Rowland Kate, Anderson Lauren, Wright Katherine M, Twiss Megham, Eaton Jory, Gates Khalilah
Department of Family and Preventive Medicine, Rush University, Chicago, IL.
Department of Family and Community Medicine, Northwestern University Feinberg School of Medicine, Chicago, IL.
PRiMER. 2024 Aug 5;8:39. doi: 10.22454/PRiMER.2024.209059. eCollection 2024.
Competency in diversity, equity, and inclusion skills is critical for graduate medical education program coordinators. Coordinators contribute to high-level personnel and program management while also providing informal social support to residents. However, little has been reported about program coordinator learning needs, interest, and self-reported skills and attitudes regarding diversity, equity, and inclusion initiatives in graduate medical education. This study sought to describe the characteristics, job tasks, attitudes, and learning needs of program coordinators attending a professional development session about diversity, equity, and inclusion.
Participants registered for a September 2022 program coordinator professional development workshop on diversity, equity, inclusion, and bias were invited to complete an electronic needs assessment prior to the workshop. Items were based on expert opinion and literature review. We performed descriptive and comparative analysis.
The response rate was 54% (106/198); 90% (94/104) of respondents identified as female; 42% (44/104) identified as an underrepresented minority. Fifty-seven percent (63/104) received mandatory training on bias while 13% (14/104) were previously trained on bias at a conference specific to the role of a coordinator. Eighty-nine percent (86/104) of coordinators reported having contact with applicants during recruiting; 67% (63/104) offer informal resident evaluations. Most participants agreed it is the coordinator's professional responsibility to confront colleagues who display signs of discrimination toward women (66%; 62/104) or based on cultural/ethnic identity (65%; 61/104).
Program coordinators report visible and impactful roles in the residency leadership and management team. Few coordinators have received diversity, equity, and inclusion training related to their complex work in graduate medical education. Future graduate medical education diversity, equity, inclusion, and bias competency programs should specifically include program coordinators.
具备多元化、公平和包容技能对于研究生医学教育项目协调员至关重要。协调员在高级人员和项目管理方面发挥作用，同时也为住院医师提供非正式的社会支持。然而，关于项目协调员在研究生医学教育中对多元化、公平和包容举措的学习需求、兴趣以及自我报告的技能和态度，鲜有报道。本研究旨在描述参加关于多元化、公平和包容的专业发展课程的项目协调员的特征、工作任务、态度和学习需求。
报名参加2022年9月关于多元化、公平、包容和偏见的项目协调员专业发展研讨会的参与者，在研讨会前被邀请完成一项电子需求评估。评估项目基于专家意见和文献综述。我们进行了描述性和比较性分析。
回复率为54%（106/198）；90%（94/104）的受访者为女性；42%（44/104）的受访者为代表性不足的少数群体。57%（63/104）的人接受过关于偏见的强制培训，而13%（14/104）的人之前在专门针对协调员角色的会议上接受过关于偏见的培训。89%（86/104）的协调员报告在招聘期间与申请人有接触；67%（63/104）的人提供非正式的住院医师评估。大多数参与者同意，协调员的职业责任是与对女性表现出歧视迹象（66%；62/104）或基于文化/种族身份表现出歧视迹象（65%；61/104）的同事进行对抗。
项目协调员在住院医师领导和管理团队中发挥着显著且有影响力的作用。很少有协调员接受过与其在研究生医学教育中的复杂工作相关的多元化、公平和包容培训。未来的研究生医学教育多元化、公平、包容和偏见能力项目应特别纳入项目协调员。
