A Framework for Inclusive Graduate Medical Education Recruitment Strategies: Meeting the ACGME Standard for a Diverse and Inclusive Workforce
| Autor: | James Appiah-Pippim, Chavon M. Onumah, Maria A Yialamas, Alda Maria Gonzaga |
|---|---|
| Rok vydání: | 2019 |
| Předmět: |
020205 medical informatics
education Graduate medical education 02 engineering and technology Education 03 medical and health sciences 0302 clinical medicine Cultural diversity Political science Health care 0202 electrical engineering electronic engineering information engineering Humans School Admission Criteria 030212 general & internal medicine Personnel Selection Accreditation Medical education business.industry General Medicine Cultural Diversity United States Work (electrical) Education Medical Graduate Workforce business human activities Inclusion (education) Diversity (business) |
| Zdroj: | Academic medicine : journal of the Association of American Medical Colleges. 95(5) |
| ISSN: | 1938-808X |
| Popis: | To help address health care disparities and promote higher-quality, culturally sensitive care in the United States, the Accreditation Council for Graduate Medical Education and other governing bodies propose cultivating a more diverse physician workforce. In addition, improved training and patient outcomes have been demonstrated for diverse care teams. However, prioritizing graduate medical education (GME) diversity and inclusion efforts can be challenging and unidimensional diversity initiatives typically result in failure.Little literature exists regarding actionable steps to promote diversity in GME. Building on existing literature and the authors' experiences at different institutions, the authors propose a 5-point inclusive recruitment framework for diversifying GME training programs. This article details each of the 5 steps of the framework, which begins with strong institutional support by setting diversity as a priority. Forming a cycle, the other 4 steps are seeking out candidates, implementing inclusive recruitment practices, investing in trainee success, and building the pipeline. Practical strategies for each step and recommendations for measurable outcomes for continued support for this work are provided. The proposed framework may better equip colleagues and leaders in academic medicine to prioritize and effectively promote diversity and inclusion in GME at their respective institutions. |
| Databáze: | OpenAIRE |
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