Faculty diversity, equity, and inclusion in academic dentistry: Revisiting the past and analyzing the present to create the future.

AIM: In 2021, NIDCR published the landmark report "Oral Health in America." It described that while oral health-related research and care has seen amazing progress, oral health inequities and lack of oral care for large segments of the US population have not improved. This situation plus the predicted increase of the diversification of the US population requires decisive actions to ensure that future dentists will be optimally prepared to provide the best possible care for all patients. A diverse dental educator workforce plays a crucial role in obtaining this goal. The objectives of this document were threefold. Aim 1 was to analyze past and current trends in the diversity and inclusion of historically underrepresented ethnic/racial (HURE) and marginalized (HURM) dental faculty members. Aim 2 focused on reviewing best practices and challenges related to achieving dental faculty and leadership diversity and inclusion. Aim 3 was to develop recommendations for increasing the diversity and inclusion of dental faculty in the present and future. METHODS: An analysis of ethnicity/race and gender faculty data collected by the American Dental Education Association (ADEA) in 2011-2012 and 2018-2019 showed that achieving faculty diversity and inclusion has been an ongoing challenge, with limited success for faculty from HURE backgrounds. In order to create this much-needed change, best practices to increase the applicant pool, change recruitment strategies, and develop solid retention and promotion efforts were described. Research discussing the challenges to creating such changes was analyzed, and strategies for interventions were discussed. CONCLUSION: In conclusion, evaluations of efforts designed to create a more diverse and inclusive work force is crucial. Institutions must evaluate their diversity data, practices utilized, and the policies implemented to determine whether the desired outcomes are achieved. Only then will the future dental workforce be optimally prepared to provide the best possible care for all patients in the United States.

Advancing Women to Leadership Positions Through Individual Actions and Institutional Reform.

Women in medicine experience disparities in the workplace and in achieving leadership roles. They face challenges related to climate and culture, equitable compensation, work-life integration, opportunities for professional development and advancement, and occupational and systemic factors that can lead to burnout. Without specific resources to support women's development and advancement and promote conducive workplace climates, efforts to recruit, retain, and promote women physicians into leadership roles may be futile. This article is designed for 2 audiences: women physicians of all career stages, who are exploring factors that may adversely impact their advancement opportunities, and leaders in academic medicine and health care, who seek to achieve inclusive excellence by fully engaging talent. The need for greater representation of women leaders in medicine is both a moral and a business imperative that requires systemic changes. Individuals and institutional leaders can apply the practical strategies and solutions presented to catalyze successful recruitment, retention, and promotion of women leaders and widespread institutional reform.

Virtual Interviews in Neurosurgery Resident Selection-A Work in Progress.

INTRODUCTION: Due to the COVID-19 pandemic, the ACGME recommended all interviews for the 2021 residency application cycle be held virtually. Because this is major shift from neurosurgical interviews in past years, this study aims to evaluate both applicant and interviewer satisfaction of conducting interviews virtually. METHODS: For faculty, an 11-question online survey was sent to 116 United States neurosurgery training programs. A 14-question online survey was sent to 255 neurosurgery applicants. The resulting data were analyzed qualitatively and quantitatively. RESULTS: From applicants, 118 responses were received. From faculty, 171 individual responses were received. Thirty-five percent (34.7%) of applicants agreed that they were satisfied with the virtual interview process as a whole. Although 44.5% of faculty disagreed with the statement "I would like to replace in-person interviews with virtual interviews in the future", 57.3% of faculty agreed that they were likely to implement virtual interviews in the future. CONCLUSIONS: Some things might be better assessed through in-person interviews, but there are clear benefits to virtual interviews. Future iterations of the interview process, incorporating virtual interviews, might help determine how and in which situations virtual interviews can be utilized in future residency application cycles.

Recent Trends in Faculty Promotion in U.S. Medical Schools: Implications for Recruitment, Retention, and Diversity and Inclusion.

PURPOSE: Faculty promotion is important for retention and has implications for diversity. This study provides an update on recent trends in faculty promotion in U.S. medical schools. METHOD: Using data from the Association of American Medical Colleges Faculty Roster, the authors examined trends in faculty promotion over 10 years. Promotion status for full-time assistant and full-time associate professors who started between 2000 and 2009 inclusive was followed from January 1, 2010 to January 1, 2019. The authors used bivariate analyses to assess associations and promotion rates by sex, race/ethnicity, department, tenure status, and degree type. RESULTS: The promotion rate for assistant professors was 44.3% (2,330/5,263) in basic science departments, 37.1% (17,232/46,473) in clinical science departments, and 33.6% (131/390) in other departments. Among clinical departments, family medicine had the lowest rate of promoting assistant professors (24.4%; 484/1,982) and otolaryngology the highest rate (51.2%; 282/551). Faculty members who were male (38.9%; 11,687/30,017), White (40.0%; 12,635/31,596), tenured (58.7%; 98/167) or tenure-eligible (55.6%; 6,653/11,976), and holding MDs/PhDs (48.7%; 1,968/4,038) had higher promotion rates than, respectively, faculty who were female (36.3%; 7,975/21,998), minorities underrepresented in medicine (URM; 31.0%; 1,716/5,539), nontenured (32.5%; 12,174/37,433), and holding other/unknown degrees (20.6%; 195/948; all P < .001). These differences were less pronounced among associate professors; however, URM and nontenured faculty continued to have lower promotion rates compared with White, Asian, or tenured faculty at the associate professor level. CONCLUSIONS: Promotion rates varied not only by faculty rank but also by faculty sex, race/ethnicity, department, tenure status, and degree type. The differences were more pronounced for assistant professors than associate professors. URM faculty members, particularly assistant professors, were promoted at lower rates than their White and Asian peers. More research to understand the drivers of disparities in faculty promotion seems warranted.

Situación actual de la formación doctoral en la Universidad de Ciencias Médicas de Matanzas / Current situation of doctoral training at the Medical Sciences University of Matanzas

RESUMEN Introducción: dentro de las formas organizativas de la formación académica se destaca el doctorado, regulado en la legislación del Sistema Nacional de Grados Científicos. A pesar de existir una estrategia actualizada de formación doctoral en la Universidad de Ciencias Médicas de Matanzas y en el resto de las instituciones docente-asistenciales de la provincia, se gradúan pocos doctores. Objetivo: reflexionar sobre la situación actual de la formación doctoral en la Universidad de Ciencias Médicas de Matanzas. Materiales y métodos: se realizó una investigación diagnóstica con un enfoque cuanti-cualitativo del campo de la gestión universitaria. Se emplearon métodos teóricos como el análisis y la síntesis de la información y el sistémico estructural, y empíricos como revisión documental de diferentes informes, bases de datos y convenios. Resultados: más de la mitad de los doctores laboran en la Universidad de Ciencias Médicas de Matanzas. Los de las carreras de la salud constituyen menos de la mitad, mientras que el perfil pedagógico ocupa el segundo lugar. La relación entre doctorado y categoría docente, maestría, categoría investigativa y segundo grado de especialidad con el grado científico es muy baja, y en ninguno de los casos rebasa el 5 %. En la cantera doctoral ocurre lo mismo. Conclusiones: la formación de doctores en Ciencias en determinadas áreas del conocimiento en la Universidad de Ciencias Médicas de Matanzas, ha sido insuficiente a lo largo de los años, y en la actualidad continúa comprometida; sin embargo, la reorganización de la cantera doctoral y los convenios establecidos pueden ayudar a revertir la situación (AU).

ABSTRACT Introduction: the doctorate stands out within the organizational forms of academic training; it is regulated in the legislation of the National System of Scientific Degrees. Despite the existence of an updated doctoral training strategy in the Medical Sciences University of Matanzas and of the rest of the health care teaching institutions of the province, few science doctors are graduated. Objective: to reflect on the current situation of doctoral training at the Medical Sciences University of Matanzas. Materials and methods: a diagnostic research with a quantitative-qualitative approach was carried out in the field of university management. Theoretical methods like information analysis and synthesis were used, and also the systemic structural one and empirical like documental review of different reports, databases and agreements. Results: more than half of science doctors work in the Medical Sciences University of Matanzas. The science doctors of the health care specialties are less than half of them, while the pedagogical profile is on the second place. The relationship between doctorate and teaching category, masters' degree, research category, and second grade specialty to the scientific degree is very low, and in no case exceeds 5%. The same occurs in the doctoral reserve. Conclusions: the training of doctors of sciences in some fields of the knowledge has been inadequate in the Medical Sciences University of Matanzas for many years, and currently is still compromised; nevertheless, the organization of doctoral reserve and the established agreements can help to revert the situation (AU).

NIH Funding of Researchers in Surgery: Decreased Career Development Awards Over Time.

BACKGROUND: Over time, NIH funding has become increasingly competitive. In addition, academic surgeons' research competes with time required for patient care, operating, and administrative work. Due to these competing interests for surgeons, we hypothesize that the percentage of NIH grants awarded to researchers from departments of surgery is decreasing. METHODS: The NIH Research Portfolio Online Reporting Tool was queried for the number and value of new and renewal R01 grants, and career development awards noting which surgery departments received awards from 1998 to -2018. Statistical analysis was performed using univariate and multivariable logistic regression. RESULTS: The number of career development awards granted to researchers from departments of surgery decreased significantly over time (P = 0.007) while new R01's and R01 renewal awards were stable. The number of grants awarded to researchers from all procedural departments were compared to non-procedural departments and again, career development awards decreased significantly (P = 0.005) over time but new R01's and R01 renewals stayed stable. Looking at the difference in average dollar amount received for new R01, renewal R01, or career development awards between department of surgery awardees and non-surgery over time, there was no significant difference. CONCLUSIONS: NIH funding is becoming increasingly competitive and surgeons have many competing interests. Our study found that there has been a significant decrease in career development awards to department of surgery awardees and procedural specialists. The decrease in receipt of these awards is particularly concerning given that they are meant to provide protected time for developing researchers and thus have potential consequences for future research.

Full-Time Faculty in Clinical and Basic Science Departments by Sex and Underrepresented in Medicine Status: A 40-Year Review.

PURPOSE: To assess the changing diversity of faculty in specific clinical and basic science departments, stratified by sex and underrepresented in medicine (URM) status, at all Liaison Committee on Medical Education (LCME)-accredited medical schools. METHOD: In this retrospective, cross-sectional, observational study, the authors used data from the Association of American Medical Colleges Faculty Roster (data pulled in October 2019) to identify trends in clinical department faculty and in basic science department faculty by sex and URM status. They included full-time faculty at all LCME-accredited medical schools from 1979 to 2018. They compared the proportions of faculty across separate departments according to sex and URM status, and they used 2-independent-sample t test and simple linear regressions for statistical comparisons. RESULTS: The number of full-time faculty increased from 49,909 in 1979 to 175,326 in 2018. The largest increase occurred in clinical departments, where the number of faculty increased from 38,726 to 155,677 (a fourfold increase). The number of faculty in basic science departments increased from 11,183 to 19,649 (a 1.8-fold increase). The proportions of faculty who were non-URM females (compared with non-URM males, URM females, and URM males) increased the most-from 14.4% (5,595 of 38,726) to 37.6% (58,478 of 155,677) for clinical departments, and from 14.9% (1,669 of 11,183) to 33.0% (6,485 of 19,649) for basic science departments. Growth was steady but slow among URM faculty, especially for Black males; the absolute number of male URM faculty remained low in both basic science and clinical departments. The proportions of females and URM faculty were highest in the departments of obstetrics and gynecology, pediatrics, and family medicine. CONCLUSIONS: The substantial increase in faculty, especially in clinical departments, has led to greater diversity, but mostly among non-URM females. The rise of URM male and URM female faculty has been minimal.

"There Is a Lot of Change Afoot": A Qualitative Study of Faculty Adaptation to Elimination of Tiered Grades With Increased Emphasis on Feedback in Core Clerkships.

PURPOSE: Medical schools responding to challenges with fairness, equity, learning environments, and student wellness have reconsidered clerkship grades. This study used the Concerns-Based Adoption Model (CBAM) to explore how faculty responded to a change in the approach to assessment from focus on grades toward focus on feedback. METHOD: This qualitative study used an inductive approach to analyze data from semistructured interviews with teaching faculty and education leaders at University of California, San Francisco, School of Medicine 6 months following the elimination of traditional tiered clerkship grades. Participants were recruited in 2019 using purposive sampling. Interview questions addressed participants' perceptions of the new approach to assessment and grading that emphasizes assessment for learning, including advantages and concerns. The authors analyzed data using thematic analysis informed by sensitizing concepts from CBAM. RESULTS: Nineteen faculty participated (11 medicine, 8 surgery). Faculty expressed optimism about the impact of the change on their clinical educator roles and sought faculty development to enhance feedback and assessment skills. Perceived benefits to students addressed learning and wellness, with concern for students' motivation and professional development. Faculty shared uncertainty about their roles and larger systemic consequences involving the residency match and institutional reputation. Participants acknowledged that traditional grading is imperfect, yet felt a departure from this system represented significant culture change. CONCLUSIONS: Faculty perceptions of the assessment and grade change in 2 large departments demonstrated tensions around grading. Their descriptions of change as an ongoing process aligned with CBAM and required them to consider new approaches and perspectives. While discourse about assessment and grading frequently focuses on learners, these findings support institutional consideration of the impact of changes in assessment on teaching faculty.

Publication Performance in German Academic Heart Surgery.

BACKGROUND: This study was designed to evaluate the publication performance of management teams consisting of chief and senior physicians in German university cardiac surgery units over a 10-year period and to facilitate benchmarking. METHODS: The cutoff date for consideration of staffing from the unit Web site and publications was July 1, 2017. The literature search was based on an evaluation of the PubMed database. The 5-year impact factor (IF) from 2016 was assigned to each journal. RESULTS: Two thousand five hundred thirty-five publications (average IF 3.02) were registered, published in 323 journals. Of a total of 341 management team members, 235 (68.9%) published as first or last author over the 10-year period. The number of publications from the units divided into quintiles varied considerably with the first six units contributing 39.0% of all publications and the last nine units 9.4%. With a cumulative IF total of 3265, the publications of the first six units accounted for 42.7% of the cumulative IF, the last unit quintile amounted to 621 (8.1%) of the cumulative IF. When considering publications per managing member, the first quintile averaged 11.9 publications (29.6 IF) per managing member, the last quintile 3.3 publications (8.0 IF) per member. CONCLUSIONS: The six units of the first quintile published on average 3.6 times more per managing member than the nine units in the last quintile and the average cumulative IF per member in the first quintile was almost five times higher. Further investigation must show whether this considerable difference in publication activity between the university units is also observed in other operative fields.

Succeeding in Aging Research During the Pandemic: Strategies for Fellows and Junior Faculty.

Fellows and junior faculty conducting aging research have encountered substantial new challenges during the COVID-19 pandemic. They report that they have been uncertain how and whether to modify existing research studies, have faced difficulties with job searches, and have struggled to balance competing pressures including greater clinical obligations and increased responsibilities at home. Many have also wondered if they should shift gears and make COVID-19 the focus of their research. We asked a group of accomplished scientists and mentors to grapple with these concerns and to share their thoughts with readers of this journal.

Desenvolvimento docente pós-COVID-19: mudanças ou troca de cenário? / Teacher development after COVID-19: changes or just a change of scenario?

Resumo: Introdução: O mundo tem milhões de infectados pelo SARS-CoV-2, e o desfio permanece em 2021, com a vacinação e o aparecimento das novas cepas. Este é um texto sobre reflexões de como a pandemia está mobilizando as escolas médicas e se as mudanças induzidas pela emergência sanitária nos paradigmas pedagógicos serão revertidas em mudanças culturais. Desenvolvimento: A experiência de confinamento tem sido emocionalmente rica, entremeada por desafios, mergulhos pedagógicos reflexivos e muito trabalho. Analisamos o confronto entre a pandemia e as escolas médicas, com ênfase nos questionamentos a respeito das adaptações e se serão revertidas em mudanças culturais. O desenvolvimento docente não tem sido priorizado nas instituições de educação médica, e a troca do presencial para o remoto não garante mudanças. Conclusão: O docente tem papel nuclear na formação de médicos com competência, ética e humanidade. É necessário avançar, para além do brilho da hiperconectividade, com a instalação de um fórum permanente sobre desenvolvimento docente.

Abstract: Introduction: Millions of people around the world are infected with the SARS-CoV-2 virus, and the ongoing challenge in 2021 involves vaccination and the emergence of new strains. This text presents reflections on how the pandemic has mobilized medical schools, and whether the changes induced by the health emergency in our pedagogical paradigms will reverberate in cultural changes. Development: Self-isolation has proved to be an emotionally rich experience, pervaded by challenges, contemplative explorations in teaching, and a lot of work. We investigated how medical schools have tackled the pandemic, focusing on issues of the adaptations made and whether they will unfold into cultural changes. Teacher development has not been prioritized at medical schools, and the shift from the classroom to remote learning does not guarantee changes. Conclusion: The teacher plays a central role in the training of competent, ethical and humane physicians. It is necessary to move beyond the gloss of hyperconnectivity and install a permanent forum on teacher development.

[Time trends in doctorates and academic career perspectives among Dutch medical doctors: a nationwide cohort study]. / Academische carrièreperspectieven van gepromoveerde dokters.

OBJECTIVE: To determine secular trends in the number of doctoral degrees among medical doctors in the Netherlands, and assess their future career perspectives. DESIGN: Retrospective cohort study. METHOD: Data on awarded doctoral degrees in the period 1992-2018 were acquired from all medical faculties in the Netherlands. For the 2008 cohort of graduates, I assessed 10-year career perspectives by determining their job affiliation and number of scientific publications in PubMed as of 2019. RESULTS: The average number of doctorate degrees awarded per medical faculty increased from 64 in 1992 to 198 in 2018, largely due to an increase in the number of female graduates, who comprised 60-65% of graduates in recent years. Nearly half of all PhD graduates were medical doctors. Of 368 medical doctors in the year 2008, 43% had an academic affiliation 10 years after graduation, similar for men and women (odds ratio [95% CI] for women: 1.40 [0.92-2.14]). During the intermediate 10 years, they published a median 7 scientific papers (interquartile range: 2-20), of which 1 (0-3) were written as lead author and 0 (0-2) as senior author. Men published more often than women (9 [3-27] vs. 6 [2-15] papers, P=0.03), in particular when situated in an academic work environment (23 [11-47] vs. 12 [5-25], P=0.005). CONCLUSION: The number of doctoral degrees awarded at medical faculties in the Netherlands has increased threefold over the past 30 years. While 10-year career perspectives after their viva were similar across gender, scientific output of men during this period exceeded that of women.

Contributions, Aspirations, and Challenges of Academic Specialist Divisions in Obstetrics and Gynecology.

Shortly after its inception, the Society for Academic Specialists in General Obstetrics and Gynecology recognized that no data described the composition and faculty activities of "academic generalist divisions." Consequently, in 2018, the Society for Academic Specialists in General Obstetrics and Gynecology appointed a presidential task force and conducted the current surveys of chairs and division directors and key informant interviews to understand the composition and faculty activities in divisions of academic specialists in departments of obstetrics and gynecology and propose criteria for excellence in each mission area to guide development of divisions. In 2014, with Society for Academic Specialists in General Obstetrics and Gynecology's guidance, these divisions were referred to as academic specialists divisions and the faculty within as academic specialists to emphasize that they provide specialized women's health care in academic settings. The divisions comprised approximately 30% of departments' full-time faculty (median 12). In 27% of the departments, these divisions contributed more than half of departmental revenue, and 49% contributed 26-50%. Nearly 90% of divisions provided a sizeable proportion of the department's total teaching efforts. Compensation relied more on clinical productivity than on seniority, quality, academic contributions, or academic rank. Subsequently, five performance domains were identified to help divisions define divisional excellence: clinical, education, research, service & advocacy, and academic environment. Furthermore, excellent divisions were characterized as those with outstanding clinicians and educators who emphasize scholarly productivity. Although academic specialists contribute significantly to their departments' financial, clinical, and educational productivity, many have limited opportunities for scholarly activity. Achieving divisional excellence likely will depend on the ability to recruit and retain faculty with career expectations that align with the division's prioritized performance domains.