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

开发循证工具包以提高医生科学家队伍的多样性

基本信息

批准号：
10166035
负责人：
Dowin Boatright
金额：
$ 2.94万
依托单位：
YALE UNIVERSITY
依托单位国家：
美国
项目类别：
财政年份：
2020
资助国家：
美国
起止时间：
2020-01-01 至 2023-11-30
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/10166035
关键词：
Academy Accreditation Address Affective Alaska Native American American Indians American Medical Association Behavioral Benchmarking Career Choice Climate Clinical Trials Collaborations Color Complex Data Development Diagnostic Discrimination Doctor of Philosophy Ensure Environment Ethnic Origin Evidence based intervention Female Goals Hispanic Americans Individual Institutes Investigation Knowledge Learning Measures Medical Medical Education Medicine Mental Health Minority National Institute of General Medical Sciences Outcome Personal Satisfaction Physicians Psychometrics Questionnaires Race Recommendation Reporting Research Schools Science Scientist Sexual and Gender Minorities Strategic Planning Students Testing Training Training Programs Underrepresented Minority Woman burnout doctoral student educational atmosphere ethnic minority population evidence base experience faculty-student interactions improved indexing innovation maltreatment minority student novel parent grant policy implication programs racial and ethnic racial minority response sex tool underrepresented minority student

项目摘要

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.

项目总结