PolicyLab: Center to Bridge Research, Practice, & Policy, The Children's Hospital of Philadelphia, Philadelphia, Pennsylvania 19104, USA.
Acad Med. 2012 Nov;87(11):1540-7. doi: 10.1097/ACM.0b013e31826cf4fb.
To update the information available on the number and type of faculty diversity programs at U.S. MD-degree-granting medical schools.
The authors conducted an environmental scan of the 124 MD-degree-granting medical schools included in the 2010 Faculty Roster. They interviewed key informants in the faculty affairs and/or minority affairs offices and conducted Web site searches to identify relevant schoolwide programs. Using a conceptual framework, they categorized the faculty programs that they identified into four domains: mentorship, career development, social climate, and financial support.
Of 124 eligible schools, the authors interviewed key informants from 84 schools (67.7%) and conducted Web site searches for 40 schools (32.2%). They identified diversity programs at 36 schools (29.0%) including mentoring (20/36; 16.1%), career development (20/36; 16.1%), social climate (17/36; 13.7%), and financial support programs (15/36; 12.1%). Schools with diversity programs were similar to schools without diversity programs in terms of year established, public/private status, and designation as historically black but were more likely to rank in the highest quartile and have a greater number of total faculty, and less likely to be located in the South.
Less than a third of medical schools had programs targeting underrepresented minority (URM) faculty, and those programs that existed differed in scope and goals. These findings suggest that a lack of resources and a preference for programs that target all faculty may limit the development of programs targeting URM faculty. Future research should examine whether diversity programs contribute to URM faculty recruitment and retention.
更新美国医学博士学位授予医学院校师资多样性项目的数量和类型信息。
作者对 2010 年教师名录中包含的 124 所医学博士学位授予医学院校进行了环境扫描。他们采访了教师事务和/或少数族裔事务办公室的主要知情人，并进行了网站搜索，以确定相关的全校性项目。作者使用概念框架将他们确定的教师项目分为四个领域：指导、职业发展、社会氛围和财务支持。
在 124 所符合条件的学校中，作者采访了 84 所学校（67.7%）的主要知情人，并对 40 所学校（32.2%）进行了网站搜索。他们在 36 所学校（29.0%）中发现了多样性项目，包括指导（20/36；16.1%）、职业发展（20/36；16.1%）、社会氛围（17/36；13.7%）和财务支持计划（15/36；12.1%）。在成立年份、公立/私立地位以及作为历史上的黑人学校的指定方面，拥有多样性项目的学校与没有多样性项目的学校相似，但更有可能排在前四分之一，拥有更多的教职员工，而位于南部的可能性更小。
不到三分之一的医学院校有针对代表性不足的少数族裔（URM）教师的项目，而且这些项目在范围和目标上存在差异。这些发现表明，资源匮乏以及偏好针对所有教师的项目可能限制了针对 URM 教师的项目的发展。未来的研究应该考察多样性项目是否有助于 URM 教师的招聘和留任。
