide, it is essential that the clinical trials of iCBT for depression include diverse samples or, at least, report information on the race, ethnicity, or other background indicators of their samples. Unfortunately, the field lacks data on how well diversity is currently reported and represented in the iCBT literature. OBJECTIVE Thus, the main objective of this systematic review was to examine the overall reporting of racial and ethnic identities in published clinical trials of iCBT for depression. We also aimed to review the representation of specific racial and ethnic minoritized groups and the inclusion of alternative background indicators such as migration status or country of residence. METHODS Studies were included if they were randomized controlled trials in which iCBT was compared to a waiting list, care-as-usual, active control, or another iCBT. The included papers also had to have a focus on acute treatment (eg, 4 weeks to 6 months) of depression, be delivered via the internet on a website or a smartphone app and use guided or unguided self-help. Studies were initially identified from the METAPSY database (n=59) and then extended to include papers up to 2022, with papers retrieved from Embase, PubMed, PsycINFO, and Cochrane (n=3). Risk of bias assessment suggested that reported studies had at least some risk of bias due to use of self-report outcome measures. RESULTS A total of 62 iCBT randomized controlled trials representing 17,210 participants are summarized in this study. Out of those 62 papers, only 17 (27%) of the trials reported race, and only 12 (19%) reported ethnicity. Reporting outside of the United States was very poor, with the United States accounting for 15 (88%) out of 17 of studies that reported race and 9 (75%) out of 12 for ethnicity. Out of 3,623 participants whose race was reported in the systematic review, the racial category reported the most was White (n=2716, 74.9%), followed by Asian (n=209, 5.8%) and Black (n=274, 7.6%). Furthermore, only 25 (54%) out of the 46 papers conducted outside of the United States reported other background demographics. CONCLUSIONS It is important to note that the underreporting observed in this study does not necessarily indicate an underrepresentation in the actual study population. However, these findings highlight the poor reporting of race and ethnicity in iCBT trials for depression found in the literature. This lack of diversity reporting may have significant implications for the scalability of these interventions.
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Affiliation(s)
- Robinson De Jesús-Romero
- Department of Psychological and Brain Sciences, Indiana University - Bloomington, Bloomington, IN, United States
| | - Amani R Holder-Dixon
- Department of Psychological and Brain Sciences, Indiana University - Bloomington, Bloomington, IN, United States
- Department of Psychiatry, Indiana University School of Medicine, Indianapolis, IN, United States
| | - John F Buss
- Department of Psychological and Brain Sciences, Indiana University - Bloomington, Bloomington, IN, United States
| | - Lorenzo Lorenzo-Luaces
- Department of Psychological and Brain Sciences, Indiana University - Bloomington, Bloomington, IN, United States
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Foong KS. Embracing Diversity, Equity, and Inclusion: Am I Part of the Picture? Clin Infect Dis 2024; 78:6-7. [PMID: 37791961 DOI: 10.1093/cid/ciad490] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2023] [Accepted: 08/16/2023] [Indexed: 10/05/2023] Open
Affiliation(s)
- Kap Sum Foong
- Division of Geographic Medicine and Infectious Diseases, Tufts Medical Center, Boston, Massachusetts, USA
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13
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Kamalumpundi V, Silvers S, Franklin L, Neikirk K, Spencer E, Beasley HK, Wanajalla CN, Vue Z, Crabtree A, Kirabo A, Gaddy JA, Damo SM, McReynolds MR, Odie LH, Murray SA, Zavala ME, Vazquez AD, Hinton A. Speaking up for the invisible minority: First-generation students in higher education. J Cell Physiol 2024. [PMID: 38226956 DOI: 10.1002/jcp.31158] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/16/2023] [Accepted: 10/26/2023] [Indexed: 01/17/2024]
Abstract
A first-generation college student is typically defined as a student whose biological parent(s) or guardian(s) never attended college or who started but did not finish college. However, "first-generation" can represent diverse family education situations. The first-generation student community is a multifaceted, and intersectional group of individuals who frequently lack educational/financial resources to succeed and, consequently, require supportive environments with rigorous mentorship. However, first-generation students often do not make their identity as first-generation students known to others due to several psychosocial and academic factors. Therefore, they are often "invisible minorities" in higher education. In this paper, we describe the diverse family situations of first-generation students, further define "first-generation," and suggest five actions that first-generation trainees at the undergraduate/graduate stages can engage in to succeed in an academic climate. We also provide suggestions for mentors to accommodate first-generation students' unique experiences and equip them with tools to deliver intentional mentoring practices. We hope that this paper will help promote first-generation student success throughout the academic pipeline.
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Affiliation(s)
- Vijayvardhan Kamalumpundi
- Department of Internal Medicine, Roy J. and Lucille A. Carver College of Medicine, Iowa City, Iowa, USA
| | - Sophielle Silvers
- Department of Biochemistry and Molecular Biology, Eberly College of Science, Pennsylvania State University, University Park, Pennsylvania, USA
| | - Latisha Franklin
- Department of Biochemistry and Molecular Biology, Eberly College of Science, Pennsylvania State University, University Park, Pennsylvania, USA
- Millenium Scholars Program, Eberly College of Science, Pennsylvania State University, University Park, Pennsylvania, USA
| | - Kit Neikirk
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, USA
| | - Elsie Spencer
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, USA
- Teachers College, Columbia University, New York, New York, USA
| | - Heather K Beasley
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, USA
| | | | - Zer Vue
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, USA
| | - Amber Crabtree
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, USA
| | - Annet Kirabo
- Vanderbilt Department of Medicine, Nashville, Tennessee, USA
| | - Jennifer A Gaddy
- Department of Medicine, Vanderbilt University Medical Center, Nashville, Tennessee, USA
- Department of Veterans Affairs, Tennessee Valley Healthcare Systems, Nashville, Tennessee, USA
| | - Steven M Damo
- Department of Life and Physical Sciences, Fisk University, Nashville, Tennessee, USA
- Center for Structural Biology, Vanderbilt University, Nashville, Tennessee, USA
| | - Melanie R McReynolds
- Department of Biochemistry and Molecular Biology, Eberly College of Science, Pennsylvania State University, University Park, Pennsylvania, USA
| | - Latanya Hammonds Odie
- Department of Biological Sciences, Georgia Gwinnett College, Lawrenceville, Georgia, USA
| | - Sandra A Murray
- Department of Cell Biology, University of Pittsburgh, Pittsburgh, Pennsylvania, USA
| | - Maria Elena Zavala
- Department of Biology, California State University, Northridge, California, USA
| | - Arnaldo Diaz Vazquez
- Graduate School of Biomedical Sciences, University of Texas Southwestern Medical Center, Dallas, Texas, USA
| | - Antentor Hinton
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, USA
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14
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Rengers TA, Warner SG. Importance of Diversity, Equity, and Inclusion in the Hepatopancreatobiliary Workforce. Cancers (Basel) 2024; 16:326. [PMID: 38254815 PMCID: PMC10814790 DOI: 10.3390/cancers16020326] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/27/2023] [Revised: 01/04/2024] [Accepted: 01/11/2024] [Indexed: 01/24/2024] Open
Abstract
Diversity is a catalyst for progress that prevents institutional stagnation and, by extension, averts descent to mediocrity. This review focuses on the available data concerning hepatopancreatobiliary (HPB) surgical workforce demographics and identifies evidence-based strategies that may enhance justice, equity, diversity, and inclusion for HPB surgeons and their patients. We report that the current United States HPB surgical workforce does not reflect the population it serves. We review data describing disparity-perpetuating hurdles confronting physicians from minority groups underrepresented in medicine at each stage of training. We further examine evidence showing widespread racial and socioeconomic disparities in HPB surgical care and review the effects of workforce diversity and physician-patient demographic concordance on healthcare outcomes. Evidence-based mitigators of structural racism and segregation are reviewed, including tailored interventions that can address social determinants of health toward the achievement of true excellence in HPB surgical care. Lastly, select evidence-based data driving surgical workforce solutions are reviewed, including intentional compensation plans, mentorship, and sponsorship.
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Affiliation(s)
| | - Susanne G. Warner
- Mayo Clinic Division of Hepatobiliary and Pancreas Surgery, Rochester, MN 55905, USA
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15
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Smith Z, Botto E, Johnson O, Rudo T, Getz K. New Benchmarks on Demographic Disparities in Pivotal Trials Supporting FDA-Approved Drugs and Biologics. Ther Innov Regul Sci 2024; 58:143-152. [PMID: 37775684 DOI: 10.1007/s43441-023-00579-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/27/2023] [Accepted: 09/05/2023] [Indexed: 10/01/2023]
Abstract
BACKGROUND A lack of diversity and representation in clinical trials is an established issue in drug development, and the COVID-19 pandemic increased awareness of the problem among the general public. This awareness has led to increased pressure on drug development sponsors, as well as additional attention and regulation from federal bodies, to improve the diversity of clinical trials. This study updates existing baselines regarding demographic disparities, as well as detecting early signs that the situation may be starting to improve. METHODS Building on an existing dataset, this study collected and analyzed pivotal trial demographic data for drugs and biologics approved by the FDA between 2007 and 2021. Demographic data were collected from applications on the FDA website and clinicaltrials.gov, and compared to indication-specific demographic data when available, or US census estimates when they were not. Regression analyses were used to test for significant trends in reporting of demographic data and representation in pivotal trials, as well as the effect of representation on clinical trial duration and FDA review. RESULTS Reporting of demographic data has improved significantly for all three demographic categories (sex, racial identity, and ethnic identity) over the observed time period (p < 0.0001). During this time period, overrepresentation of white participants has decreased significantly (p < 0.0001), and representation of Black participants has increased (p = 0.0003). Other racial and ethnic identities did not show significant trends. Representation of demographic subgroups was not significant predictors of trial duration except for the representation of Black participants, which was a negative correlation, indicating that as representation of Black participants increases, trial duration decreases (p = 0.0350).
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Affiliation(s)
- Zachary Smith
- Tufts Center for the Study of Drug Development, Tufts University, Boston, MA, USA.
| | - Emily Botto
- Tufts Center for the Study of Drug Development, Tufts University, Boston, MA, USA
| | | | | | - Kenneth Getz
- Tufts Center for the Study of Drug Development, Tufts University, Boston, MA, USA
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16
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Abstract
In response to concerns regarding numerous complex issues facing the veterinary specialty profession, several organizations, including the American College of Veterinary Internal Medicine, have made a clarion call to the American Veterinary Medical Association to begin discussions surrounding the formation of an accrediting body for internships, residencies, and fellowships. A proposed name for such a body is the Accreditation Council on Graduate Veterinary Medical Education, in alignment with the Accreditation Council on Graduate Medical Education (ACGME); the term "graduate" refers to specialty education that occurs after the first 4 years of the MD or DVM degree. Although the structure and financing of graduate education differ between the human medical and veterinary professions, we can nevertheless learn much from the history of evolution of human medical specialization as we navigate the path ahead.
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Affiliation(s)
- Jane E. Sykes
- Department of Medicine & Epidemiology, School of Veterinary MedicineUniversity of California‐DavisDavisCaliforniaUSA
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17
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Co JY, Klein JA, Kang S, Homan KA. Toward Inclusivity in Preclinical Drug Development: A Proposition to Start with Intestinal Organoids. Adv Biol (Weinh) 2023; 7:e2200333. [PMID: 36932900 DOI: 10.1002/adbi.202200333] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/20/2022] [Revised: 02/08/2023] [Indexed: 03/19/2023]
Abstract
Representation of humans from diverse backgrounds in the drug development process is key to advancing health equity, and while clinical trial design has recently made strides toward greater inclusivity, preclinical drug development has struggled to make those same gains. One barrier to inclusion is the current lack of robust and established in vitro model systems that simultaneously capture the complexity of human tissues while representing patient diversity. Here, the use of primary human intestinal organoids as a mechanism to advance inclusive preclinical research is proposed. This in vitro model system not only recapitulates tissue functions and disease states, but also retains the genetic identity and epigenetic signatures of the donors from which they are derived. Thus, intestinal organoids are an ideal in vitro prototype for capturing human diversity. In this perspective, the authors call for an industry-wide effort to leverage intestinal organoids as a starting point to actively and intentionally incorporate diversity into preclinical drug programs.
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Affiliation(s)
- Julia Y Co
- Complex in vitro Systems, Safety Assessment, Genentech Inc., 1 DNA Way, South San Francisco, CA, 94080, USA
| | - Jessica A Klein
- Complex in vitro Systems, Safety Assessment, Genentech Inc., 1 DNA Way, South San Francisco, CA, 94080, USA
| | - Serah Kang
- Complex in vitro Systems, Safety Assessment, Genentech Inc., 1 DNA Way, South San Francisco, CA, 94080, USA
| | - Kimberly A Homan
- Complex in vitro Systems, Safety Assessment, Genentech Inc., 1 DNA Way, South San Francisco, CA, 94080, USA
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18
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Ganek E, Sazon RAP, Gray L, Sherry D. An Introduction to Faculty Diversity, Equity, and Inclusion for Excellence in Nurse Education: Literature Review. Asian Pac Isl Nurs J 2023; 7:e49231. [PMID: 38039066 PMCID: PMC10724810 DOI: 10.2196/49231] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2023] [Revised: 10/31/2023] [Accepted: 11/02/2023] [Indexed: 12/02/2023] Open
Abstract
BACKGROUND The diversity of the world's population is increasing, along with the health inequities of underrepresented minority populations. To provide high-quality care to all patients, nurses require an understanding of diversity, equity, and inclusion (DEI) as well as how to implement best practices. Nurse educators are the ones to lead the way for DEI education for students. OBJECTIVE This paper aims to describe the findings of a literature review that introduces DEI concepts for excellence in nurse education and their related benefits. Best practices for actions to address DEI in nursing education will be described. METHODS After institutional review board approval, a literature search yielded 61 articles using 15 distinct keywords in 4 global, peer-reviewed literature databases. Melynk and Fineout-Overholt's (2023) Levels of Evidence guided the process of selecting 26 peer-reviewed articles and resources. RESULTS Common themes for best practices in DEI were identified. These themes included recruiting underrepresented minority nursing faculty, incorporating DEI into an institution's mission statement, addressing DEI topics in curricula, providing leadership, having a DEI strategic plan, developing education, developing data-based interventions, instilling policy change, partnering in outreach, targeting impact on hiring committees, recognizing DEI work, and providing mentorship. CONCLUSIONS In summary, this literature review provides several strategies to address DEI for nurse educators. Committing to DEI efforts and improving diversity in the nurse educator workforce are integral steps in improving the quality and inclusivity of nursing education and ultimately improving the health of our communities.
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Affiliation(s)
- Emily Ganek
- College of Nursing and Health Sciences, Lewis University, Romeoville, IL, United States
| | | | - Lauren Gray
- College of Nursing and Health Sciences, Lewis University, Romeoville, IL, United States
| | - Daisy Sherry
- College of Nursing and Health Sciences, Lewis University, Romeoville, IL, United States
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19
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Gonzalez LM, Stampley AR, Marcellin-Little DJ, Kedrowicz AA. Respondents to an American College of Veterinary Surgeons diplomate survey support the promotion of diversity, equity, and inclusion initiatives. J Am Vet Med Assoc 2023; 261:1847-1852. [PMID: 37607676 DOI: 10.2460/javma.23.06.0310] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/10/2023] [Accepted: 08/07/2023] [Indexed: 08/24/2023]
Abstract
OBJECTIVE To objectively measure the current demographic makeup of the American College of Veterinary Surgeons (ACVS) diplomates and to develop a survey tool to be used as a metric to measure future changes in the ACVS demographic profile. SAMPLE 737 ACVS diplomates. METHODS A 14-item electronic survey was sent to 2,199 ACVS diplomates between August 25 and September 9, 2021, via email. Survey items included demographic information as well as perceptions about the ACVS and diversity, equity, and inclusion (DEI). Responses were quantitatively and qualitatively analyzed. RESULTS The survey response rate was 34% (737/2,199). The median age category among respondents was 45 to 54. The median years in practice as a diplomate was 11 to 15. The majority of respondents identified as white/Caucasian and heterosexual, with male and female respondents being similarly represented. Most respondents identified English as their first language. Few considered themselves first-generation college graduates or identified as disabled. Many respondents considered DEI to be an important initiative to promote in the ACVS. CLINICAL RELEVANCE Findings suggested that the majority of ACVS respondents are supportive of DEI efforts. This study also serves as an objective analysis that can be reassessed in the future to determine the success of such initiatives.
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Affiliation(s)
- Liara M Gonzalez
- 1Department of Clinical Sciences, College of Veterinary Medicine, North Carolina State University, Raleigh, NC
| | | | | | - April A Kedrowicz
- 1Department of Clinical Sciences, College of Veterinary Medicine, North Carolina State University, Raleigh, NC
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20
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Quiroga LC, Starosta K, Kelley LR. Implementing and evaluating a diversity, equity, and inclusion resident recruitment strategy. Am J Health Syst Pharm 2023; 80:1662-1669. [PMID: 37556119 DOI: 10.1093/ajhp/zxad179] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/08/2023] [Indexed: 08/10/2023] Open
Abstract
PURPOSE A recruitment strategy was designed to increase the racial diversity of applicants to the postgraduate year 1 pharmacy program at University of Michigan Health, Michigan Medicine (MM). This article describes MM's diversity, equity, and inclusion (DEI) residency recruitment approach, from conceptualization through implementation, and includes an evaluation of its effectiveness. SUMMARY The report of the American Society of Health-System Pharmacists (ASHP) Task Force on Racial Diversity, Equity, and Inclusion, published in January 2021, provided a foundation for our recruitment approach. The approach consisted of establishing a residency DEI subcommittee, conducting outreach to under-represented students, and reducing bias in the process by amending the application screening rubric. The combination of these efforts resulted in a 5% increase in applicants from pharmacy schools with a high proportion of under-represented minority students. CONCLUSION A diverse residency program benefits patients, trainees, and the larger healthcare organization. In addition, incorporating DEI into resident recruitment is required by the new ASHP Accreditation Standard for postgraduate pharmacy residency programs effective July 1, 2023. Evaluation of our recruitment efforts demonstrated targeted recruitment as an effective strategy to increase the diversity of a residency program's applicants. There may be additional barriers not addressed by our interventions to be further explored.
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Affiliation(s)
| | - Kate Starosta
- Scientific Content Department, Med Communications, Memphis, TN, USA
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21
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Marshall AG, Vue Z, Beasley HK, Neikirk K, Stephens D, Wanjalla CN, Damo SM, Trejo J, Rodriguez-Aliaga P, Headley CA, Shuler H, Liu K, Smith N, Garza-Lopez E, Barongan T, Scudese E, Spencer E, Heemstra J, Vazquez AD, Murray SA, Hinton A. Diversity, Equity and Inclusion in the Laboratory: Strategies to Enhance Inclusive Laboratory Culture. Mol Cell 2023; 83:3766-3772. [PMID: 37922871 PMCID: PMC10986851 DOI: 10.1016/j.molcel.2023.09.011] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/31/2023] [Revised: 09/01/2023] [Accepted: 09/08/2023] [Indexed: 11/07/2023]
Abstract
Building a diverse laboratory that is equitable is critical for the retention of talent and the growth of trainees professionally and personally. Here, we outline several strategies including enhancing understanding of cultural competency and humility, establishing laboratory values, and developing equitable laboratory structures to create an inclusive laboratory environment to enable trainees to achieve their highest success.
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Affiliation(s)
- Andrea G Marshall
- Vanderbilt University, Department of Molecular Physiology and Biophysics, Nashville, TN 37232 USA
| | - Zer Vue
- Vanderbilt University, Department of Molecular Physiology and Biophysics, Nashville, TN 37232 USA
| | - Heather K Beasley
- Vanderbilt University, Department of Molecular Physiology and Biophysics, Nashville, TN 37232 USA
| | - Kit Neikirk
- Vanderbilt University, Department of Molecular Physiology and Biophysics, Nashville, TN 37232 USA
| | - Dominique Stephens
- Vanderbilt University, Department of Molecular Physiology and Biophysics, Nashville, TN 37232 USA
| | - Celestine N Wanjalla
- Department of Medicine, Division of Infectious Diseases Vanderbilt University, Nashville, TN 37232 USA
| | - Steven M Damo
- Center Structural Biology, Vanderbilt University, Nashville, TN 37232 USA; Fisk University, Department of Life and Physical Sciences, Nashville, TN 37208 USA
| | - JoAnn Trejo
- Department of Pharmacology, School of Medicine, University of California, San Diego, La Jolla, CA 92093, USA
| | | | - Colwyn Ansel Headley
- Department of Cardiovascular Medicine, Stanford University, Stanford, CA 94305, USA
| | - Haysetta Shuler
- Department of Biological Sciences, Winston-Salem State University; Winston-Salem, NC 27110 USA
| | - Kaihua Liu
- Department of Anatomy of Cell Biology, University of Iowa, Iowa City, IA 52242, USA
| | - Nathan Smith
- School of Medicine and Dentistry, University of Rochester Medical Center, Rochester, NY 14642, USA
| | - Edgar Garza-Lopez
- Department of Internal Medicine, University of Iowa, Iowa City, IA 52242, USA
| | - Taylor Barongan
- Vanderbilt University, Department of Molecular Physiology and Biophysics, Nashville, TN 37232 USA
| | - Estevão Scudese
- Laboratory of Biosciences of Human Motricity (LABIMH) of the Federal University of State of Rio de Janeiro (UNIRIO), Rio de Janeiro Brazil; Sport Sciences and Exercise Laboratory (LaCEE), Catholic University of Petrópolis (UCP), Brazil
| | - Elsie Spencer
- Teachers College, Columbia University, New York, NY 10027 USA
| | - Jennifer Heemstra
- Washington University in St. Louis, Department of Chemistry, St. Louis, MO 63130, USA
| | - Arnaldo Diaz Vazquez
- University of Texas Southwestern Medical Center, Graduate School of Biomedical Sciences, Dallas, TX 75390 USA
| | - Sandra A Murray
- University of Pittsburgh, Department of Cell Biology, Pittsburgh, PA 15261 USA.
| | - Antentor Hinton
- Vanderbilt University, Department of Molecular Physiology and Biophysics, Nashville, TN 37232 USA.
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22
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Omar D, Syder N, Brown-Korsah JB, McKenzie S, Elbuluk N, Taylor S. Racial and ethnic disparities in clinical research and the dermatology workforce: Part 2. J Am Acad Dermatol 2023; 89:895-902. [PMID: 35390428 DOI: 10.1016/j.jaad.2022.03.052] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/08/2021] [Revised: 03/22/2022] [Accepted: 03/24/2022] [Indexed: 11/20/2022]
Abstract
Although racial and ethnic demographics are shifting in this country, it is not reflected in the diversity of clinical trial research participants; science, technology, engineering, and mathematics pipeline programs; or the workforce in the field of dermatology. Barriers to recruitment of minority patients for research studies also exist for numerous reasons including lack of education of prospective subjects, lack of awareness of ongoing trials, and mistrust within the health care system. Gaps in the science, technology, engineering, and mathematics pipeline for racial and ethnic minorities, particularly Black, Hispanic/Latinx, and American Indian or Alaska Native, are due in large part to structural racism. Lack of exposure as well as lack of educational, mentorship, and research opportunities contribute to gaps in the dermatology workforce. Having a representative population in the dermatology workforce and in clinical research trial patients is essential for optimum patient care, excellence in the specialty, and knowledge of appropriate treatments for minority populations. This article will discuss knowledge gaps for increasing minority subjects who participate in clinical research trials and discuss mechanisms to engage this community in trial recruitment. Additionally, this article addresses lack of racial and ethnic diversity of the dermatology workforce and performance gaps in the recruitment of racial/ethnic minorities into dermatology.
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Affiliation(s)
- Deega Omar
- George Washington University School of Medicine and Health Sciences, Washington, District of Columbia; Department of Dermatology, Perelman School of Medicine at the University of Pennsylvania, Philadelphia, Pennsylvania
| | - Nicole Syder
- Department of Dermatology, Keck School of Medicine, University of Southern California, Los Angeles, California
| | - Jessica B Brown-Korsah
- Department of Dermatology, Perelman School of Medicine at the University of Pennsylvania, Philadelphia, Pennsylvania; Case Western Reserve University School of Medicine, Cleveland, Ohio
| | - Shanice McKenzie
- Department of Dermatology, Keck School of Medicine, University of Southern California, Los Angeles, California
| | - Nada Elbuluk
- Department of Dermatology, Keck School of Medicine, University of Southern California, Los Angeles, California.
| | - Susan Taylor
- Department of Dermatology, Perelman School of Medicine at the University of Pennsylvania, Philadelphia, Pennsylvania
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23
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Camargo A. Developing strategies to improve the sense of belonging and mitigate tokenism. Clin Imaging 2023; 103:109987. [PMID: 37742412 DOI: 10.1016/j.clinimag.2023.109987] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2023] [Revised: 08/30/2023] [Accepted: 09/15/2023] [Indexed: 09/26/2023]
Abstract
Despite the increase in DEI initiatives and the rising social awareness, diversity, equity, and inclusiveness are still scarce in many work environments. In the process of implementing a diverse group in the workplace and training programs, retention efforts should always follow recruitment strategies; it is crucial to establish an environment that offers recruited women and minorities a sense of belonging and inclusiveness. Literature shows that diversity and belonging benefit not only the individual, but also the organization, society, and health care system. Many strategies to foster a sense of belonging in the workplace have been suggested, including, but not limited to, mentorship, sponsorship, affinity groups, dashboards, and surveys. Leaderships should acknowledge DEI initiatives, promoting efforts to enhance inclusiveness and mitigate tokenism. Amid DEI criticism and backlash, it is important to continue to promote education and positive discussions and aim for cultural changes targeting rooted systemic racism and discrimination, which continue to impose an obstacle to DEIB achievements.
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Affiliation(s)
- Aline Camargo
- Department of Radiology and Imaging Sciences, Emory University School of Medicine, 1364 Clifton Road NE, Atlanta, GA 30322, USA.
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24
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Macias Gonzalez ADY, McCallum S, De Lora JA. Implementing standardized diversity, equity, and inclusion approaches within scientific communities. Trends Cell Biol 2023; 33:899-902. [PMID: 37730511 DOI: 10.1016/j.tcb.2023.08.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/27/2023] [Revised: 08/25/2023] [Accepted: 08/25/2023] [Indexed: 09/22/2023]
Abstract
Within the global scientific community, there are disparate approaches to diversity, equity, and inclusion (DEI) practices, leading to inequalities that hinder progress. Here, we frame this problem through historical perspectives in the global north and propose a DEI framework adaptable by institutions regardless of location, improving the academic environment for researchers globally.
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Affiliation(s)
| | - Sarah McCallum
- Biomedical Sciences, Department of Neural Sciences and Medicine, Cedars Sinai Medical Center, Los Angeles, CA, USA.
| | - Jacqueline A De Lora
- Cellular Biophysics Department, Max Planck Institute for Medical Research, Heidelberg, Germany.
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25
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Reguera, G. A new model for inclusive membership in the AEM editorial board. Appl Environ Microbiol 2023; 89:e0140223. [PMID: 37787560 PMCID: PMC10617590 DOI: 10.1128/aem.01402-23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/04/2023] Open
Affiliation(s)
- Gemma Reguera,
- Department of Microbiology and Molecular Genetics, Michigan State University, East Lansing, Michigan, USA
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26
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Adkins SE, Dixon KS, Minchew HM, Vance D, Birney J, Berbel G, Kilgore LJ. Building Approachable Surgical Experiences (BASE) in High School Populations. J Surg Educ 2023; 80:1189-1194. [PMID: 37460367 DOI: 10.1016/j.jsurg.2023.06.017] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/22/2023] [Revised: 05/16/2023] [Accepted: 06/17/2023] [Indexed: 08/11/2023]
Abstract
OBJECTIVE Pipeline programs are often set up to bring more diverse candidates to medical schools with the goal of diversifying the physician workforce in the years to come. All too often, these programs begin in college, long after many students of diverse backgrounds have been left behind through a myriad of barriers that exist between entering high school and matriculating to medical school. The Building Approachable Surgical Experiences (BASE) outreach program was designed to showcase healthcare careers, with an emphasis on surgical subspecialties, to historically underserved high school students. This pilot program's goal was to increase high school students' interest and confidence in pursuing future medical and surgical careers and provide a platform to initiate mentorship. DESIGN Local high school students from underrepresented in medicine (URiM) populations or medically underserved communities were invited to spend the day at an academic medical school campus. These students engaged in hands-on clinical and basic operative skill workshops led by third- and fourth-year medical students. They also engaged in small group conversations centered on mentorship with surgical residents and faculty. SETTING Program implementation took place at an academic medical center school of medicine in an urban city. PARTICIPANTS Forty high school students, 16 medical students, and 2 surgery faculty participated in this pilot program. CONCLUSIONS This event allowed early exposure for high school students to surgical and medical specialties, clinical techniques, and surgical mentorship. From the connections made, students have developed mentorship relationships and have felt comfortable reaching out with questions regarding the steps required to seek entrance to medical school. Mentors are currently resident or attending physicians, which provides students from underrepresented populations an opportunity for direct insight and guidance to and through the path to becoming a physician. Based on qualitative feedback from students, their high school teachers, and administrators, this pilot program succeeded in providing a window into healthcare, using a format that was encouraging to students long beyond their time on the school of medicine campus.
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Affiliation(s)
- Sarah E Adkins
- Department of Surgery, The University of Kansas Medical Center, Kansas City, Kansas
| | - Katelyn Sanner Dixon
- Department of Surgery, The University of Kansas Medical Center, Kansas City, Kansas
| | - Heather M Minchew
- Department of Surgery, The University of Kansas Medical Center, Kansas City, Kansas
| | - Dylan Vance
- Department of Surgery, The University of Kansas Medical Center, Kansas City, Kansas
| | - Jalee Birney
- Department of Surgery, The University of Kansas Medical Center, Kansas City, Kansas
| | - German Berbel
- Department of Surgery, The University of Kansas Medical Center, Kansas City, Kansas
| | - Lyndsey J Kilgore
- Department of Surgery, The University of Kansas Medical Center, Kansas City, Kansas.
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Gisondi MA, Keyes T, Zucker S, Bumgardner D. Teaching LGBTQ+ Health, a Web-Based Faculty Development Course: Program Evaluation Study Using the RE-AIM Framework. JMIR Med Educ 2023; 9:e47777. [PMID: 37477962 PMCID: PMC10403800 DOI: 10.2196/47777] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/31/2023] [Revised: 05/07/2023] [Accepted: 06/12/2023] [Indexed: 07/22/2023]
Abstract
BACKGROUND Many health professions faculty members lack training on fundamental lesbian, gay, bisexual, transgender, and queer (LGBTQ+) health topics. Faculty development is needed to address knowledge gaps, improve teaching, and prepare students to competently care for the growing LGBTQ+ population. OBJECTIVE We conducted a program evaluation of the massive open online course Teaching LGBTQ+ Health: A Faculty Development Course for Health Professions Educators from the Stanford School of Medicine. Our goal was to understand participant demographics, impact, and ongoing maintenance needs to inform decisions about updating the course. METHODS We evaluated the course for the period from March 27, 2021, to February 24, 2023, guided by the RE-AIM (Reach, Effectiveness, Adoption, Implementation, and Maintenance) framework. We assessed impact using participation numbers, evidence of learning, and likelihood of practice change. Data included participant demographics, performance on a pre- and postcourse quiz, open-text entries throughout the course, continuing medical education (CME) credits awarded, and CME course evaluations. We analyzed demographics using descriptive statistics and pre- and postcourse quiz scores using a paired 2-tailed t test. We conducted a qualitative thematic analysis of open-text responses to prompts within the course and CME evaluation questions. RESULTS Results were reported using the 5 framework domains. Regarding Reach, 1782 learners participated in the course, and 1516 (85.07%) accessed it through a main course website. Of the different types of participants, most were physicians (423/1516, 27.9%) and from outside the sponsoring institution and target audience (1452/1516, 95.78%). Regarding Effectiveness, the median change in test scores for the 38.1% (679/1782) of participants who completed both the pre- and postcourse tests was 3 out of 10 points, or a 30% improvement (P<.001). Themes identified from CME evaluations included LGBTQ+ health as a distinct domain, inclusivity in practices, and teaching LGBTQ+ health strategies. A minority of participants (237/1782, 13.3%) earned CME credits. Regarding Adoption, themes identified among responses to prompts in the course included LGBTQ+ health concepts and instructional strategies. Most participants strongly agreed with numerous positive statements about the course content, presentation, and likelihood of practice change. Regarding Implementation, the course cost US $57,000 to build and was intramurally funded through grants and subsidies. The course faculty spent an estimated 600 hours on the project, and educational technologists spent another 712 hours. Regarding Maintenance, much of the course is evergreen, and ongoing oversight and quality assurance require minimal faculty time. New content will likely include modules on transgender health and gender-affirming care. CONCLUSIONS Teaching LGBTQ+ Health improved participants' knowledge of fundamental queer health topics. Overall participation has been modest to date. Most participants indicated an intention to change clinical or teaching practices. Maintenance costs are minimal. The web-based course will continue to be offered, and new content will likely be added.
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Affiliation(s)
- Michael Albert Gisondi
- Department of Emergency Medicine, Stanford School of Medicine, Palo Alto, CA, United States
| | - Timothy Keyes
- Stanford School of Medicine, Stanford, CA, United States
| | - Shana Zucker
- Department of Internal Medicine, University of Miami Miller School of Medicine, Miami, FL, United States
| | - Deila Bumgardner
- Stanford Educational Technology, Stanford School of Medicine, Stanford, CA, United States
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Lee CC, Cho YS, Breen D, Monroy J, Seo D, Min YT. Relationship between Racial Diversity in Medical Staff and Hospital Operational Efficiency: An Empirical Study of 3870 U.S. Hospitals. Behav Sci (Basel) 2023; 13:564. [PMID: 37504011 PMCID: PMC10376650 DOI: 10.3390/bs13070564] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/05/2023] [Revised: 06/28/2023] [Accepted: 06/30/2023] [Indexed: 07/29/2023] Open
Abstract
Demand for foreign nurses and medical staff is rapidly increasing due to the severe labor shortage in U.S. hospitals triggered by the COVID-19 pandemic. However, empirical studies on the effect of the racial diversity of medical staff on hospital operations are still lacking. This research gap is thus investigated based on the foreign medical staff working in 3870 U.S. hospitals. Results show that workforce racial diversity has a significantly positive relationship with hospital operational efficiency regarding occupancy rate, manpower productivity, capacity productivity, and case mix index. Notably, this study empirically supports that increasing the ratio of foreign nurses positively affects the overall operational efficiency of hospitals. In addition, the study results also indicate that the hospital location, size, ownership, and teaching status act as significant control variables for the relationship between racial diversity and hospital efficiency. These results imply that hospitals with these specific operating conditions need to pay more attention to racial diversity in the workplace, as they are structurally more sensitive to the relationship between racial diversity and operational efficiency. In short, the findings of this study suggest that hospital efficiency can be operationally improved by implementing workforce ethnic diversity. For this reason, hospital stakeholders and healthcare policymakers are expected to benefit from this study's findings. Above all, the results of this study imply that if an organization adapts to extreme external environmental changes (e.g., the COVID-19 pandemic) through appropriate organizational restructuring (i.e., expanding the workforce racial diversity by hiring foreign medical staff), the organization can gain a competitive advantage, a claim that is supported by contingency theory. Further, investors are increasingly interested in ESG, especially companies that embody ethical and socially conscious workplaces, including a diverse and inclusive workforce. Thereby, seeking racial diversity in the workforce is now seen as a fundamental benchmark for organizational behavior that predicts successful ESG business practices, a claim that is supported by stakeholder theory. Therefore, in conclusion, the findings of this study suggest that workforce racial diversity is no longer an optional consideration but should be considered as one of the essential determinants of competitive advantage in organizations, particularly in the healthcare sector.
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Affiliation(s)
- C Christopher Lee
- School of Business, Central Connecticut State University, New Britain, CT 06050, USA
| | - Young Sik Cho
- College of Business, Jackson State University, Jackson, MS 39217, USA
| | - Diosmedy Breen
- School of Business, Central Connecticut State University, New Britain, CT 06050, USA
| | - Jessica Monroy
- School of Business, Central Connecticut State University, New Britain, CT 06050, USA
| | - Donghwi Seo
- Lubin School of Business, Pace University, New York, NY 10038, USA
| | - Yong-Taek Min
- Department of Health Sciences, Florida Gulf Coast University, Fort Myers, FL 33965, USA
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Murray TA, Oerther S, Simmons KJ. Anti- DEI legislation targeting colleges and universities: Its potential impacts on nursing education and the pursuit of health equity. Nurs Outlook 2023; 71:101994. [PMID: 37336170 DOI: 10.1016/j.outlook.2023.101994] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/16/2023] [Revised: 05/15/2023] [Accepted: 05/18/2023] [Indexed: 06/21/2023]
Abstract
BACKGROUND This article sheds light on the sociopolitical movements that led state legislators to propose bills restricting diversity, equity, and inclusion (DEI) initiatives and the profound effect these bills, if passed, will have on advancing health equity. PURPOSE To alert and alarm nurses and nurse educators regarding the expansiveness of the proposed legislation, highlight the harmful effects, and the necessity for a call to action. METHODS Nurses and nurse educators must be aware of their civic and professional responsibilities to advocate for social justice to promote health equity and educational opportunities for historically excluded groups in nursing. DISCUSSION Proposed legislative limits on DEI could have dire consequences for health, educational institutions, and the economy. CONCLUSION Nurses and nurse educators should engage, inform, and influence policymakers on the potential harm anti-DEI legislation can have on population health.
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Affiliation(s)
- Teri A Murray
- Trudy Busch Valentine School of Nursing, Saint Louis University, St. Louis, MO.
| | - Sarah Oerther
- Trudy Busch Valentine School of Nursing, Saint Louis University, St. Louis, MO
| | - Krista J Simmons
- Trudy Busch Valentine School of Nursing, Saint Louis University, St. Louis, MO
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McClaskey B. Disparities in Neonatal Outcomes: Past, Present, and Our Future? Neonatal Netw 2023; 42:210-214. [PMID: 37491044 DOI: 10.1891/nn-2022-0051] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/08/2023] [Indexed: 07/27/2023]
Abstract
Neonatal outcomes and infant mortality rates have improved significantly in the past century. However, the disparities in outcomes linked to racial and ethnic variations have persisted and actually increased. Those differences in outcomes have been acknowledged for years as care providers strive to improve care for all of our most vulnerable and youngest individuals. Trends in neonatal outcomes are summarized.
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Marcellus L, Amundsen M. Developing an Equity Mindset: How Neonatal Nurses Can Impact Health Outcomes by Reducing Disparities. Neonatal Netw 2023; 42:182-191. [PMID: 37491040 DOI: 10.1891/nn-2023-0028] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/09/2023] [Indexed: 07/27/2023]
Abstract
The concepts of health equity and social justice are foundational to the profession of nursing. Substantial advances have been made over the past decades in the care of infants requiring support in the NICU; however, significant differences remain in health outcomes for infants and their families for groups considered to be disadvantaged. In this article, we explore the concept of health equity, introduce an action framework that provides a practical approach to advancing health equity, and describe how to apply this framework for action within the context of neonatal nursing practice. Nurses are encouraged to accept and act on their ethical responsibility toward the populations they serve, directing attention and resources to those with the greatest need.
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32
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Joseph RA. Understanding Facilitators and Barriers to Providing Equity-Oriented Care in the NICU. Neonatal Netw 2023; 42:202-209. [PMID: 37491038 DOI: 10.1891/nn-2022-0049] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/05/2023] [Indexed: 07/27/2023]
Abstract
The current study examined the use of immersive technology as a way to improve access to high-quality interpersonal breastfeeding interactions in an undergraduate clinical lactation course. In particular, we investigated the impact of immersive consultation videos and related activities on student self-efficacy, motivational beliefs, and perceived skill level. Results indicate that usability was high, with participants rating videos, interactives, and activities positively. Although no significant improvements in their level of interest or perceived skill were found, students did report a significant increase in self-efficacy and their perceived ability to meet the course learning objectives. Our results demonstrate that high-quality immersive videos can be an important learning tool for teaching clinical skills when access to direct patient care is limited or absent.
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Hollins NA, Morris C, Li A. Integrating Diversity, Equity, and Inclusion Readings within Coursework: Suggestions for Instructors Teaching Behavior Analysis. Behav Anal Pract 2023; 16:629-639. [PMID: 37187849 PMCID: PMC10169931 DOI: 10.1007/s40617-023-00781-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/07/2023] [Indexed: 05/17/2023] Open
Abstract
Behavior analysis graduate programs must train their students to be culturally responsive so that they are prepared to effectively serve a diverse clientele. One important strategy for helping students gain a culturally responsive repertoire is embedding diversity, equity, and inclusion materials into behavior analysis graduate course sequences. However, little guidance exists for selecting content related to diversity, equity, and inclusion within behavior analysis to include in behavior analytic coursework. This article provides suggested readings for diversity, equity, and inclusion within behavior analysis that can be embedded into typical course structures in behavior analysis graduate programs. Each course requirement in the Association for Behavior Analysis International's Verified Course Sequence is given specific recommendations.
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Affiliation(s)
- Nicole A. Hollins
- Department of Psychology, Western Michigan University, Kalamazoo, Michigan USA
| | - Cody Morris
- Department of Psychology, Salve Regina University, 100 Ochre Point Avenue, Newport, RI 02840 USA
| | - Anita Li
- Department of Psychology, Western Michigan University, Kalamazoo, Michigan USA
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Filimonov AK, Gates AR, Allos AN, Billings HJ, Goldina A, Wisco JJ. A Call to Action for Improving LGBTQIA2S+ Inclusive Policies and Practices in Educating Science and Medical Professionals. Med Sci Educ 2023; 33:767-772. [PMID: 37501802 PMCID: PMC10368593 DOI: 10.1007/s40670-023-01797-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 04/28/2023] [Indexed: 07/29/2023]
Abstract
Based on Nature's novel sex and gender guidelines, we share a call to action to enact policy changes in medical and scientific education. We conducted a literature search of current policies and practices affecting sex and gender minorities. Our work indicated a scarcity of guidelines and curricula dedicated to standardizing LGBTQIA2S+ topics. Educational policies must be enacted to ensure that sex and gender guidelines are implemented across all institutions as it impacts the future of healthcare and science. It is essential that sex and gender considerations be mandated topics in both medical and scientific education.
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Affiliation(s)
- Anastasia K. Filimonov
- Laboratory for Translational Anatomy of Degenerative Diseases and Developmental Disorders (TAD4), Department of Anatomy and Neurobiology, Boston University Aram V. Chobanian & Edward Avedisian School of Medicine, 72 E Concord St., L-1004, Boston, MA 02118 USA
| | - Alexandra R. Gates
- Department of Biological and Environmental Sciences, Elizabethtown College, Elizabethtown, PA 17022 USA
| | - Annmarie N. Allos
- Department of Cognitive Science, Dartmouth College, Hanover, NH 03755 USA
| | - Heather J. Billings
- Department of Pathology, Anatomy, and Laboratory Medicine, West Virginia University, Morgantown, WV 26506 USA
| | - Anya Goldina
- Department of Biological and Environmental Sciences, Elizabethtown College, Elizabethtown, PA 17022 USA
| | - Jonathan J. Wisco
- Laboratory for Translational Anatomy of Degenerative Diseases and Developmental Disorders (TAD4), Department of Anatomy and Neurobiology, Boston University Aram V. Chobanian & Edward Avedisian School of Medicine, 72 E Concord St., L-1004, Boston, MA 02118 USA
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35
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Smith EN, Artunduaga M, Kotsenas AL. Everyday advocacy. Clin Imaging 2023; 101:66-68. [PMID: 37302339 DOI: 10.1016/j.clinimag.2023.04.016] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/14/2023] [Revised: 04/27/2023] [Accepted: 04/27/2023] [Indexed: 06/13/2023]
Abstract
When considering advocacy, many people think of the political fundraising form, and assume it is difficult to carry out, or that it requires a big investment of time, energy, or money. However, advocacy comes in many different forms, and can be implemented every day. A more mindful approach and a few small, but critical, steps can take our advocacy to a new, more intentional level; one that we can practice every day. There are many opportunities to use our advocacy skills every day to stand up for something that matters and to make advocacy a habit. It will take all of us working together to rise to the challenge and make a difference in our specialty, for our patients, in our society and in our world.
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Affiliation(s)
- Elainea N Smith
- Department of Radiology, University of Alabama at Birmingham, Birmingham, AL, USA.
| | - Maddy Artunduaga
- Department of Radiology, Pediatric Radiology Division, UT Southwestern Medical Center, Dallas, TX, USA
| | - Amy L Kotsenas
- Department of Radiology, Mayo Clinic, Rochester, MN, USA
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36
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Kestenbaum A, Winters KD, Ruppin-Pham A, Valdez MJ, Cammon C, Hamelin K, Edmonds KP. Improving access to palliative care clinical pastoral education. J Health Care Chaplain 2023:1-16. [PMID: 37184137 DOI: 10.1080/08854726.2023.2209464] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/16/2023]
Abstract
Palliative care is interprofessional care for seriously ill people. Many clergy, religious leaders, and hospice and palliative care chaplains of color and minority religious backgrounds desire clinical palliative care education. This manuscript presents findings from a three-year quality improvement project which included the development of a palliative care specialty ACPE: The Standard for Spiritual Care and Education (ACPE) accredited program at an academic medical center. The program was designed to improve spiritual care provision in palliative care at the institution and to facilitate the participation of clergy and spiritual leaders of color and minority religious groups. Forty-six students participated in 53 400-h clinical pastoral education units. Strategies from medical education literature were employed to address obstacles to CPE participation including a racially and religiously diverse CPE advisory group, financial assistance, flexible learning (e.g. hybrid, asynchronous), and clinical placement agreements at places of employment. Upon completion of the program students provided written feedback, participated in a structured exit interview and completed a survey. Data were reviewed for common themes and results report student perceptions about the strategies utilized.
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Affiliation(s)
| | - Kathryn D Winters
- Division of Geriatrics, Gerontology, and Palliative Care, Department of Medicine, UC San Diego Section of Palliative Care, UC San Diego Health, San Diego, CA, USA
| | - Ayelet Ruppin-Pham
- Nursing Education Development and Research, UC San Diego Health, San Diego, CA, USA
| | - Matthew J Valdez
- Spiritual Care Services, UC San Diego Health, San Diego, CA, USA
| | - Candis Cammon
- Spiritual Care Services, UC San Diego Health, San Diego, CA, USA
| | - Kathryn Hamelin
- Child Life Services, UC San Diego Health, San Diego, CA, USA
| | - Kyle P Edmonds
- Division of Geriatrics, Gerontology, and Palliative Care, Department of Medicine, UC San Diego Section of Palliative Care, UC San Diego Health, San Diego, CA, USA
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Cox WTL. Developing scientifically validated bias and diversity trainings that work: empowering agents of change to reduce bias, create inclusion, and promote equity. Manag Decis 2023; 61:1038-1061. [PMID: 37090785 PMCID: PMC10120861 DOI: 10.1108/md-06-2021-0839] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 05/03/2023]
Abstract
Purpose – Research consistently shows that non-scientific bias, equity, and diversity trainings do not work, and often make bias and diversity problems worse. Despite these widespread failures, there is considerable reason for hope that effective, meaningful DEI efforts can be developed. One approach in particular, the bias habit-breaking training, has 15 years of experimental evidence demonstrating its widespread effectiveness and efficacy. Design/methodology/approach – This article discusses bias, diversity, equity, and inclusion (DEI) efforts from the author's perspective as a scientist-practitioner - the author draws primarily on the scientific literature, but also integrates insights from practical experiences working in DEI. The author provides a roadmap for adapting effective, evidence-based approaches from other disciplines (e.g. cognitive-behavioral therapy) into the DEI context and reviews evidence related to the bias habit-breaking training as one prominent demonstration of a scientifically-validated approach that effects lasting, meaningful improvements on DEI issues within both individuals and institutions. Findings – DEI trainings fail due to widespread adoption of the information deficit model, which is well-known as a highly ineffective approach. Empowerment-based approaches, in contrast, are highly promising for making meaningful, lasting changes in the DEI realm. Evidence indicates that the bias habit-breaking training is effective at empowering individuals as agents of change to reduce bias, create inclusion, and promote equity, both within themselves and the social contexts they inhabit. Originality/value – In contrast to the considerable despair and pessimism around DEI efforts, the present analysis provides hope and optimism, and an empirically-validated path forward, to develop and test DEI approaches that empower individuals as agents of change.
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Affiliation(s)
- William Taylor Laimaka Cox
- Department of Psychology, University of Wisconsin-Madison, Madison, Wisconsin, USA
- Inequity Agents of Change, Madison, Wisconsin, USA
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Mawhinney L, Drame ER, Bowe AG, Duval-Diop D, Kares FR, Santos P. Responding to the times: Adapting an evaluation study during a dual pandemic. Eval Program Plann 2023; 97:102213. [PMID: 36586302 DOI: 10.1016/j.evalprogplan.2022.102213] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/15/2022] [Revised: 07/09/2022] [Accepted: 12/19/2022] [Indexed: 06/17/2023]
Abstract
This paper is a critical essay to discuss an original methodological design for an equity school evaluation in diverse-by-design schools. The evaluation was to gather a broad swathe of data necessary to provide detailed insights on diverse-by-design schools in diversity, equity, and inclusion (DEI) practices. We chronicle and critically explore the methodological pivots generated by the research team as we conducted this research against the backdrop of both the COVID-19 pandemic and US nationwide protests in response to the murder of George Floyd and countless other Black people at the hands of the police. We challenge our own use of equity in our research design by centering school communities through agency of partnership.
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Affiliation(s)
| | | | | | | | - Faith R Kares
- Beloved Community and the University of Illinois at Chicago, USA
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Davis J, Damo S, Spencer EC, Murray SA, Shuler HD, Vue Z, Heemstra JM, Diaz Vazquez A, Hinton A. Catalyst for Change: Future of DEI in Academia. Trends Chem 2023; 5:245-248. [PMID: 37743974 PMCID: PMC10512845 DOI: 10.1016/j.trechm.2023.02.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/09/2023]
Abstract
In this paper, we propose ways to address diversity, equity, and inclusion (DEI) challenges and outline steps and methodologies for creating allies and empowering leaders to support DEI efforts in science, technology, engineering, mathematics, and medicine (STEMM) for underrepresented minorities (URMs).
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Affiliation(s)
- Jamaine Davis
- Department of Biochemistry, Cancer Biology, Neuroscience, Pharmacology, Meharry Medical College, Nashville, TN 37232 USA
| | - Steve Damo
- Department of Life and Physical Sciences, Fisk University, Nashville, TN, 37208 USA
| | - Elsie C. Spencer
- Department of Molecular Physiology and Biophysics, Vanderbilt University; Nashville, TN, 37232 USA
- Teachers College, Columbia University; New York, NY, 10027 USA
| | - Sandra A. Murray
- Department of Cell Biology, University of Pittsburgh; Pittsburgh, PA, 15261 USA
| | - Haysetta D. Shuler
- Department of Biological Sciences, Winston-Salem State University, Winston-Salem, NC, 27110 USA
- Shuler Consulting, Winston-Salem, NC, 27110 USA
| | - Zer Vue
- Department of Molecular Physiology and Biophysics, Vanderbilt University; Nashville, TN, 37232 USA
| | - Jennifer M. Heemstra
- Department of Chemistry, Washington University in St. Louis, St. Louis, MO, 63130 USA
| | - Arnaldo Diaz Vazquez
- Graduate School of Biomedical Sciences, University of Texas Southwestern Medical Center, Dallas, TX, 75390 USA
| | - Antentor Hinton
- Department of Molecular Physiology and Biophysics, Vanderbilt University; Nashville, TN, 37232 USA
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40
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Blair-Loy M, Reynders S, Cech EA. Productivity metrics and hiring rubrics are warped by cultural schemas of merit. Trends Microbiol 2023; 31:556-558. [PMID: 37003935 DOI: 10.1016/j.tim.2023.03.004] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/16/2022] [Revised: 03/09/2023] [Accepted: 03/13/2023] [Indexed: 04/03/2023]
Abstract
Academic science is committed to objective hiring and promotion, yet diversification has stalled. Conventional approaches to improve diversity overlook the valorized cultural schemas scientists use to assess, and often mismeasure, merit. These schemas warp the design and use of productivity metrics and rubric scoring. We suggest interventions to unwarp them.
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Balasubramanian S, Pasquali SK, Cousino MK, Lowery RE, Les AS, Yu S, McCormick AD, West CL, Fifer CG, Goldberg CS, Romano JC, Owens ST. Representation of Women and Minority Faculty and Fellows in Academic Pediatric Cardiology Training Programs. J Am Coll Cardiol 2023; 81:1181-1188. [PMID: 36948735 DOI: 10.1016/j.jacc.2023.01.022] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/24/2022] [Revised: 01/13/2023] [Accepted: 01/17/2023] [Indexed: 03/24/2023]
Abstract
BACKGROUND Studies have shown that diverse care teams optimize patient outcomes. Describing the current representation of women and minorities has been a critical step in improving diversity across several fields. OBJECTIVES To address the lack of data specific to pediatric cardiology, the authors conducted a national survey. METHODS U.S. academic pediatric cardiology programs with fellowship training programs were surveyed. Division directors were invited (July 2021 to September 2021) to complete an e-survey of program composition. Underrepresented minorities in medicine (URMM) were characterized using standard definitions. Descriptive analyses at the hospital, faculty, and fellow level were performed. RESULTS Altogether, 52 of 61 programs (85%) completed the survey, representing 1,570 total faculty and 438 fellows, with a wide range in program size (7-109 faculty, 1-32 fellows). Although women comprise approximately 60% of faculty in pediatrics overall, they made up 55% of fellows and 45% of faculty in pediatric cardiology. Representation of women in leadership roles was notably less, including 39% of clinical subspecialty directors, 25% of endowed chairs, and 16% of division directors. URMM comprise approximately 35% of the U.S. population; however, they made up only 14% of pediatric cardiology fellows and 10% of faculty, with very few in leadership roles. CONCLUSIONS These national data suggest a "leaky pipeline" for women in pediatric cardiology and very limited presence of URRM overall. Our findings can inform efforts to elucidate underlying mechanisms for persistent disparity and reduce barriers to improving diversity in the field.
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Affiliation(s)
- Sowmya Balasubramanian
- Division of Pediatric Cardiology, Department of Pediatrics, University of Michigan, Ann Arbor, Michigan, USA.
| | - Sara K Pasquali
- Division of Pediatric Cardiology, Department of Pediatrics, University of Michigan, Ann Arbor, Michigan, USA
| | - Melissa K Cousino
- Division of Pediatric Cardiology, Department of Pediatrics, University of Michigan, Ann Arbor, Michigan, USA; Department of Cardiothoracic Surgery, University of Michigan, Ann Arbor, Michigan, USA
| | - Ray E Lowery
- Division of Pediatric Cardiology, Department of Pediatrics, University of Michigan, Ann Arbor, Michigan, USA
| | - Andrea S Les
- Division of Pediatric Cardiology, Department of Pediatrics, University of Michigan, Ann Arbor, Michigan, USA
| | - Sunkyung Yu
- Division of Pediatric Cardiology, Department of Pediatrics, University of Michigan, Ann Arbor, Michigan, USA
| | - Amanda D McCormick
- Division of Pediatric Cardiology, Department of Pediatrics, University of Michigan, Ann Arbor, Michigan, USA
| | - Caroline L West
- Division of Pediatric Cardiology, Department of Pediatrics, University of Michigan, Ann Arbor, Michigan, USA
| | - Carlen G Fifer
- Division of Pediatric Cardiology, Department of Pediatrics, University of Michigan, Ann Arbor, Michigan, USA
| | - Caren S Goldberg
- Division of Pediatric Cardiology, Department of Pediatrics, University of Michigan, Ann Arbor, Michigan, USA
| | - Jennifer C Romano
- Department of Cardiothoracic Surgery, University of Michigan, Ann Arbor, Michigan, USA
| | - Sonal T Owens
- Division of Pediatric Cardiology, Department of Pediatrics, University of Michigan, Ann Arbor, Michigan, USA
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DeWitt E, Williams R. Unequal Representation in Pediatric Cardiology: The More Things Change, The More They Stay the Same? J Am Coll Cardiol 2023; 81:1189-1191. [PMID: 36948736 DOI: 10.1016/j.jacc.2023.01.021] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/20/2023] [Revised: 01/25/2023] [Accepted: 01/25/2023] [Indexed: 03/24/2023]
Affiliation(s)
- Elizabeth DeWitt
- Department of Cardiology, Boston Children's Hospital, Harvard Medical School, Boston, Massachusetts, USA.
| | - Roberta Williams
- Division of Cardiology, Children's Hospital of Los Angeles, Keck School of Medicine of USC, Los Angeles, California, USA
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Versavel S, Subasinghe A, Johnson K, Golonski N, Muhlhausen J, Perry P, Sanchez R. Diversity, equity, and inclusion in clinical trials: A practical guide from the perspective of a trial sponsor. Contemp Clin Trials 2023; 126:107092. [PMID: 36702295 DOI: 10.1016/j.cct.2023.107092] [Citation(s) in RCA: 7] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/02/2022] [Revised: 12/15/2022] [Accepted: 01/17/2023] [Indexed: 01/24/2023]
Abstract
BACKGROUND Considering diversity, equity, and inclusion (DEI) in clinical trials ensures that data collected for investigational treatments reflect the populations most likely to benefit from those therapies. Resources and recommendations regarding DEI were assembled by the trial sponsor to assist clinical trial development. METHODS A cross-disciplinary team from the sponsoring organization was assembled to inform trial planning and collate resources that promote DEI throughout the clinical trial life cycle. RESULTS Representatives from clinical operations, health economic outcomes research, medical affairs, patient advocacy, procurement, and research and development functional groups united together to implement DEI strategies in clinical trials. Planning strategies focus on eligibility, participant/patient engagement, feedback through patient advocacy organizations, and community interactions. Informed site, investigator, and vendor selection at trial startup supports efforts to recruit diverse target trial populations and engage underrepresented businesses; establishing relationships and demographic target-goal tracking should be maintained throughout trial management. Continued communication during trial closeout consolidates learnings and enhances partnerships with trial participants and patient advocacy organizations. The sponsoring organization continuously updates an internal library of resources to facilitate implementation of outlined strategies. CONCLUSIONS This first iteration of guidance intends to improve the representation of target populations who will ultimately benefit from investigational therapies; to assist sponsor clinical trial teams in developing recruitment and retention plans; and to ensure compliance with federal granting agencies. The sponsoring organization anticipates data from future clinical trials will help characterize the impact of these initiatives to ensure evidence-based practices are used in future clinical trials to enhance DEI.
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Duong J, McIntosh S, Attia J, Michener JL, Cottler LB, Aguilar-Gaxiola SA. Attitudes towards diversity, equity, and inclusion across the CTSA Programs: Strong but not uniform support and commitment. J Clin Transl Sci 2023; 7:e66. [PMID: 37008605 PMCID: PMC10052433 DOI: 10.1017/cts.2022.525] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/09/2022] [Revised: 12/01/2022] [Accepted: 12/08/2022] [Indexed: 02/10/2023] Open
Abstract
Background This study describes attitudes towards diversity, equity, and inclusion (DEI) among members of the Clinical and Translational Science Awards (CTSA) Program. It also explores associations between program members' roles and their perceived importance of and commitment to improving DEI and assesses the link between perceived importance of and commitment to improving DEI. Lastly, it ascertains barriers and priorities concerning health equity research, workforce development, CTSA consortium leadership, and clinical trials participation among respondents. Methods A survey was administered to registrants of the virtual CTSA Program 2020 Fall Meeting. Respondents reported their roles, perceived importance of and commitment to improving DEI. Bivariate cross-tabulations and structural equation modeling examined associations between respondents' roles, perceived importance of DEI, and commitment to improving DEI. Grounded theory was used to code and analyze open-ended questions. Results Among 796 registrants, 231 individuals completed the survey. DEI was "extremely important" among 72.7 percent of respondents and lowest among UL1 PIs (66.7%). Being "extremely committed" to improving DEI was reported by 56.3 percent of respondents and lowest among "other staff" (49.6%). Perceived importance of DEI was positively associated with commitment to improve DEI. Institutional and CTSA Commitment, Support, and Prioritization of DEI represented a key theme for improving DEI among respondents. Conclusion Clinical and translational science organizations must take bold steps to transform individual perceptions of DEI into commitment and commitment into action. Institutions must set visionary objectives spanning leadership, training, research, and clinical trials research to meet the promise and benefits of a diverse NIH-supported workforce.
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Affiliation(s)
- Jeffrey Duong
- Center for Reducing Health Disparities, University of California – Davis School of Medicine, Sacramento, CA, USA
| | - Scott McIntosh
- Center for Leading Innovation and Collaboration, Department of Public Health Sciences, University of Rochester Medical Center, Rochester, NY, USA
| | - Jacqueline Attia
- Center for Leading Innovation and Collaboration, Department of Public Health Sciences, University of Rochester Medical Center, Rochester, NY, USA
| | - J. Lloyd Michener
- Department of Family Medicine & Community Health, Duke School of Medicine, Durham, NC, USA
| | - Linda B. Cottler
- Department of Epidemiology, Colleges of Public Health and Health Professions and Medicine, University of Florida, Gainesville, FL, USA
| | - Sergio A. Aguilar-Gaxiola
- Center for Reducing Health Disparities, University of California – Davis School of Medicine, Sacramento, CA, USA
- Clinical and Translational Science Center, Department of Internal Medicine, School of Medicine, Sacramento, CA, USA
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Cheng SJ, Gaynor KM, Moore AC, Darragh K, Estien CO, Hammond JW, Lawrence C, Mills KL, Baiz MD, Ignace D, Khadempour L, McCary MA, Rice MM, Tumber-Dávila SJ, Smith JA. Championing inclusive terminology in ecology and evolution. Trends Ecol Evol 2023; 38:381-384. [PMID: 36754709 DOI: 10.1016/j.tree.2022.12.011] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/08/2022] [Revised: 12/14/2022] [Accepted: 12/24/2022] [Indexed: 02/10/2023]
Abstract
Amid a growing disciplinary commitment to inclusion in ecology and evolutionary biology (EEB), it is critical to consider how the use of scientific language can harm members of our research community. Here, we outline a path for identifying and revising harmful terminology to foster inclusion in EEB.
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Affiliation(s)
- Susan J Cheng
- Department of Mechanical Engineering, University of Michigan, Ann Arbor, MI, USA; Department of Ecology & Evolutionary Biology, University of Michigan, Ann Arbor, MI, USA.
| | - Kaitlyn M Gaynor
- Department of Zoology, University of British Columbia, Vancouver, BC, Canada; Department of Botany, University of British Columbia, Vancouver, BC, Canada.
| | - Alex C Moore
- Department of Botany, University of British Columbia, Vancouver, BC, Canada; Department of Forestry & Conservation Science, University of British Columbia, BC, Canada.
| | - Kathy Darragh
- Department of Evolution & Ecology, University of California - Davis, Davis, CA, USA
| | - Cesar O Estien
- Department of Environmental Science, Policy, and Management, University of California - Berkeley, Berkeley, CA, USA
| | - J W Hammond
- Humanities Department, Michigan Technological University, Houghton, MI, USA
| | - Christopher Lawrence
- Department of Ecology & Evolutionary Biology, Princeton University, Princeton, NJ, USA
| | - Kirby L Mills
- Department of Ecology & Evolutionary Biology, University of Michigan, Ann Arbor, MI, USA
| | - Marcella D Baiz
- Department of Biology, Pennsylvania State University, University Park, PA, USA
| | - Danielle Ignace
- Department of Forestry & Conservation Science, University of British Columbia, BC, Canada
| | - Lily Khadempour
- Department of Earth and Environmental Sciences, Rutgers University, Newark, NJ, USA
| | | | - Mallory M Rice
- Department of Biological Sciences, California State University San Marcos, San Marcos, CA, USA
| | | | - Justine A Smith
- Department of Wildlife, Fish, and Conservation Biology, University of California - Davis, Davis, CA, USA.
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Reece-Nguyen TL, Lee HH, Garcia-Marcinkiewicz AG, Szolnoki J, Fernandez AM, Mukkamala S, Lalwani K, Deutsch N, Jimenez N. Diversity, equity, and inclusion within the Society for Pediatric Anesthesia: A mixed methods assessment. Paediatr Anaesth 2023; 33:435-445. [PMID: 36715575 DOI: 10.1111/pan.14642] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/01/2022] [Revised: 01/05/2023] [Accepted: 01/24/2023] [Indexed: 01/31/2023]
Abstract
BACKGROUND Leadership of the Society for Pediatric Anesthesia created the Diversity, Equity, and Inclusion committee in 2018 to prioritize diversity work. The Society for Pediatric Anesthesia-Diversity, Equity, and Inclusion committee implemented a baseline survey of the Society for Pediatric Anesthesia membership in 2020 to assess demographics, equity in leadership, inclusivity, and attitudes toward diversity work. The Society for Pediatric Anesthesia plays a significant role in shaping the future of pediatric anesthesiology and in supporting our diverse pediatric patients. METHODS This study is an IRB-exempt, cross-sectional survey of the Society for Pediatric Anesthesia membership. Quantitative analysis provided descriptive statistics of demographics, practice characteristics, and involvement within the Society for Pediatric Anesthesia. Qualitative thematic analysis provided an in-depth assessment of perceptions of diversity, challenges faced, and prioritization of Diversity, Equity, and Inclusion efforts within the Society for Pediatric Anesthesia. RESULTS Out of 3 242 Society for Pediatric Anesthesia members, 1 232 completed the survey representing 38% of overall membership. Respondents were 89.2% United States members, 52.7% female, 55.7% non-Hispanic White, 88.6% heterosexual, 95.7% non-military, 59.2% religious, and 2.1% have an Americans with Disabilities Act recognized disability. All major United States geographical areas were represented equally with 71% practicing in urban areas and 67% in academic settings. Ethnic/racial minorities were more likely to be international medical graduates (p < .001). Among United States members, 41.5% report being fluent in a language other than English, and 23.5% of those fluent in another language are certified to interpret. Compared to men, women are less likely to be in leadership roles (p < .003), but we found no difference in participation and leadership when stratified by race/ethnicity, geography, international medical graduate status, or sexuality. Racial/ethnic minorities (p < .028), women (p < .001), and lesbian, gay, bisexual, transgender, and queer members (p < .044) more frequently hold lower academic rank positions when compared to white, heterosexual, and male members. Half of respondents were unsure whether diversity, equity, and inclusion challenges existed within the Society for Pediatric Anesthesia while the other half demonstrated opposing views. Among those who reported diversity, equity, and inclusion challenges, the themes centered around persistent marginalization, the need for more inclusive policies and increased psychological safety, and lack of leadership diversity. CONCLUSIONS Compared to the diversity of the pediatric population we serve, there are still significant gaps in demographic representation within the Society for Pediatric Anesthesia. As well, there is no consensus among Society for Pediatric Anesthesia membership regarding perceptions of diversity, equity, and inclusion in pediatric anesthesia in the United States. Among those who reported diversity challenges, opportunities for the Society for Pediatric Anesthesia and Anesthesiology Departments to better support minoritized members included bolstering workforce diversity efforts and awareness via more inclusive policies, improved psychological safety, and increasing diversity in leadership. If pediatric anesthesiology is like other specialties, gaining consensus and improving diversity in the workforce might advance pediatric anesthesia innovation, quality, and safety for children of all backgrounds in the United States.
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Affiliation(s)
- Travis L Reece-Nguyen
- Department of Anesthesiology, Perioperative, and Pain Medicine, Stanford University, Stanford, California, USA
| | - Helen H Lee
- Department of Anesthesiology, University of Illinois at Chicago, Chicago, Illinois, USA
| | - Annery G Garcia-Marcinkiewicz
- Department of Anesthesiology and Critical Care Medicine, University of Pennsylvania, Children's Hospital of Philadelphia, Philadelphia, Pennsylvania, USA
| | - Judit Szolnoki
- Department of Anesthesiology, Nemours Children's Hospital, Orlando, Florida, USA
| | - Allison M Fernandez
- Department of Anesthesia, Perioperative and Pain Medicine, Johns Hopkins All Children's Hospital, St Petersburg, Florida, USA
| | - Shivani Mukkamala
- Department of Anesthesiology, Emory University School of Medicine, Children's Healthcare of Atlanta, Atlanta, Georgia, USA
| | - Kirk Lalwani
- Oregon Health and Science University, Portland, Oregon, USA
| | - Nina Deutsch
- Children's National Hospital, George Washington University School of Medicine, Washington, District of Columbia, USA
| | - Nathalia Jimenez
- Department of Anesthesiology and Pain Medicine, University of Washington, Washington, Seattle, USA
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Drewery ML, Cooper JV, Waliczek TM, Wickersham TA. An immersive field trip focused on beef production increases the sense of belonging in ethnoracial minority college students. Transl Anim Sci 2023; 7:txad001. [PMID: 36845360 PMCID: PMC9951184 DOI: 10.1093/tas/txad001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/11/2022] [Accepted: 01/03/2023] [Indexed: 01/11/2023] Open
Abstract
Sense of belonging is a student's sense of feeling accepted, valued, and included by others in their discipline. Imposter syndrome is self-perceived intellectual fraud in areas of success. Sense of belonging and imposter syndrome can influence behavior and well-being and are linked to academic and career outcomes. Our objective was to evaluate if a 5-d tour of the beef cattle industry changed college students' sense of belonging and imposter tendencies with a focus on ethnicity/race. Procedures involving human subjects were approved by the Texas State University (TXST) IRB (#8309). Students from TXST and Texas A&M University (TAMU) attended a beef cattle industry tour in the Texas Panhandle in May 2022. Identical pre- and post-tests were administered immediately before and after the tour. Statistical analyses were conducted with SPSS v.26. Independent sample t-tests were used to evaluate the change from pre- to post-survey and one-way ANOVA was used to evaluate the effect of ethnicity/race. Students (n = 21) were mostly female (81%); attended TAMU (67%) or TXST (33%); and were White (52%), Hispanic (33%), or Black (14%). "Hispanic" and "Black" were combined as a single variable to analyze differences between White and ethnoracial minority students. Before the tour, there was a difference (P = 0.05) in sense of belonging in agriculture between White (4.33 ± 0.16) and ethnoracial minority (3.73 ± 0.23) students such that White students had stronger belonging. There was no change (P = 0.55) in White students' sense of belonging as a result of the tour, from 4.33 ± 0.16 to 4.39 ± 0.44. However, there was a change (P ≤ 0.01) in ethnoracial minority students' sense of belonging, from 3.73 ± 0.23 to 4.37 ± 0.27. There was no change (P = 0.36) in imposter tendencies from the pre-test (58.76 ± 2.46) to the post-test (60.52 ± 2.79). Ultimately, participating in the tour increased ethnoracial minority, but not White, students' sense of belonging and did not impact imposter syndrome tendencies across or within ethnicity/race. One benefit of implementing experiential learning opportunities in dynamic social environments is the potential to improve students' sense of belonging, especially in disciplines and careers where ethnoracial minority people are underrepresented.
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Affiliation(s)
- Merritt L Drewery
- Department of Agricultural Sciences, Texas State University, San Marcos, TX 78666, USA
| | - Jade V Cooper
- Department of Animal Science, Texas A&M University, College Station, TX 77843, USA
| | - Tina M Waliczek
- Department of Agricultural Sciences, Texas State University, San Marcos, TX 78666, USA
| | - Tryon A Wickersham
- Department of Animal Science, Texas A&M University, College Station, TX 77843, USA
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Burns CJ, Russell CB, Griffith KA, Mangurian C, Johnson TRB, Jagsi R. Gender Differences of Endowed Professorship in Obstetrics and Gynecology Departments at Top Academic Institutions. J Womens Health (Larchmt) 2023; 32:39-46. [PMID: 36126297 DOI: 10.1089/jwh.2022.0060] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/13/2023] Open
Abstract
Background: Gender equity is a critical issue in academic medicine. Whether there is equitable access to the prestige and resources of endowed professorships merits evaluation. We investigated this question in obstetrics and gynecology, a field that focuses on the health of women and in which women are much better represented than other specialties of medicine. Materials and Methods: We compiled a list of the top 25 United States departments of obstetrics and gynecology and contacted department chairs (and used department websites) to obtain lists of faculty and their positions. Scopus, department websites, and National Institutes of Health (NIH) RePORTER were used to collect h-Index, number of publications and citations, graduation year, degrees, gender, and NIH-funding. We conducted a bivariate comparison of endowed professorship attainment by gender using a chi-square test and created a multiple variable regression model. Results: Of the 680 obstetrics and gynecology faculty across 23 departments that had endowed chairs, 64 out of 400 women (16%) and 66 out of 280 men (24%) held endowed chairs (p = 0.01). The multivariable model suggested no independent gender difference in attainment of an endowed chair after adjusting for covariates. Conclusion: To our knowledge, this study is the first to examine gender as a variable in endowed chair allocation in top obstetrics and gynecology academic departments. Our findings suggest a significant gender difference in the allocation of endowed chairs. That difference is driven by gender differences in academic rank, graduation year, publications, and funding. To promote the intraprofessional equity necessary to optimally advance women's health, further research and intervention are necessary.
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Affiliation(s)
| | - Colin B Russell
- Department of Obstetrics and Gynecology, University of Michigan Medical School, Ann Arbor, Michigan, USA
| | - Kent A Griffith
- University of Michigan Medical School, Ann Arbor, Michigan, USA.,Center for Bioethics and Social Sciences in Medicine, University of Michigan Medical School, Ann Arbor, Michigan, USA
| | - Christina Mangurian
- Department of Psychiatry and Behavioral Sciences, Weill Institute for Neurosciences, University of California, San Francisco, San Francisco, California, USA
| | - Timothy R B Johnson
- Department of Obstetrics and Gynecology, University of Michigan Medical School, Ann Arbor, Michigan, USA.,Gender and Women's Studies Department, College of Literature, Science and the Arts, University of Michigan, Ann Arbor, Michigan, USA
| | - Reshma Jagsi
- University of Michigan Medical School, Ann Arbor, Michigan, USA.,Center for Bioethics and Social Sciences in Medicine, University of Michigan Medical School, Ann Arbor, Michigan, USA
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Kolb HR, Pineda TD, Sow A, Hinton M, Noguera M, Ramirez-Hiller T, McCaslin G, Jones CT. DEI co-mentoring circles for clinical research professionals: A pilot project and toolkit. J Clin Transl Sci 2022; 7:e25. [PMID: 36721400 PMCID: PMC9884546 DOI: 10.1017/cts.2022.517] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/06/2022] [Revised: 11/23/2022] [Accepted: 11/27/2022] [Indexed: 12/24/2022] Open
Abstract
Background There have been a number of federal policies and guidance's impacting diversity, equity, inclusion, and accessibility (DEI) in clinical research. While these are needed, they have not diminished the gaps related to clinical trial recruitment, research professional's capacity for cultural competence, and clinical research professional role development. Mentoring and co-mentoring circles have traditionally been used in Medicine, but until now had not been used for workforce development of clinical research professionals (CRPs). Materials/Methods We designed a six-session, monthly co-mentoring circle to take place at two academic medical centers to pilot an interinstitutional co-mentoring circle centered on storytelling videos of Black Voices in Clinical Research. This provided a DEI framework for discussions on role experiences, cultural competence, and role progression. Results Seven CRPs completed the DRC pilot. The participants positively evaluated the experience and made recommendations for future iterations. Discussion: Co-mentoring circles can be useful tools to connect CRPs across complex research medical centers and provide support that may have a positive impact on role satisfaction and retention. Conclusion This framework for developing co-mentoring circles can serve as a toolkit for future CRP co-mentoring circles within and across institutions for workforce development. The Black Voices in Clinical Research storytelling videos provide a rich foundation for future discussion on DEI issues for CRPs and collaborating with participants.
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Affiliation(s)
- H. Robert Kolb
- University of Florida, Clinical Translational Science Institute, College of Medicine, Gainesville, FL, USA
| | - Tiffany Danielle Pineda
- University of Florida, Clinical Translational Science Institute, College of Medicine, Gainesville, FL, USA
| | - Angela Sow
- Ohio State University, Center for Clinical Translational Science, Columbus, OH, USA
- Ohio State University, College of Nursing, Columbus, OH, USA
| | - Michael Hinton
- Ohio State University, Comprehensive Cancer Center, Columbus, OH, USA
| | - Martin Noguera
- University of Florida, Clinical Translational Science Institute, College of Medicine, Gainesville, FL, USA
| | - Tatiana Ramirez-Hiller
- University of Florida, Clinical Translational Science Institute, College of Medicine, Gainesville, FL, USA
| | - Gailine McCaslin
- University of Florida, Clinical Translational Science Institute, College of Medicine, Gainesville, FL, USA
| | - Carolynn Thomas Jones
- Ohio State University, Center for Clinical Translational Science, Columbus, OH, USA
- Ohio State University, College of Nursing, Columbus, OH, USA
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50
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Singer K, Burns CJ, Griffith KA, Opipari VC, Martin DM, Shellhaas RA, Jagsi R. Gender Differences in Endowed Chairs in Pediatrics. J Pediatr 2022; 251:38-39.e1. [PMID: 35636563 DOI: 10.1016/j.jpeds.2022.05.040] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/24/2022] [Accepted: 05/24/2022] [Indexed: 11/23/2022]
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