“Am I Really Good Enough?”: Black and Latinx Experiences with Faculty Development

This study focuses on the experiences of Black and Latinx faculty in academic medicine in relation to their educational and faculty development. Narratives by participants reflect on their career path and refer to faculty development programs as valuable but also as dominant group-centric, counter to their cultural backgrounds and the underrepresented faculty experience. Findings reveal the need for faculty development to be spaces for affirmation, validation, and accountability and suggest the need for tailored programs. Furthermore, implications on the research and practice of faculty affairs within higher education and academic medicine are outlined

Socialization of Graduate and Medical Students into Academic Careers

Purpose: Socialization is the process through which individuals acquire and incorporate understanding of the organizational culture with shared attitudes, beliefs, values, and skills. This process differs from student to student but is impacted by culture. Our study examines the socialization of medical and graduate students into academic careers and considers their cultural background. Methods: This research uses the CECE model for cultural engagement along with the graduate student socialization scale by Weidman & Steins (2003). Study population included graduate, medical, and professional students. Participants were recruited via social media advertising as well as targeted communication through various national organizations and school diversity offices. The survey was available from June 15, 2020 and preliminary data was taken on July 8, 2020 which yielded 110 survey responses. Demographics: Race/Ethnicity: Asian/Asian American (18.39%); Black/African American (10.34%); Latina/o/x/e (6.90%; Middle Eastern or Northern African (2.30%); White (59.77%); Multiracial (1.15%); Caribbean (1.15%). Gender: Woman (69.41%); Man (21.28%); Genderqueer/fluid, Questioning/Unsure, Trans Man, Trans Woman, Non-binary (1-3% each). Sexual orientation Heterosexual/straight (68.24%); Bisexual (7.06%); Gay (8.24%); Queer (5.88%); Lesbian, Asexual, Pansexual, Questioning/Unsure, prefer not to respond (1-4% each). Results: Between 58-62% of respondents report never being given an opportunity to: engage in research that helps advance their knowledge of inequities, engage in research relevant to their identity, engage in research contributing to the improvement of the communities with whom they identify. Most students (56-71%) have never discussed becoming a faculty member, what it entails, or other careers in academia. Conclusions: Students report lacking cultural engagement in research; this includes both learning about the cultural communities they belong to but also working on research aimed to improve those communities. Institutions have an opportunity to fill a gap in education by working towards a more culturally engaging campus environment while also recruiting students to academia

What Gets Lost in the Numbers: A Case Study of the Experiences and Perspectives of Black and Latino Faculty in Academic Medicine

The doctoral research examines the experiences and perceptions of underrepresented minority faculty in academic medicine through a case study approach. The study focuses on several stages as presented through a model referred to as the faculty life cycle. Specifically, the study addresses the socialization, mentoring, and professional development experiences of URM faculty in academic medicine. How do URM faculty experience their environment, culture, and climate in academic medicine? And what is their perception of the impact of diversity and inclusion initiatives and offices in academic medicine? This study utilizes the conceptual frameworks of Inclusive Excellence (IE} and Culturally Engaging Campus Environments (CECE}. Analysis of the experiences and perspectives is accomplished through an intentional view of the organization (IE} while simultaneously examining the importance of culturally relevant environments in academic medicine (CECE}. Findings demonstrate that socialization, mentoring and faculty development are of extreme importance to URM faculty in academic medicine in ways that affect their perspectives on diversity and inclusion, organizational structures, culture and climate, and academic advancement. The findings describe a win or lose academic medicine culture and institutional climate plagued with challenges and misalignment with URM faculty values. Moreover, socialization into academic medicine impacts URM faculty sense of belonging and identity, and demand extraordinary self-agency and resilience. Identity as URM faculty is forced upon by the institution and adversely adds another layer to already complex intersectionalities. URM faculty mentoring is enriched by informal mentoring and shapes their own identities as mentors. Furthermore, URM faculty need development programs that acknowledge the differences in experience and create spaces for networking, affirmation and accountability. Overall, these experiences relayed by URM faculty voices inform the institution and academic medicine about its environment. Conclusions and recommendations craft the next research and practical agendas in support of URM faculty in academic medicine

Community Engagement, Motivation and Participation in Health Advisory Boards

Purpose: All IN for Health is dedicated to helping improve the lives of Indiana residents through community engagement by increasing health research literacy and promoting health resources. It also provides opportunities to participate in research and clinical studies, hosting a state-wide participant registry. All IN for Health is made possible by the Indiana Clinical and Translational Sciences Institute, combining the research expertise of Indiana University, Purdue University and University of Notre Dame. Its health advisory board is composed of community members and provides advise, feedback and recommendations. Objective: This study aims to provide health advisory boards (HABs) in Indiana information to understand the motivations and interests of potential board members to be used for recruitment and community outreach. Methods: In looking for new members of the All IN for Health HAB, 488 applicants answered questions about their motivations for and interests in becoming a part of the HAB. In order to identify what motivates people to get involved, answers were analyzed for common themes via a thematic analysis. All answers remained anonymous, and no personal data was used in the analysis. Results: Analysis revealed six recurring themes in the motivation to join the HAB and 9 recurring themes were identified about interest in the position. These themes can be grouped by previous diagnosis (family, friends, and self), being a caregiver, the greater good/change and advocacy, and personal experience. Discussion: These themes are tied together by experience in the healthcare system whether it be as a patient, a caregiver, provider, or researcher. HABs are important as they help connect with communities by listening to community needs, addressing specific topics, helping to build consensus and coordination, among many other benefits. By understanding motivation and interests of potential HAB members we can genuinely put the communities’ interest first in public and population health

A Program Evaluation of the Engagement of Participants in the AstraZeneca COVID-19 Vaccine Clinical Trial at Indiana University School of Medicine

Background/Objective: Since the emergence of various COVID-19 vaccines, there have been a significant amount of members of historically marginalized populations that remain unvaccinated. Specifically, Black and Latino/x populations vaccine rates are consistently lower than their white counterparts not just in Indiana, but across the country. The recruitment of the AstraZeneca clinical trial for the COVID-19 vaccine that was hosted by Indiana University School of Medicine underscored this disparity. The drop off rates for Black and Latino/x participants between being screened for the study to ultimately being enrolled into the study became a cause for concern. The concept of vaccine hesitancy in these communities is a concept worth further exploration in order to determine the best strategies to improve health outcomes as we continue to mitigate the current pandemic. Methods: Interviews with the research assistants of the AstraZeneca clinical trial were conducted in order to identify the major causes of hesitancy and acceptance amongst the individuals that were screened and enrolled into the study. The questions explored the interactions with the participants, specifically for anecdotal evidence of the screened participants that ultimately did and did not participate in the study. Results: Despite the outpouring of Indiana residents that enrolled in the study, many chose not to participate due to unknown potential side effects of the vaccine, access to provider advise, trust, among others. Furthermore, the timeframe of the study was heavily impacted by the availability of the FDA approval of Pfizer’s vaccine, in which many participants chose to drop out for a guaranteed vaccine. Conclusion and Potential Impact: Identifying barriers to vaccine acceptance in marginalized communities will provide vital information for advancing public health efforts to increase vaccination rates. Additionally, implementing these strategies into vaccine clinical trials will allow for more equitable representation, and culturally competent scientific evidence

The Power of Social Media in the Promotion and Tenure of Clinician Educators

Introduction Social networking sites (or social media [SM]) are powerful web-based technologies used to bolster communication. SM have changed not only how information is communicated but also the dissemination and reception of a variety of topics. This workshop highlighted the benefits of SM for clinician educators. The use of SM was explored as a way to maximize opportunities for clinician educators to network, establish themselves as experts, and build a national reputation leading to promotion. The target audience for this submission is faculty developers who would like to implement a similar workshop, and clinician-educator faculty motivated by promotion and advancement. Methods The training workshop involved an interactive session, with approximately 20 minutes of content, 20 minutes of individual and small-group activities, and 15 minutes of large-group discussion. The effectiveness of the workshop was evaluated by asking participants to complete a postsession survey of SM knowledge, attitude, and action. Results Survey responses (n = 14) demonstrated an increase in participants’ knowledge of SM platforms, ability to identify benefits of SM, skills to disseminate their work, and eagerness to build their personal brand. Discussion This workshop provided a foundation for clinician educators to think strategically about SM use in ways that highlight access to a broader network of colleagues and potential collaborators and that influence the impact of publications and work

Leading with Wellness in Mind: Lessons in Academic Leadership During a Pandemic

PURPOSE: COVID-19 pandemic impact on healthcare providers has been immense, making it clear that the pandemic demands even more out of our leadership and wellness efforts. METHODS: We ground this work in the phenomenology of leadership. Our team evaluated programmatic interventions of virtual community wellness sessions. RESULTS: Ninety-eight percent of respondents strongly agreed that wellness initiatives in the department are critical. Qualitative results focus on one of the lessons learned; what it means to lead with wellness in mind. CONCLUSION: Now, more than ever, leading with wellness in mind becomes a high priority. We present its seven key domains

Health Equity Starts with Us: Recommendations from the IN-CTSI Racial Justice and Health Equity Task Force

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Latinidad y Antirracismo: Fostering Antiracist Conversations in Medical Education

EDUCATIONAL OBJECTIVES: By the end of this activity, learners will be able to: 1. Develop antiracist healthcare workforce by increasing foundational awareness of health equity issues specific to the Hispanic/Latino/x community. 2. Develop upstanders that choose to intervene in situations where racism, discrimination, and microaggressions are present. 3. Describe concepts associated with antiracism, equity, diversity, and inclusion so that trainees speak a foundational common language. 4. Practice antiracist terminology in Spanish and associate this language with medical Spanish skills. INTRODUCTION: The purpose of the lecture series was to create a space for Hispanic/Latino/x learners to share their experiences and critically examine their own culture. In addition, an open invitation created a space for other minoritized and majority students to learn and engage in conversation. This series engages on a topic that is less discussed, racism in Hispanic/Latino/x communities. METHODS: This project consisted of three (3) virtual interactive sessions. Learners did not require prerequisite knowledge; however, we created a discussion guide, Glosario de Términos Asociados con Racismo, that served as a point of reference for students to use throughout the series. Participants rated their familiarity pre and post each session via survey. RESULTS: In total, 22 responses were received to the post-survey (n = 22). After all the presentations, 100% of the participants reported acquiring new information. Ten out of 22 participants informed that they learned a ‘great deal of new information. Furthermore, 95.45% of participants would recommend participating in the interactive sessions with a colleague. DISCUSSION: Through these sessions, we reflected on what it means to be Hispanic/Latino/x, how discrimination exists within the cultures that fall under this umbrella term, how they fit (and often do not fit) in the U.S. social construct of the term regardless of our geographical location, and how their identities are further complicated by intersectionality. We have created the precedent for future medical students to continue having and expanding on these conversations, to further provide nuance as to what it really means to “be” Hispanic/Latino/x

Increasing Hispanic/Latinx Healthcare Workforce via Academic Medicine-Community Health Partnership

As the Hispanic/Latino/x community grows exponentially and Hispanic/Latino/x physicians in academic medicine continue to be underrepresented, engagement in the community as learners and providers is needed to ensure a multiplying effort. In this article, the authors introduce a successful academic medicine-community health partnership to increase the Hispanic/Latinx healthcare workforce in Indiana and key curricular initiatives with proven outcomes in increasing the healthcare workforce serving this sector of the population