Abstract：
BACKGROUND: There are persistent structural barriers that threaten inclusion and retention of underrepresented in medicine (UIM) residents and fellows (trainees) as future faculty in academic medicine. We developed the Leadership Education in Advancing Diversity (LEAD) Program at a single, academic institution, to address these barriers through a 10-month longitudinal curriculum across GME for trainees to develop leadership and scholarship skills in DEI.
OBJECTIVE: Explore how participation in LEAD impacted UIM trainees\' sense of belonging and professional identity formation in academic medicine; as well as perceptions about pursuing a career in academic medicine and future leadership roles.
METHODS: IRB-approved qualitative study in August 2020-August 2021 with individual, semi-structured interviews of UIM LEAD graduates from the first 4 cohorts (2017-2021). Data were analyzed by two authors using modified grounded theory.
RESULTS: 14 UIM trainees were interviewed; seven themes emerged. Critical aspects of the program: (1) Creation of a community of shared DEI values (2) Mentorship (3) Role of allies. Results of the program: (4) Deepened appreciation of personal and professional identity as UIM (5) Fostered belonging in academic medicine (6) Appreciation of different careers in academic medicine and how to integrate DEI interests (7) Inspired trainees to pursue leadership roles.
CONCLUSIONS: LEAD can serve as a model for other institutions that seek to support UIM trainees\' sense of belonging, professional identity formation, and perceptions about pursuing careers in academic medicine and future leadership roles.
OBJECTIVE: Explore how participation in LEAD impacted UIM trainees\' sense of belonging and professional identity formation in academic medicine; as well as perceptions about pursuing a career in academic medicine and future leadership roles.
METHODS: IRB-approved qualitative study in August 2020-August 2021 with individual, semi-structured interviews of UIM LEAD graduates from the first 4 cohorts (2017-2021). Data were analyzed by two authors using modified grounded theory.
RESULTS: 14 UIM trainees were interviewed; seven themes emerged. Critical aspects of the program: (1) Creation of a community of shared DEI values (2) Mentorship (3) Role of allies. Results of the program: (4) Deepened appreciation of personal and professional identity as UIM (5) Fostered belonging in academic medicine (6) Appreciation of different careers in academic medicine and how to integrate DEI interests (7) Inspired trainees to pursue leadership roles.
CONCLUSIONS: LEAD can serve as a model for other institutions that seek to support UIM trainees\' sense of belonging, professional identity formation, and perceptions about pursuing careers in academic medicine and future leadership roles.
摘要：
背景：存在持续的结构性障碍，威胁着医学（UIM）居民和研究员（受训者）作为未来学术医学教师的包容和保留。我们开发了领导力教育促进多样性（LEAD）计划，学术机构,通过GME为期10个月的纵向课程来解决这些障碍，以便学员在DEI中培养领导能力和奖学金技能。
目的：探索参加LEAD如何影响UIM学员的归属感和学术医学专业认同感的形成；以及对追求学术医学职业和未来领导角色的看法。
方法：IRB批准的定性研究，于2020年8月至2021年8月进行，前4组(2017-2021年)UIMLEAD毕业生的半结构化访谈。两位作者使用修正的接地理论对数据进行了分析。
结果：采访了14名UIM学员；出现了七个主题。该计划的关键方面：（1）创建共同的DEI价值观社区（2）指导（3）盟友的作用。该计划的结果：（4）加深了对UIM个人和职业身份的欣赏（5）培养了学术医学的归属感（6）对学术医学的不同职业以及如何整合DEI兴趣的赞赏（7）启发学员追求领导角色。
结论：LEAD可以作为其他寻求支持UIM学员归属感的机构的典范，职业身份形成,以及对追求学术医学职业和未来领导角色的看法。
目的：探索参加LEAD如何影响UIM学员的归属感和学术医学专业认同感的形成；以及对追求学术医学职业和未来领导角色的看法。
方法：IRB批准的定性研究，于2020年8月至2021年8月进行，前4组(2017-2021年)UIMLEAD毕业生的半结构化访谈。两位作者使用修正的接地理论对数据进行了分析。
结果：采访了14名UIM学员；出现了七个主题。该计划的关键方面：（1）创建共同的DEI价值观社区（2）指导（3）盟友的作用。该计划的结果：（4）加深了对UIM个人和职业身份的欣赏（5）培养了学术医学的归属感（6）对学术医学的不同职业以及如何整合DEI兴趣的赞赏（7）启发学员追求领导角色。
结论：LEAD可以作为其他寻求支持UIM学员归属感的机构的典范，职业身份形成,以及对追求学术医学职业和未来领导角色的看法。
