Diversity, Equity, and Inclusion Milestones: Creation of a Tool to Evaluate Graduate Medical Education Programs.

Accreditation Clinical Competence Curriculum Education, Medical, Graduate Faculty, Medical Humans Internship and Residency

Journal

Journal of graduate medical education
ISSN: 1949-8357
Titre abrégé: J Grad Med Educ
Pays: United States
ID NLM: 101521733

Informations de publication

Date de publication:
Apr 2022
Historique:
received: 16 07 2021
revised: 02 11 2021
revised: 03 02 2022
accepted: 03 02 2022
entrez: 25 4 2022
pubmed: 26 4 2022
medline: 27 4 2022
Statut: ppublish

Résumé

As the Accreditation Council for Graduate Medical Education (ACGME) began to ask programs to report their efforts surrounding diversity, equity, and inclusion (DEI), program directors felt ill prepared to evaluate their programs and measure change. To develop a tool that would allow graduate medical education (GME) programs to evaluate the current state of DEI within their residencies, identify areas of need, and track progress; to evaluate feasibility of using this assessment method within family medicine training programs; and to analyze and report pilot data from implementation of these milestones within family medicine residency programs. The Association of Family Medicine Residency Directors (AFMRD) Diversity and Health Equity (DHE) Task Force developed a tool for program DEI evaluation modeled after the ACGME Milestones. These milestones focus on DEI assessment in 5 key domains: Institution, Curriculum, Evaluation, Resident Personnel, and Faculty Personnel. After finalizing a draft, a pilot implementation of the milestones was conducted by a convenience sample of 10 AFMRD DHE Task Force members for their own programs. Scores varied widely across surveyed programs for all milestones. Highest average scores were seen for the Curriculum milestone (2.65) and the lowest for the Faculty Personnel milestone (2.0). Milestone assessments were completed within 10 to 40 minutes using various methods. The AFMRD DEI Milestones were developed for program assessment, goal setting, and tracking of progress related to DEI within residency programs. The pilot implementation showed these milestones were easily used by family medicine faculty members in diverse settings.

Sections du résumé

Background UNASSIGNED
As the Accreditation Council for Graduate Medical Education (ACGME) began to ask programs to report their efforts surrounding diversity, equity, and inclusion (DEI), program directors felt ill prepared to evaluate their programs and measure change.
Objective UNASSIGNED
To develop a tool that would allow graduate medical education (GME) programs to evaluate the current state of DEI within their residencies, identify areas of need, and track progress; to evaluate feasibility of using this assessment method within family medicine training programs; and to analyze and report pilot data from implementation of these milestones within family medicine residency programs.
Methods UNASSIGNED
The Association of Family Medicine Residency Directors (AFMRD) Diversity and Health Equity (DHE) Task Force developed a tool for program DEI evaluation modeled after the ACGME Milestones. These milestones focus on DEI assessment in 5 key domains: Institution, Curriculum, Evaluation, Resident Personnel, and Faculty Personnel. After finalizing a draft, a pilot implementation of the milestones was conducted by a convenience sample of 10 AFMRD DHE Task Force members for their own programs.
Results UNASSIGNED
Scores varied widely across surveyed programs for all milestones. Highest average scores were seen for the Curriculum milestone (2.65) and the lowest for the Faculty Personnel milestone (2.0). Milestone assessments were completed within 10 to 40 minutes using various methods.
Conclusions UNASSIGNED
The AFMRD DEI Milestones were developed for program assessment, goal setting, and tracking of progress related to DEI within residency programs. The pilot implementation showed these milestones were easily used by family medicine faculty members in diverse settings.

Identifiants

DOI: 10.4300/JGME-D-21-00723.1 PMID: 35463173 PMC: PMC9017255
pubmed: 35463173
doi: 10.4300/JGME-D-21-00723.1
pmc: PMC9017255
doi:

Types de publication

Journal Article

Langues

eng

Sous-ensembles de citation

IM

Pagination

166-170

Déclaration de conflit d'intérêts

Conflict of interest: The authors declare they have no competing interests.

Références

JAMA Netw Open. 2018 Sep 7;1(5):e182723
pubmed: 30646179
J Grad Med Educ. 2017 Dec;9(6):730-734
pubmed: 29270263
Am J Public Health. 2012 May;102(5):852-8
pubmed: 22420820
Fam Med. 2019 Jan;51(1):31-36
pubmed: 30633795
J Gen Intern Med. 2019 May;34(5):684-691
pubmed: 30993609
J Grad Med Educ. 2021 Apr;13(2 Suppl):1-4
pubmed: 33936527
J Grad Med Educ. 2011 Jun;3(2):119-20
pubmed: 22655129
J Natl Med Assoc. 2019 Dec;111(6):665-673
pubmed: 31668360
J Grad Med Educ. 2021 Jun;13(3):335-344
pubmed: 34178258
Teach Learn Med. 2019 Oct-Dec;31(5):487-496
pubmed: 31032666
JAMA Intern Med. 2017 May 1;177(5):659-665
pubmed: 28264091

Auteurs

Paul A Ravenna (PA)

is Assistant Professor, Department of Family and Community Medicine, Northwestern Feinberg School of Medicine, and Associate Program Director, Northwestern McGaw Family Medicine Residency Program at Lake Forest.
ORCID: 0000-0003-4522-9178

Santina Wheat (S)

is Associate Professor, Department of Family and Community Medicine, Northwestern Feinberg School of Medicine, and Program Director, McGaw Northwestern Family Medicine Program at Humboldt Park.

Fadya El Rayess (F)

is Associate Professor, Department of Family Medicine, Alpert Medical School of Brown University, and Program Director, Brown Family Medicine Residency.

Leon McCrea (L)

is Senior Associate Dean, Office of Diversity, Equity, and Inclusion, Associate Professor, Department of Family, Community, and Preventive Medicine, Drexel University College of Medicine, and Program Director, Tower Health/Drexel University College of Medicine Family Medicine Residency.

A Ildiko Martonffy (AI)

is Associate Professor, Department of Family Medicine and Community Health, University of Wisconsin, and Program Director, University of Wisconsin-Madison Family Medicine Residency.

Cara Marshall (C)

is Assistant Professor, Departments of Family Medicine and Community Health, University of Massachusetts, and Associate Program Director, Lawrence Family Medicine Residency.

Suki Tepperberg (S)

is Assistant Professor, Department of Family Medicine, Boston University School of Medicine, and Associate Program Director, Boston University Family Medicine Residency.

Rachel S C Friedman (RSC)

is Associate Program Director, Kaiser Permanente Santa Rosa Family Medicine Residency.

Wendy B Barr (WB)

is Associate Professor, Department of Family Medicine, and Program Director, Lawrence Family Medicine Residency.

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Classifications MeSH

questionsmedicales.fr › Qualité, accès, évaluation des soins de santé › Assurance de la qualité des soins de santé › Délivrance de titres et certificats › Agrément › Diversity, Equity, and Inclusion Milestones:...
questionsmedicales.fr › Qualité, accès, évaluation des soins de santé › Qualité des soins de santé › Compétence clinique › Diversity, Equity, and Inclusion Milestones:...
questionsmedicales.fr › Éducation › Programme d'études › Diversity, Equity, and Inclusion Milestones:...
questionsmedicales.fr › Éducation › Enseignement professionnel › Enseignement médical › Enseignement spécialisé en médecine › Diversity, Equity, and Inclusion Milestones:...
questionsmedicales.fr › Établissements, main d'oeuvre et services de soins de santé › Personnel de santé › Corps enseignant et administratif en médecine › Diversity, Equity, and Inclusion Milestones:...
questionsmedicales.fr › Eucaryotes › Animaux › Chordés › Vertébrés › Mammifères › Eutheria › Primates › Haplorhini › Catarrhini › Hominidae › Humains › Diversity, Equity, and Inclusion Milestones:...
questionsmedicales.fr › Éducation › Enseignement professionnel › Enseignement médical › Enseignement spécialisé en médecine › Internat et résidence › Diversity, Equity, and Inclusion Milestones:...