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Increasing Racial and Ethnic Diversity in Academic Medicine

Increasing Racial and Ethnic Diversity in Academic Medicine. Carla Boutin-Foster, MD, MS Associate Professor of Medicine Associate Professor of Public Health Assistant Dean for Faculty Diversity. Objectives. The objectives of this talk are:

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Increasing Racial and Ethnic Diversity in Academic Medicine

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  1. Increasing Racial and Ethnic Diversity in Academic Medicine Carla Boutin-Foster, MD, MS Associate Professor of Medicine Associate Professor of Public Health Assistant Dean for Faculty Diversity

  2. Objectives The objectives of this talk are: • To provide a brief overview of the challenges faced by racial and ethnic minority women in academic medicine • Discuss strategies that have been taken at Weill Cornell to address these challenges

  3. Racial and ethnic Minorities Racial and ethnic minorities represent approximately 15% of medical students(Black, Hispanic, <1% Native Americans) (55% white, 20% Asian) A greater proportion of women among URM students Racial and ethnic minorities represent 7%of all faculty (61% White, 13% Asian, <1% Native Americans)

  4. Challenges to Academic Promotion Racial and Ethnic Minority Women Societal Bias(gender and racial\ethnic) Gender roles family responsibilities fall on the shoulders of women(children or aging parents) Fewer socioeconomic reserves and resources (higher medical school financial burden) Institutional Fewer numbers which creates isolation Insufficient mentors Lack of role models in positions of leadership (Common to all women particularly women of color)

  5. Call to Academic Medicine Academic centers must put strategic programs in place that increase the culture of diversity (come from the leadership at the institution and must be repeated, and integrated as part of the core values) Create a balance that helps minimize or to help buffer some of the social burdens on women Create supporting environments where women and URM can thrive academically and achieve personally satisfying academic careers

  6. Office of Faculty Diversity The mission of the Office of Faculty Diversity is to create a palpable culture of Inclusiveness, Diversity, and Equity in Academic Leadership at Weill Cornell Medical College (IDEAL) This mission is implemented through programs that support recruitment, mentorship, retention, promotion of diverse faculty Appointed as representatives on the University Diversity Council to develop a strategic plan for diversity

  7. Core Principles\Target Areas The UDC proposed a framework for structuring activities according to four Core Principles. Each unit developed at least 5 initiatives and one had to be composition. Composition refers to implementing programs and activities that result in a measurable increase in diversity for a target population-pipelines Engagement creating opportunities for dynamic exchange across diverse groups in all aspects of academic life; build processes for recognizing active engagement in diversity Inclusioncultivating an environment in which everyone is welcomed and are able to participate fully in the range of educational, clinical , and research activities at WCMC Achievement building infrastructure that promotes and supports equitable representation of diverse faculty at all ranks, leadership positions, and honors, awards, and professional opportunities

  8. Composition Build pipelines programs from middle school through undergraduate school Internal mentorship to support medical students, work through the student leadership groups Next steps: Joint Weill –Cornell Ithaca co-mentorship of underrepresented minority students interested in biomedicine\public health

  9. Pipeline programs The Student Affairs office supports Cornell Kids: middle schools HPREP: high school Travelers Program : undergrads GateWay Program: undergrads MD\PhD Office brings these groups together: Each year we bring these students together to discuss academic careers and network To help students take the next step and actually apply to these programs

  10. SPARC Initiative (Inclusion\Engagement) The Achieving Successful and Productive Academic Research Careers (SPARC) initiative is designed to provide academic social networking and research skills building. SPARC is a collaboration between Weill Cornell Medical College, Memorial Sloan-Kettering Cancer Center, and Rockefeller University. May 13th next

  11. SPARC I and II Mentorship: finding a mentor, recognizing when it may be time to become independent or time to change mentors Establishing an academic research portfolio: Publications and grant submission, provided attendees an opportunity to present their research and get feed back

  12. SPARC III –May 13th Creating productive partnerships: How to connect with industry Connecting with foundations Connecting with community partners Elevator speech Mapping your social networks

  13. Achievement Pioneers Award: highlights the achievement of students, residents, faculty, and staff whose work has contributed to promoting diversity and community service: keynote speakers Dr. Alvin Poussaint: Harvard psychiatrist, author, consultant to Bill Cosby Dr. Anne Beale: Chief Operating Officer Patient-Centered Outcomes Research Institute Dr. Barry Smith: Director of Rogosin and president of Dreyfus Foundation

  14. Achievement Research and publications remain as the main route for promotion and tenure Women and underrepresented minority faculty hold fewer NIH grants The problem is fewer grants are submitted Fewer grants are revised and resubmitted

  15. Achievement Seminar on career training award K-awards Invited previous recipients of K awards Emphasis on women and underrepresented minorities Invited Martha Bruce as speaker to discuss successfully applications for awards Shared strategies

  16. Diversity by Design • Creating programs that are likely to attract women and URM • Of the 15 Centers of Excellence in Women’s Health 13 are directed by women • URM are more likely to address issues on disparities, vulnerable health, public health, women’s health, aging

  17. Plans to practice in underserved area Association of American Medical Colleges survey reported that • 24% of all school students planned to practice in an underserved areas • 54% of Black students • 35% of Latino\Native American • 20% of White and Asians students

  18. Focusing on areas with personal relevance to applicants and creating opportunities for scholarship in these area can be used to recruit more diverse students and faculty mentors and create opportunities for leadership. (Carnes, M. Journal of the American Geriatrics Society, June 2006; 54:6)

  19. Women’s Health Research Attracts more women Attracts women as mentors Addresses health concerns and health problems largely faced by women Interdisciplinary (basic biology and molecular biology of breast cancer to public health policy on domestic violence) Creates opportunities for academic leadership

  20. Summary • Recognize numbers are small • Facilitate networking • Share information • Create opportunities for shared interest • Recognize and highlight accomplishments

  21. Challenges Funding for programs Student stipends, travel, lodging Sustaining mentors: recognition as part of promotion Systematic data collection for benchmarking

  22. Thank you

  23. Total Faculty at Weill

  24. Women in Medicine Women represent approximately 50% of first year students 40% of all residents 30% of all faculty 42% of assistant professors 30% of all associate professors 18% of all full professors 14% of all department chairs 12% of medical school deans

  25. Underrepresented in Medicine Definition On March 19, 2004, the AAMC "Underrepresented in medicine means those racial and ethnic populations that are underrepresented in the medical profession relative to their numbers in the general population." Adopted by the AAMC's Executive Council on June 26, 2003, the definition helps medical schools accomplish three important objectives: a shift in focus from a fixed aggregation of four racial and ethnic groups to a continually evolving underlying reality. The definition accommodates including and removing underrepresented groups on the basis of changing demographics of society and the profession, a shift in focus from a national perspective to a regional or local perspective on underrepresentation, and stimulate data collection and reporting on the broad range of racial and ethnic self-descriptions.

  26. Before June 26, 2003, the AAMC used the term "underrepresented minority (URM)," which consisted of Blacks, Mexican-Americans, Native Americans (that is, American Indians, Alaska Natives, and Native Hawaiians), and mainland Puerto Ricans. The AAMC remains committed to ensuring access to medical education and medicine-related careers for individuals from these four historically underrepresented racial/ethnic groups.

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