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For us by us: Instituting mentorship models that credit minoritized medical faculty expertise and lived experience

The woefully low proportion of scientists and clinicians underrepresented in medicine (UIM), including members of African-American/Black, Hispanic/Latinx, American Indian/Alaska Native or Native Hawaiian/Pacific Islander communities, is well characterized and documented. Diversity in medicine is not...

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Autores principales: Bath, Eraka P., Brown, Kathleen, Harris, Christina, Guerrero, Alma, Kozman, Daniel, Flippen, Charles C., Garraway, Isla, Watson, Karol, Holly, Langston, Godoy, Sarah M., Norris, Keith, Wyatt, Gail
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9634999/
https://www.ncbi.nlm.nih.gov/pubmed/36341236
http://dx.doi.org/10.3389/fmed.2022.966193
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author Bath, Eraka P.
Brown, Kathleen
Harris, Christina
Guerrero, Alma
Kozman, Daniel
Flippen, Charles C.
Garraway, Isla
Watson, Karol
Holly, Langston
Godoy, Sarah M.
Norris, Keith
Wyatt, Gail
author_facet Bath, Eraka P.
Brown, Kathleen
Harris, Christina
Guerrero, Alma
Kozman, Daniel
Flippen, Charles C.
Garraway, Isla
Watson, Karol
Holly, Langston
Godoy, Sarah M.
Norris, Keith
Wyatt, Gail
author_sort Bath, Eraka P.
collection PubMed
description The woefully low proportion of scientists and clinicians underrepresented in medicine (UIM), including members of African-American/Black, Hispanic/Latinx, American Indian/Alaska Native or Native Hawaiian/Pacific Islander communities, is well characterized and documented. Diversity in medicine is not only just, but it improves quality and outcomes. Yet, diversity in academic medicine remains stagnant, despite national recognition and urgent calls to improve diversity, equity, and inclusion across health sciences. One strategy that has shown to improve diversity in many sectors is high quality mentoring. While many institutions have adopted mentoring programs, there remains a lack of mentorship that is equitable, individualized, and sets a clear timeline for academic milestones that will position UIM mentees at the optimal trajectory for promotion and retention. A barrier to assembling these programs is the small number of UIM among the senior faculty ranks who are able to serve in this role, given the disproportionate burden to serve on a multitude of academic committees, task forces, and workgroups to fulfill institutional mandates to diversify representation. These time-consuming services, documented in the literature as the “minority tax,” are generally uncompensated and unaccounted for in terms of consideration for promotion, leadership positions, and other measures of career advancement. The Justice, Equity, Diversity, and Inclusion Academic Mentors (JAM) Council represents a novel, culturally responsive, and anti-racist approach to achieve a more equitable and inclusive institutional environment. This approach strategically leverages the intergenerational wisdom and experience of senior UIM faculty via time-protected effort with the overall goals of improving rates of promotion, retention, and career satisfaction of early career UIM colleagues. This community case study describes the rationale, resources needed, processes, and proposed workflow required to launch the JAM Council, as well as the major roles and responsibilities for JAM mentors and mentees, which may be considered by academic medical centers focused on improving diversity among the faculty ranks.
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spelling pubmed-96349992022-11-05 For us by us: Instituting mentorship models that credit minoritized medical faculty expertise and lived experience Bath, Eraka P. Brown, Kathleen Harris, Christina Guerrero, Alma Kozman, Daniel Flippen, Charles C. Garraway, Isla Watson, Karol Holly, Langston Godoy, Sarah M. Norris, Keith Wyatt, Gail Front Med (Lausanne) Medicine The woefully low proportion of scientists and clinicians underrepresented in medicine (UIM), including members of African-American/Black, Hispanic/Latinx, American Indian/Alaska Native or Native Hawaiian/Pacific Islander communities, is well characterized and documented. Diversity in medicine is not only just, but it improves quality and outcomes. Yet, diversity in academic medicine remains stagnant, despite national recognition and urgent calls to improve diversity, equity, and inclusion across health sciences. One strategy that has shown to improve diversity in many sectors is high quality mentoring. While many institutions have adopted mentoring programs, there remains a lack of mentorship that is equitable, individualized, and sets a clear timeline for academic milestones that will position UIM mentees at the optimal trajectory for promotion and retention. A barrier to assembling these programs is the small number of UIM among the senior faculty ranks who are able to serve in this role, given the disproportionate burden to serve on a multitude of academic committees, task forces, and workgroups to fulfill institutional mandates to diversify representation. These time-consuming services, documented in the literature as the “minority tax,” are generally uncompensated and unaccounted for in terms of consideration for promotion, leadership positions, and other measures of career advancement. The Justice, Equity, Diversity, and Inclusion Academic Mentors (JAM) Council represents a novel, culturally responsive, and anti-racist approach to achieve a more equitable and inclusive institutional environment. This approach strategically leverages the intergenerational wisdom and experience of senior UIM faculty via time-protected effort with the overall goals of improving rates of promotion, retention, and career satisfaction of early career UIM colleagues. This community case study describes the rationale, resources needed, processes, and proposed workflow required to launch the JAM Council, as well as the major roles and responsibilities for JAM mentors and mentees, which may be considered by academic medical centers focused on improving diversity among the faculty ranks. Frontiers Media S.A. 2022-10-21 /pmc/articles/PMC9634999/ /pubmed/36341236 http://dx.doi.org/10.3389/fmed.2022.966193 Text en Copyright © 2022 Bath, Brown, Harris, Guerrero, Kozman, Flippen, Garraway, Watson, Holly, Godoy, Norris and Wyatt. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Medicine
Bath, Eraka P.
Brown, Kathleen
Harris, Christina
Guerrero, Alma
Kozman, Daniel
Flippen, Charles C.
Garraway, Isla
Watson, Karol
Holly, Langston
Godoy, Sarah M.
Norris, Keith
Wyatt, Gail
For us by us: Instituting mentorship models that credit minoritized medical faculty expertise and lived experience
title For us by us: Instituting mentorship models that credit minoritized medical faculty expertise and lived experience
title_full For us by us: Instituting mentorship models that credit minoritized medical faculty expertise and lived experience
title_fullStr For us by us: Instituting mentorship models that credit minoritized medical faculty expertise and lived experience
title_full_unstemmed For us by us: Instituting mentorship models that credit minoritized medical faculty expertise and lived experience
title_short For us by us: Instituting mentorship models that credit minoritized medical faculty expertise and lived experience
title_sort for us by us: instituting mentorship models that credit minoritized medical faculty expertise and lived experience
topic Medicine
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9634999/
https://www.ncbi.nlm.nih.gov/pubmed/36341236
http://dx.doi.org/10.3389/fmed.2022.966193
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