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

项目摘要 虽然有报告说，非包容性和不公平的学习环境， 学生，没有全面的措施，包容性和公平的氛围，为MD-PhD培训 程序.为了解决这一差距，我们将开发和心理测试验证促进多样性，小组 包容和公平（ProDiGIE）指数。我们建议进行一项新颖的研究来制定这一公平指标 并利用AAMC毕业典礼已经收集的国家数据纳入医学教育 问卷调查，以评估跨多个领域的MD-PhD学生的生活经验，包括但不 仅限于虐待和歧视的经历，学生与教师的互动，学生的福祉， 以及学生对学习环境的情感反应。然后我们将确定 ProDiGIE指数评级和URM MD-PhD学生的福祉和计划完成情况。ProDiGIE 指数是重要的，因为它将评估MD-博士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。创建这样一个方法是 确保所有受训人员都有平等的机会茁壮成长，而无论其人口结构如何， 背景拟议的研究与父母补助金有关，因为它们都旨在了解和改善 URM学生的MD-PhD培训计划的学习环境，因为它涉及到多样性，公平性， 包容。

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.