Nabhan Zeina M, Scott Nicole, Kara Areeba, Mullis Leilani, Dams Travis, Giblin Mark, Williamson Francesca, Wright Curtis
Associate Dean for Graduate Medical Education, Professor of Clinical Pediatrics, Indiana University School of Medicine, Indianapolis, Indiana, USA.
Program Director of Obstetrics and Gynecology Residency, and Assistant Professor of Obstetrics and Gynecology, Indiana University School of Medicine, Indianapolis, Indiana, USA.
J Med Educ Curric Dev. 2023 Oct 9;10:23821205231203136. doi: 10.1177/23821205231203136. eCollection 2023 Jan-Dec.
To increase diversity and inclusion in graduate medical education (GME), the Accreditation Council for Graduate Medical Education (ACGME) issued new diversity standards requiring programs to engage in practices that focus on systematic recruitment and retention of a diverse workforce of trainees and faculty. The literature on how program directors (PDs) can incorporate and prepare for this standard is limited.
We developed a diversity, equity, and inclusion (DEI) toolkit for PDs as an example of an institutional GME-led effort to promote inclusive recruitment and DEI awareness among residency and fellowship programs at a large academic center.
A survey was sent to 80 PDs before the launch of the toolkit and 6 months afterwards with response rates of 27% (22/80) and 97% (78/80), respectively. At baseline, 45% (10/22) anticipated that the DEI toolkit might provide better resources than those currently available to them and 41% (9/22) perceived that the toolkit might improve recruitment outcomes. At 6 months, 63% (49/78) found the toolkit helpful in the 2021-2022 recruitment season. By contrast, 2% (2/78) of PDs did not find the toolkit helpful, and 33% (26/78) said they did not access the toolkit. When asked if a PD changed their program's recruitment practices because of the toolkit, 31% (24/78) responded yes. Programs that changed recruitment practices started to require unconscious bias training for all faculty and residents involved in the residency interviews and ranking. Others worked on creating a standardized scoring rubric for interviews focused on four main domains: Experiences, Attributes, Competencies, and Academic Metrics.
There is a need to support PDs in their DEI journey and their work to recruit a diverse workforce in medicine. Utilizing a DEI toolkit is one option to increase DEI knowledge, skills, awareness, and self-efficacy among PDs and can be adopted by other institutions and leaders in academic medicine.
为了增加研究生医学教育（GME）中的多样性和包容性，研究生医学教育认证委员会（ACGME）发布了新的多样性标准，要求各项目开展注重系统招募和留住多元化受训人员及教员队伍的实践活动。关于项目主任（PDs）如何纳入并为该标准做准备的文献有限。
我们为项目主任开发了一个多样性、公平性和包容性（DEI）工具包，作为机构主导的GME努力的一个例子，以促进大型学术中心住院医师培训项目和专科培训项目中的包容性招募和DEI意识。
在工具包推出前向80名项目主任发送了调查问卷，推出6个月后再次发送，回复率分别为27%（22/80）和97%（78/80）。在基线时，45%（10/22）预计DEI工具包可能会提供比他们目前可用资源更好的资源，41%（9/22）认为该工具包可能会改善招募结果。在6个月时，63%（49/78）发现该工具包在2021 - 2022年招募季有帮助。相比之下，2%（2/78）的项目主任认为该工具包没有帮助，33%（26/78）表示他们没有使用该工具包。当被问及项目主任是否因为该工具包而改变了其项目的招募实践时，31%（24/78）回答是。改变招募实践的项目开始要求对所有参与住院医师面试和排名的教员和住院医师进行无意识偏见培训。其他项目则致力于创建一个专注于四个主要领域的面试标准化评分标准：经验、特质、能力和学术指标。
需要支持项目主任在其DEI之旅以及他们在医学领域招募多元化劳动力的工作。利用DEI工具包是增加项目主任的DEI知识、技能、意识和自我效能的一种选择，并且可以被其他学术医学机构和领导者采用。
