Optimizing the Learning Environment to Improve the Experience of Underrepresented Trainees

Features| June 2024 Optimizing the Learning Environment to Improve the Experience of Underrepresented Trainees Paul Otto, MD; Paul Otto, MD Search for other works by this author on: This Site PubMed Google Scholar Ireana Ng, MD; Ireana Ng, MD Search for other works by this author on: This Site PubMed Google Scholar Thabiti Lewis, MAT, PhD; Thabiti Lewis, MAT, PhD Search for other works by this author on: This Site PubMed Google Scholar M. Angele Theard, MD M. Angele Theard, MD Search for other works by this author on: This Site PubMed Google Scholar ASA Monitor June 2024, Vol. 88, 25–26. https://doi.org/10.1097/01.ASM.0001023676.69449.74 Views Icon Views Article contents Figures Optimizing the Learning Environment to Improve the Experience of Underrepresented Trainees. ASA Monitor 2024; 88:25–26 doi: https://doi.org/10.1097/01.ASM.0001023676.69449.74 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentAll PublicationsASA Monitor Search Advanced Search Topics: underrepresented groups Increasing institutional capacity for diversity in medicine has gained considerable attention in recent years. This has led to new opportunities for learning and overcoming challenges not only in the care of patients but in the education of our learners. In an article titled "Why Black doctors like me are leaving faculty positions in academic medical centers," Dr. Uche Blackstock, an African American physician formerly on the faculty at New York University and now a best-selling author, identifies lack of mentorship and toxic work environments characterized by micro/macroaggressions as reasons why she left academic medicine (asamonitor.pub/3TN3sPl). She is not alone. Results of a survey (N=1,994) of full-time faculty (53% women and 24% underrepresented minorities in medicine, or UIM) from 26 representative U.S. medical schools revealed that 21% had considered leaving academic medicine because of dissatisfaction with a culture characterized by isolation and feeling invisible (Acad Med 2012;87:859-69).... You do not currently have access to this content.