Developing Evidence to Improve Racial and Ethnic Diversity in the MD-Scientist Workforce

开发证据以改善医学博士科学家队伍中的种族和民族多样性

基本信息

批准号：
10656904
负责人：
Dowin Boatright
金额：
$ 57.82万
依托单位：
YALE UNIVERSITY
依托单位国家：
美国
项目类别：
财政年份：
2023
资助国家：
美国
起止时间：
2023-04-01 至 2027-02-28
项目状态：
未结题

来源：
https://reporter.nih.gov/project-details/10656904
关键词：
Accreditation Address Alaska Native American American Indians Association of American Medical Colleges Attention Behavior Belief Biomedical Research Black Populations Black race Career Choice Characteristics Clinical Clinical Medicine Clinical Sciences Communication Data Development Disparity Doctor of Philosophy Ensure Equity Ethnic Origin Ethnic Population Exclusion Funding General Population Generations Hispanic Individual Influentials Institution Interview Knowledge Latinx Leadership Medical Education Medical Students Medicine Methodology Methods Minority Native Americans Native Hawaiian or Other Pacific Islander Organizational Culture Physicians Play Policies Population Process Publications Questionnaires Race Research Research Personnel Resources Role Sampling Schools Scientist Shapes Signal Transduction Structure Students Surveys Time Training United States United States National Institutes of Health Variant Work aspirate career ethnic diversity evidence base experience graduate school improved innovation interest matriculation medical schools podcast primary outcome programs racial diversity racial population research study success uptake web site

项目摘要

The physician-scientist workforce persistently fails to reflect the racial and ethnic composition of both the United States' (U.S.) general population and medical schools. There is growing attention in medical education to the importance of professional identity formation, defined as the development of values, beliefs, aspirations, and sense of affiliation aligned with the norms of the profession. There is evidence that experiences during medical school play a critical role in shaping physician-scientist professional identity formation, and that these experiences differ between underrepresented in medicine (URiM) and non-URiM students. Yet little is known about training practices and organizational characteristics of medical schools with the greatest success in equitable physician-scientist professional identity formation among URiM medical students, including Blacks, Hispanic/Latinx Americans, and Native Americans. We propose a multi-stage mixed methods study to identify the training practices and organizational characteristics of MD programs with greatest success in equitable physician-scientist professional identity formation among URiM single-degree medical students, relative to non-URIM students. This objective will be achieved through the following specific aims: 1) use data from the Association of American Medical Colleges [AAMC] Graduation Questionnaire [GQ] to identify MD programs which consistently demonstrate greatest and least success in equitable physician-scientist professional identity formation among URiM medical students relative to non-URiM students; 2) develop hypotheses about best practices and organizational characteristics for promoting equitable physician-scientist professional identity formation by conducting in-depth qualitative interviews at MD programs demonstrating the greatest and least success in equitable physician-scientist professional identity formation, and; 3) evaluate associations between practices and organizational characteristics identified in Aim 2 and consistent equity in physician-scientist professional identity formation through a national survey to identify best practices and characteristics that are broadly applicable to U.S. MD programs. This study is significant because it will provide information that can inform efforts to enhance the racial and ethnic diversity of the physician-scientist workforce. Our primary outcome of institution-level equity in physician-scientist development between URiM and non-URiM students is innovative and practical. Whereas rates of physician- scientist development may differ between MD programs, due to characteristics such as research intensity of the school, disparities in rates of physician-scientist development between non-URiM and URiM students within MD programs signal potential issues regarding egalitarian distribution of resources and discriminatory practices. Dissemination will take the form of scholarly publications and real-world communications (toolkit, website, podcasts, etc.) in partnership with high-profile national organizations, e.g., AAMC, for maximal impact.

医师科学家队伍始终未能反映美国和美国的种族和民族构成各州（美国）的普通民众和医学院。医学教育日益受到重视职业认同形成的重要性，被定义为价值观、信仰、愿望和价值观的发展与职业规范相一致的归属感。有证据表明，医疗期间的经历学校在塑造医生科学家职业身份的形成中发挥着至关重要的作用，并且这些医学领域代表性不足的学生 (URiM) 和非 URiM 学生的经历有所不同。但鲜为人知关于在医学领域最成功的医学院的培训实践和组织特征 URiM 医学生（包括黑人）中公平的医师科学家职业身份形成，西班牙裔/拉丁裔美国人和美洲原住民。我们提出了一项多阶段混合方法研究，以确定培训实践和组织在公平医师-科学家职业身份方面取得最大成功的医学博士项目的特征相对于非 URiM 学生，URiM 单学位医学生的形成。这一目标将是通过以下具体目标实现：1）使用美国医学院协会的数据 [AAMC] 毕业调查问卷 [GQ] 以确定始终表现出最佳和最优秀的医学博士课程 URiM 医学生在公平医师-科学家职业身份形成方面最不成功相对于非 URiM 学生； 2）提出有关最佳实践和组织特征的假设通过深入的定性研究促进公平的医师-科学家职业身份形成医学博士项目的访谈显示了公平医师-科学家方面最大和最不成功的情况职业身份的形成，以及； 3）评估实践与组织之间的关联目标 2 中确定的特征以及医师科学家职业身份形成中的一致公平通过全国调查来确定广泛适用于美国 MD 的最佳实践和特征程序。这项研究意义重大，因为它将提供信息，为加强种族和民族的努力提供信息医师科学家队伍的多样性。我们在医师科学家机构层面公平性的主要成果 URiM 和非 URiM 学生之间的发展具有创新性和实用性。鉴于医生的比率- 由于医学博士项目的研究强度等特点，科学家的发展可能会有所不同。学校，医学博士内非 URiM 学生和 URiM 学生之间医师科学家发展率的差异方案表明了有关资源平等分配和歧视性做法的潜在问题。传播将采取学术出版物和现实世界交流的形式（工具包、网站、播客等）与 AAMC 等知名国家组织合作，以实现最大影响。