What’s New and In the Queue for Academic Medicine

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What’s New: A Preview of the August Issue
The August issue of Academic Medicine is now available! Read the entire issue online at academicmedicine.org or on your iPad using the Academic Medicine for iPad app. The August issue is a theme issue on gender diversity in academic medicine careers. Highlights from the issue include:

An Integrated Framework for Gender Equity in Academic Medicine
Westring and colleagues review the collection of eight articles in this issue, focusing on four dimensions of culture that can be conducive to gender equity in biomedical careers.

Inequities in Academic Compensation by Gender: A Follow-up to the National Faculty Survey Cohort Study
Freund and colleagues compare rank, department, effort distribution, marital/parental status, and leave or part-time status and find that women earned a mean of $20,520 less than men in unadjusted analyses.

Gender, Race/Ethnicity, and National Institutes of Health R01 Research Awards: Is There Evidence of a Double Bind for Women of Color?
Ginther and colleagues find differences by race/ethnicity explain the NIH funding gap for women of color. Policies designed to address the racial/ethnic diversity of the biomedical workforce have the potential to improve funding outcomes for women of color.

Silent Bias: Challenges, Obstacles, and Strategies for Leadership Development in Academic Medicine–Lessons From Oral Histories of Women Professors at the University of Kansas
Pingleton and colleagues interviewed female full professors at one medical school to assess the challenges encountered by women in academic medicine and to explore strategies for success and lessons learned for leadership development. A blog post to this article written by two of the authors is available.

What’s In the Queue: A Sneak Peek
Here’s a preview of an upcoming innovation report by Patino and colleagues.

The Community Mentorship Program: Providing Community-Engagement Opportunities for Early-Stage Clinical and Translational Scientists to Facilitate Research Translation
Cecilia M. Patino, MD, MEd, PhD, Katrina Kubicek, MA, Marisela Robles, MS, Holly Kiger RN, MN, CNS, and Jeanne Dzekov

Abstract

Problem
A goal of the Southern California Clinical and Translational Science Institute (SC-CTSI) at the University of Southern California and Children’s Hospital Los Angeles is to train early-stage clinical translational scientists (CTSs) to conduct research that improves the health of diverse communities. This goal aligns well with the Institute of Medicine’s recommendations emphasizing community engagement in biomedical research that facilitates research translation. The Community Mentorship Program (CMP), created to complement community-engaged research (CER) didactics, matches CTSs with community mentors who help CTSs identify and complete community-engaged experiences that inform their research.

Approach
The CMP was piloted in 2013–2015 by the SC-CTSI Workforce Development and Community-Engagement cores. The CMP team matched three CTSs (assistant professors pursuing mentored career development awards, two with CER experience) with mentors at community-based organizations (CBOs) aligned with their research interests. Each mentor-mentee pair signed a memorandum of understanding. The CMP team checked in regularly, monitoring progress and addressing challenges in the CTSs’ completion of their community-engaged experience.

Outcomes
All pairs completed at least one community-engaged activity informing the CTS’s research. In exit interviews, the CTSs and CBO mentors expressed satisfaction with the program and stated they would continue to work together. The CTSs reported the program provided opportunities to develop networks outside academia, build trust within the community, and receive feedback and learn from individuals in communities affected by their research.

Next Steps
The CMP will be expanded to include all eligible early-career CTSs and promoted for use in similar settings outside the SC-CTSI.

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