ABSTRACT

Background

Education is an important step toward achieving equity in health care. However, there is little published literature examining the educational outcomes of curricula for resident physicians focused on diversity, equity, and inclusion (DEI).

Objective

Our objective was to review the literature to assess the outcomes of curricula for resident physicians of all specialties focused on DEI in medical education and health care.

Methods

We applied a structured approach to conducting a scoping review of the medical education literature. Studies were included for final analysis if they described a specific curricular intervention and educational outcomes. Outcomes were characterized using the Kirkpatrick Model.

Results

Nineteen studies were included for final analysis. Publication dates ranged from 2000 to 2021. Internal medicine residents were the most studied. The number of learners ranged from 10 to 181. The majority of studies were from a single program. Educational methods ranged from online modules to single workshops to multiyear longitudinal curricula. Eight studies reported Level 1 outcomes, 7 studies reported Level 2 outcomes, 3 studies reported Level 3 outcomes, and only 1 study measured changes in patient perceptions due to the curricular intervention.

Conclusions

We found a small number of studies of curricular interventions for resident physicians that directly address DEI in medical education and health care. These interventions employed a wide array of educational methods, demonstrated feasibility, and were positively received by learners.

ABSTRACT

Background

Our institution, along with many others, struggles to recruit residents and fellows who identify as underrepresented in medicine (UIM). There have been various program-level interventions implemented across the nation; however, little is known about graduate medical education (GME)-wide recruiting events for UIM trainees.

Objective

We describe the development, implementation, and evaluation of a GME-wide recruitment program, Virtual UIM Recruitment Diversity Brunches (VURDBs), to meet this need.

Methods

A virtual, 2-hour event was held 6 times on Sunday afternoons between September 2021 and January 2022. We surveyed participants on a rating of the VURDBs from excellent (4) to fair (1) and their likelihood of recommending the event to their colleagues from extremely (4) to not at all (1). We used institutional data to compare pre- and post-implementation groups using a 2-sample test of proportions.

Results

Across 6 sessions, 280 UIM applicants participated. The response rate of our survey was 48.9% (137 of 280). Fifty-eight percent (79 of 137) rated the event as excellent, and 94.2% (129 of 137) were extremely or very likely to recommend the event. The percentage of new resident and fellow hires who identify as UIM significantly increased from 10.9% (67 of 612) in academic year 2021-2022 to 15.4% (104 of 675) in academic year 2022-2023. The percentage of brunch attendees matriculating into our programs in academic year 2022-2023 was 7.9% (22 of 280).

Conclusions

VURDBs are a feasible intervention associated with increased rates of trainees identifying as UIM matriculating in our GME programs.

ABSTRACT

Background

According to recent census data, Hispanic and Latino populations comprise the largest minority group in the United States. Despite ongoing efforts for improved diversity, equity, and inclusion, Hispanics remain underrepresented in medicine (UIM). In addition to well-established benefits to patient care and health systems, physician diversity and increased representation in academic faculty positively impact the recruitment of trainees from UIM backgrounds. Disproportionate representation (as compared to increases of certain underrepresented groups in the US population) has direct implications for recruitment of UIM trainees to residency programs.

Objective

To examine the number of full-time US medical school faculty physicians who self-identify as Hispanic in light of the increasing Hispanic population in the United States.

Methods

We analyzed data from the Association of American Medical Colleges from 1990 to 2021, looking at those academic faculty who were classified as Hispanic, Latino, of Spanish Origin, or of Multiple Race—Hispanic. We used descriptive statistics and visualizations to illustrate the level of representation of Hispanic faculty by sex, rank, and clinical specialty over time.

Results

Overall, the proportion of faculty studied who identified as Hispanic increased from 3.1% (1990) to 6.01% (2021). Moreover, while the proportion of female Hispanic academic faculty increased, there remains a lag between females versus males.

Conclusions

Our analysis shows that the number of full-time US medical school faculty who self-identify as Hispanic has not increased, though the population of Hispanics in the United States has increased.

The Challenge

Clinician educators (CEs) face manifold challenges, such as teaching under increasing clinical productivity pressures, satisfying evolving accreditation requirements, and combatting trainee and faculty burnout. Coaching is currently emphasized at the career poles: academic coaching for students and residents, and leadership coaching for institutional executives and chairs. Yet coaching for CEs can be a strategy for success at any career phase.

What Is Known

Within the business world, coaching is commonplace, with robust supportive evidence. In medicine, evidence suggests that coaching can: (1) improve faculty burnout, quality of life, and resilience¹; (2) help faculty attain professional goals

The Accreditation Council for Graduate Medical Education (ACGME) is proud to announce its 2023 Award recipients, recognizing the strength, innovation, and commitment to the graduate medical education (GME) community these recipients have displayed. The winners were formally recognized at the 2023 ACGME Annual Educational Conference in Nashville, Tennessee, February 23-25, 2023.

John C. Gienapp Distinguished Service Award

Honoring individuals who have dedicated their careers to GME and made outstanding contributions to the enhancement of residency and fellowship education and ACGME accreditation activities, the John C. Gienapp Distinguished Service Award is presented to Elias Traboulsi, MD, MEd, of Cleveland