Developing an Evidence-Based Toolkit to Improve Diversity in the Physician-Scientist Workforce

项目摘要 尽管有报道称MD-PhD的学习环境不包容和不公平 学生们，对于MD-PhD培训的包容性和公平性，没有全面的衡量标准 程序。为了解决这一差距，我们将开发并通过心理测量学验证促进多样性小组 包容性和公平性(ProDiGIE)指数。我们建议进行一项新的研究来发展这一股权衡量标准。 并利用AAMC毕业生已经收集的国家数据纳入医学教育 调查问卷评估医学博士研究生在多个领域的生活经历 仅限于虐待和歧视、师生互动、学生幸福感、 以及学生对学习环境的情感反应。然后我们将确定两者之间的关联 ProDiGIE指数评分和URM医学博士研究生的幸福感和课程完成率。ProDiGIE 指数很重要，因为它将评估MD-PhD培训计划的包容性和公平性，指南 机构改进，并作为诊断和基准工具。创建这样的措施是 至关重要的是确保所有受训人员都有平等的机会取得成功，无论他们的人口结构如何 背景资料。拟议的研究与家长津贴有关，因为它们都旨在了解和改善 URM学生MD-PhD培训项目的学习环境关系到多样性、公平性和 包容性。

Project Summary Although there are reports of non-inclusive and inequitable learning environments for MD-PhD students, there is no comprehensive measure for the climate of inclusion and equity for MD-PhD training programs. To address this gap we will develop and psychometrically validate the Promoting Diversity, Group Inclusion and Equity (ProDiGIE) index. We propose conducting a novel study to develop this metric of equity and inclusion in medical education using national data already collected by the AAMC Graduation Questionnaire to assess the lived experiences of MD-PhD students across multiple domains including but not limited to the experience of mistreatment and discrimination, student-faculty interactions, student well-being, and students' affective responses to the learning environment. We will then determine the association between ProDiGIE index ratings and the well-being and program completion of URM MD-PhD students. The ProDiGIE index is important as it will assess the inclusivity and equitability of MD- PhD training programs, guide institutional improvement, and serve as a diagnostic and benchmarking tool. Creating such a measure is critical to ensure that all trainees have an equal opportunity to thrive regardless of their demographic background. The proposed study is related to the parent grant as they both aim to understand and improve the learning environments of MD-PhD training programs for URM students as it relates to diversity, equity, and inclusion.