From the Department of Family and Social Medicine, Albert Einstein College of Medicine, Bronx, New York, the Family Medicine Residency Program at Lee Health, Florida State University College of Medicine, Tallahassee, the Department of Family Medicine, Morehouse School of Medicine, Atlanta, Georgia, the Department of Family and Community Medicine, Thomas Jefferson University at the Sidney Kimmel Medical College, Philadelphia, Pennsylvania, Spartanburg Regional Family Medicine Residency, Medical University of South Carolina, Charleston, the Palmetto Health-USC Family Medicine Residency Program, University of South Carolina School of Medicine, Columbia, the University of Utah School of Medicine, Salt Lake City, the Brody School of Medicine at East Carolina University, Greenville, North Carolina, and the Overlook Family Medicine Residency Program, Atlantic Health System, Summit, New Jersey.
South Med J. 2021 Sep;114(9):579-582. doi: 10.14423/SMJ.0000000000001290.
The diversity of the US physician workforce lags significantly behind the population, and the disparities in academic medicine are even greater, with underrepresented in medicine (URM) physicians accounting for only 6.8% of all US medical school faculty. We describe a "for URM by URM" pilot approach to faculty development for junior URM Family Medicine physicians that targets unique challenges faced by URM faculty.
A year-long fellowship was created for junior URM academic clinician faculty with funding through the Society of Teachers of Family Medicine Project Fund. Seven junior faculty applied and were accepted to participate in the fellowship, which included conference calls and an in-person workshop covering topics related to writing and career advancement.
The workshop included a mix of prepared programming on how to move from idea to project to manuscript, as well as time for spontaneous mentorship and manuscript collaboration. Key themes that emerged included how to address the high cost of the minority tax, the need for individual passion as a pathway to success, and how to overcome imposter syndrome as a hindrance to writing.
The "for URM by URM" approach for faculty development to promote writing skills and scholarship for junior URM Family Medicine physicians can address challenges faced by URM faculty. By using a framework that includes the mentors' lived experiences and creates a psychological safe space, we can address concerns often overlooked in traditional skills-based faculty development programs.
美国医生劳动力的多样性明显落后于人口，而医学学术领域的差异更大，代表性不足的医学人员（URM）仅占美国所有医学院校教师的 6.8%。我们描述了一种针对初级 URM 家庭医学医生的“URM 为 URM”的教员发展试点方法，该方法针对 URM 教员面临的独特挑战。
通过家庭医学教师学会项目基金为初级 URM 学术临床教员创建了为期一年的奖学金。有 7 名初级教员申请并被接受参加该奖学金，其中包括电话会议和涵盖与写作和职业发展相关主题的实地研讨会。
该研讨会包括如何从想法到项目再到手稿的准备编程，以及有时间进行自发的指导和手稿合作。出现的主要主题包括如何解决少数民族税的高昂成本、个人激情作为成功途径的必要性，以及如何克服作为写作障碍的冒名顶替综合症。
针对初级 URM 家庭医学医生的教员发展的“URM 为 URM”方法可以促进写作技能和奖学金，以解决 URM 教员面临的挑战。通过使用包括导师生活经验的框架并创建一个心理安全空间，我们可以解决传统基于技能的教员发展计划中经常忽略的问题。
