Wingard Deborah L, Reznik Vivian M, Daley Sandra P
Department of Family and Preventive Medicine, University of California, San Diego School of Medicine, La Jolla, CA, USA.
J Natl Med Assoc. 2008 Sep;100(9):1084-7. doi: 10.1016/s0027-9684(15)31449-8.
Although studies have outlined the benefit of diversity in academic medicine, the number of underrepresented minority (URM) faculty remains low. In 1998, University of California, San Diego (UCSD) School of Medicine with the Hispanic Center of Excellence began a formalized proactive faculty development program. Over the past 10 years, recruitment and retention of URM junior faculty have increased. We undertook a study to explore factors associated with this improvement.
Semistructured interviews were conducted with 18 out of 26 URM and 12 out of 26 randomly chosen non-URM assistant and associate faculty members throughout 2005. Interview content, based on a conceptual framework from Joanne Moody, included career path, knowledge and experience with faculty development programs and perceived faculty standing.
URM faculty were more likely than majority faculty (44% vs. 8%, p = 0.04) to mention the importance of a role model in choosing their career path. URM faculty participated in faculty development programs at a higher rate than majority faculty (78% vs. 17%, p < 0.001), were more likely to find out about programs through personal contact (94% vs. 42%, p = 0.001) and reported more personal contacts prior to participation (78% vs. 33%, p = 0.02). URM faculty were older, graduated earlier and were more likely hired into a staff position prior to faculty appointment (61% vs. 17%, p = 0.02).
Academic medical centers may find competitive URM candidates in staff positions and alternative faculty tracks within their institution. Informing URM faculty often and personally about opportunities for faculty development may increase their participation in career development programs and improve retention.
尽管研究已经概述了学术医学领域多元化的益处，但未被充分代表的少数族裔（URM）教员的数量仍然很低。1998年，加利福尼亚大学圣地亚哥分校（UCSD）医学院与卓越 Hispanic 中心启动了一项正式的积极教员发展计划。在过去10年里，URM初级教员的招聘和留用有所增加。我们进行了一项研究，以探索与这一改善相关的因素。
2005年期间，对26名URM教员中的18名以及随机挑选的26名非URM助理和副教授中的12名进行了半结构化访谈。访谈内容基于 Joanne Moody 的概念框架，包括职业道路、教员发展计划的知识和经验以及对教员地位的认知。
与多数教员相比，URM教员更有可能（44%对8%，p = 0.04）提到榜样在选择职业道路中的重要性。URM教员参与教员发展计划的比例高于多数教员（78%对17%，p < 0.001），更有可能通过个人联系了解计划（94%对42%，p = 0.001），并且在参与之前报告有更多个人联系（78%对33%，p = 0.02）。URM教员年龄更大，毕业时间更早，并且在获得教员任命之前更有可能被聘为职员职位（61%对17%，p = 0.
