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Outcomes From a Novel Graduate Medical Education Leadership Program in Advancing Diversity, Equity, and Inclusion.

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  • معلومة اضافية
    • المصدر:
      Publisher: Accreditation Council for Graduate Medical Education Country of Publication: United States NLM ID: 101521733 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1949-8357 (Electronic) Linking ISSN: 19498357 NLM ISO Abbreviation: J Grad Med Educ Subsets: MEDLINE
    • بيانات النشر:
      Original Publication: Chicago, ILL : Accreditation Council for Graduate Medical Education
    • الموضوع:
      Internship and Residency* ; Leadership*; Education, Medical, Graduate ; Ethnic and Racial Minorities ; Female ; Humans ; Retrospective Studies
    • نبذة مختصرة :
      Background: Academic medicine needs more diverse leadership from racial/ethnic minorities, women, people with disabilities, and LGBTQIA+ physicians. Longitudinal structural support programs that bring together underrepresented in medicine (UiM) and non-UiM trainees are one approach to build leadership and scholarship capacity in diversity, equity, and inclusion (DEI).
      Objective: To describe the creation, satisfaction with, and feasibility of a Leadership Education in Advancing Diversity (LEAD) Program and evaluate scholars' changes in self-efficacy, intended and actual behavior change, and outputs in leadership and DEI scholarship.
      Methods: In 2017, we created the LEAD Program, a 10-month longitudinal, single institution program that provides residents and fellows ("scholars") across graduate medical education (GME) with leadership training and mentorship in creating DEI-focused scholarship. In the first 3 cohorts (2017-2020), we assessed scholars' self-efficacy, actual and planned behavior change, and program satisfaction using IRB-approved, de-identified retrospective pre-/post-surveys. We measured scholarship as the number of workshops presented and publications developed by the LEAD scholars. We used descriptive statistics and paired 2-tailed t tests to analyze the data.
      Results: Seventy-five trainees completed LEAD; 99% (74 of 75) completed the retrospective pre-/post-surveys. There was statistically significant improvement in scholars' self-efficacy for all learning objectives. All trainees thought LEAD should continue. LEAD scholars have created workshops and presented at local, regional, and national conferences, as well published their findings. Scholars identified the greatest benefits as mentorship, developing friendships with UiM and ally peers outside of their subspecialty, and confidence in public speaking.
      Conclusions: LEAD is an innovative, feasible GME-wide model to improve resident and fellow self-efficacy and behaviors in DEI scholarship and leadership.
      Competing Interests: Conflict of interest: The authors declare they have no competing interests.
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    • الموضوع:
      Date Created: 20220124 Date Completed: 20220125 Latest Revision: 20221202
    • الموضوع:
      20240829
    • الرقم المعرف:
      PMC8672828
    • الرقم المعرف:
      10.4300/JGME-D-21-00235.1
    • الرقم المعرف:
      35070089