Department of Pediatrics, Baylor College of Medicine, Houston, Texas.
Susan B. Meister Child Health Evaluation and Research Center, University of Michigan, Ann Arbor, Michigan.
Pediatrics. 2023 Apr 1;151(4). doi: 10.1542/peds.2022-058394.
Pediatric departments and children's hospitals (hereafter pediatric academic settings) increasingly promote the tenets of diversity, equity, and inclusion (DEI) as guiding principles to shape the mission areas of clinical care, education, research, and advocacy. Integrating DEI across these domains has the potential to advance health equity and workforce diversity. Historically, initiatives toward DEI have been fragmented with efforts predominantly led by individual faculty or subgroups of faculty with little institutional investment or strategic guidance. In many instances, there is a lack of understanding or consensus regarding what constitutes DEI activities, who engages in DEI activities, how faculty feel about their engagement, and what is an appropriate level of support. Concerns also exist that DEI work falls disproportionately to racial and ethnic groups underrepresented in medicine, exacerbating what is termed the minority tax. Despite these concerns, current literature lacks quantitative data characterizing such efforts and their potential impact on the minority tax. As pediatric academic settings invest in DEI programs and leadership roles, there is imperative to develop and use tools that can survey faculty perspectives, assess efforts, and align DEI efforts between academic faculty and health systems. Our exploratory assessment among academic pediatric faculty demonstrates that much of the DEI work in pediatric academic settings is done by a small number of individuals, predominantly Black faculty, with limited institutional support or recognition. Future efforts should focus on expanding participation among all groups and increasing institutional engagement.
儿科部门和儿童医院（以下简称儿科学术机构）越来越多地提倡多样性、公平性和包容性（DEI）原则，将其作为指导原则，以塑造临床护理、教育、研究和宣传等领域的使命。将 DEI 整合到这些领域中，有可能促进健康公平和劳动力多样性。从历史上看，DEI 倡议一直是零散的，主要由个别教师或教师小组牵头，机构投资或战略指导很少。在许多情况下，对于什么是 DEI 活动、谁参与 DEI 活动、教师对其参与的感受如何以及适当的支持水平是多少，缺乏理解或共识。人们还担心，DEI 工作不成比例地落在医学领域代表性不足的种族和族裔群体身上，加剧了所谓的少数族裔税。尽管存在这些担忧，但目前的文献缺乏描述这些努力及其对少数族裔税潜在影响的定量数据。随着儿科学术机构投资于 DEI 计划和领导角色，必须开发和使用能够调查教师观点、评估努力和协调学术教师和卫生系统之间的 DEI 努力的工具。我们对学术儿科教师的探索性评估表明，儿科学术机构的大部分 DEI 工作都是由少数人完成的，主要是黑人教师，机构支持或认可有限。未来的工作应侧重于扩大所有群体的参与度并增加机构参与度。
