Developing Evidence to Improve Racial and Ethnic Diversity in the MD-Scientist Workforce

医生-科学家队伍一直未能反映出美国的种族和民族构成 各州(美国)普通人口和医学院。在医学教育中，人们越来越关注 职业认同形成的重要性，定义为发展价值观、信念、抱负和 与职业规范相一致的从属意识。有证据表明，在医疗期间的经历 学校在形成医生-科学家职业认同方面发挥着关键作用，而这些 在医学院(URIM)和非URIM学生中，经历有所不同。然而，人们对此知之甚少 关于中国最成功的医学院校的培训做法和组织特点 在包括黑人在内的乌里姆医科学生中形成公平的医生-科学家职业认同， 西班牙裔/拉丁裔美国人和美洲原住民。 我们提出了多阶段混合方法研究，以确定培训做法和组织 在医生-科学家职业认同平等方面取得最大成功的MD项目的特点 URIM单学位医学生相对于非URIM学生的形成率。这一目标将是 通过以下具体目标实现：1)使用美国医学院协会的数据 [AAMC]毕业调查问卷[GQ]，以确定一贯表现出最好和 乌鲁木齐医学生在公平的医生-科学家职业认同形成方面最不成功 相对于非URIM学生；2)开发有关最佳实践和组织特征的假设 深入开展定性研究促进公平医学家职业认同形成 MD项目的采访展示了公平的内科-科学家的最大和最小的成功 职业认同形成；以及；3)评估实践与组织之间的关联 目标2中确定的特征和医生-科学家职业认同形成的一致性公平 通过全国调查确定广泛适用于美国MD的最佳实践和特征 程序。 这项研究具有重要意义，因为它将提供信息，为加强种族和民族的努力提供信息 医生-科学家队伍的多样性。我们对内科医生-科学家机构级别公平的主要结果 URIM与非URIM学生之间的发展具有创新性和实践性。鉴于医生的比率- 在不同的MD项目中，科学家的发展可能会有所不同，这是由于 学校，MD中非URIM和URIM学生之间的医生-科学家发展率差异 这些项目预示着资源平等分配和歧视性做法方面的潜在问题。 传播将采取学术出版物和现实世界交流的形式(工具包、网站、 播客等)与备受瞩目的国家组织合作，如AAMC，以实现最大影响。

The physician-scientist workforce persistently fails to reflect the racial and ethnic composition of both the United States' (U.S.) general population and medical schools. There is growing attention in medical education to the importance of professional identity formation, defined as the development of values, beliefs, aspirations, and sense of affiliation aligned with the norms of the profession. There is evidence that experiences during medical school play a critical role in shaping physician-scientist professional identity formation, and that these experiences differ between underrepresented in medicine (URiM) and non-URiM students. Yet little is known about training practices and organizational characteristics of medical schools with the greatest success in equitable physician-scientist professional identity formation among URiM medical students, including Blacks, Hispanic/Latinx Americans, and Native Americans. We propose a multi-stage mixed methods study to identify the training practices and organizational characteristics of MD programs with greatest success in equitable physician-scientist professional identity formation among URiM single-degree medical students, relative to non-URIM students. This objective will be achieved through the following specific aims: 1) use data from the Association of American Medical Colleges [AAMC] Graduation Questionnaire [GQ] to identify MD programs which consistently demonstrate greatest and least success in equitable physician-scientist professional identity formation among URiM medical students relative to non-URiM students; 2) develop hypotheses about best practices and organizational characteristics for promoting equitable physician-scientist professional identity formation by conducting in-depth qualitative interviews at MD programs demonstrating the greatest and least success in equitable physician-scientist professional identity formation, and; 3) evaluate associations between practices and organizational characteristics identified in Aim 2 and consistent equity in physician-scientist professional identity formation through a national survey to identify best practices and characteristics that are broadly applicable to U.S. MD programs. This study is significant because it will provide information that can inform efforts to enhance the racial and ethnic diversity of the physician-scientist workforce. Our primary outcome of institution-level equity in physician-scientist development between URiM and non-URiM students is innovative and practical. Whereas rates of physician- scientist development may differ between MD programs, due to characteristics such as research intensity of the school, disparities in rates of physician-scientist development between non-URiM and URiM students within MD programs signal potential issues regarding egalitarian distribution of resources and discriminatory practices. Dissemination will take the form of scholarly publications and real-world communications (toolkit, website, podcasts, etc.) in partnership with high-profile national organizations, e.g., AAMC, for maximal impact.