2019 HSC Section 2 - Practice Management

numbers of URM faculty, likely in part due to the rela- tively smaller pool of URM versus women in otolaryngol- ogy as far as candidates for recruitment. This highlights the importance of the pipeline effort to increase URM in academic otolaryngology. One of the limitations of the current study is the lack of a control group. Whereas overall departmental diversity increased from the period of 2004 to 2014, it is possible that the changes are not only due to the diver- sity initiatives but other changes in medicine, otolaryn- gology, or society at large. These women and underrepresented minority fac- ulty who were recruited as part of our departmental diversity efforts have been instrumental to the growth of the department, and their expertise has allowed the department to develop new clinical and research pro- grams. In addition, these women and URM faculty are instrumental in the department’s continues efforts; the literature demonstrates that these faculty are excellent resources for identifying strategies to continue improve- ment of diversity and inclusion. 3,19 Although the depart- ment has made significant gains with multifaceted diversity initiatives, it continues to seek opportunities to increase diversity and inclusion, recognizing that there are continued opportunities to improve the number of women and URM faculty—and to foster their professio- nal development in their institution and in the specialty of otolaryngology–head and neck surgery. CONCLUSION A comprehensive diversity and inclusion initiative has increased representation of women and URM faculty in an academic department of otolaryngology–head and neck surgery; however, opportunities exist for continued improvement of this effort. Acknowledgment Ethical approval: Johns Hopkins Institutional Review Board-approved study (IRB00051742).

BIBLIOGRAPHY 1. United States 2010 Census. Available at: http://www.census.gov/2010cen- sus/. Accessed May 18, 2014. 2. Ortman JM, Guarmeri CE. United States Population Projections: 2000 to 2050. Available at: http://www.census.gov/population/projections/files/ analytical-document09.pdf. Accessed August 31, 2014. 3. Guevara JP, Adanga E, Avakame E, Carthon MB. Minority faculty devel- opment programs and underrepresented minority faculty representation at US Medical Schools. JAMA 2013;310:2297–2304. 4. Association of American Medical Colleges (AAMC) Faculty Roster. Avail- able at: http://www.aamc.org/data/facultyroster/reports. Accessed April 28, 2015. 5. Sexton KW, Hocking KM, Wise E, et al. Women in academic surgery: the pipeline is busted. J Surg Educ 2012;69:84–90. 6. Beech BM, Calles-Escandon J, Hairston KG, Langdon SE, Latham-Sadler BA, Bell RA. Mentoring programs of minority faculty in academic medi- cal centers: a systematic review of the literature. Acad Med 2013;88: 541–549. 7. King TE, Dickinson TA, DuBose TD Jr, et al. The case for diversity in aca- demic internal medicine. Am J Med 2004;116:284–287. 8. Cohen JJ, Gabriel BA, Terrell C. The case for diversity in the health care workforce. Health Aff (Millwood) 2002;21:90–102. 9. Kingtons R, Tisnado D, Carlisle DM. Increasing racial and ethnic diversity among physicians: an intervention to address health disparities? In: Smedley BD, Stith AY, Colburn L, Evans CH, eds. The Right Thing to Do, The Smart Thing to Do: Enhancing Diversity in the Health Profes- sions . Washington, DC: National Academy Press; 2001. 10. Davidson RC, Montoya R. The distribution of services to the underserved. A comparison of minority and majority medical graduates in California. Wet J Med 1987;146:114–117. 11. Moy E. Bartman BA, Weir MR. Access to hypertensive care. Effects of income, insurance, and source of care. Arch Intern Med 1995;155:1497– 1502. 12. Nivet MA. Minorities in academic medicine: review of the literature. J Vasc Surg 2010;51:53S–58S. 13. Merchant JL, Omary MB. Underrepresentation of underrepresented minorities in academic medicine: the need to enhance the pipeline and the pipe. Gastroenterology 2010;138:19–26. 14. Odom KL, Roberts LM, Johnson RL, Cooper LA. Exploring obstacles to and opportunities for professional success among ethnic minority medial students. Acad Med 2007;82:146–153. 15. Pololi LH, Jones SJ. Women faculty: an analysis of their experiences in academic medicine and their coping strategies. Gend Med 2010;7:438– 450. 16. Carr PL, Friedman RH, Joskowitz MA, Kazis LE. Comparing the status of women and men in academic medicine. Ann Intern Med 1993;119:908– 913. 17. Lo Sasso AT, Richards MR, Chou C, Gerber SE. The $16,819 pay gap for newly trained physicians: the unexplained trend of men earning more than women. Health Aff (Millwood) 2011;30:193–201. 18. Carr PL, Ash AS, Friedman RH, et al. Relation of family responsibilities and gender to the productivity and career satisfaction of medical faculty. Ann Intern Med 1998;129:532–538. 19. Mahoney MR, Wilson E, Odom KL, Flowers L, Adler SR. Minority faculty voices on diversity in academic medicine: perspectives from one school. Acad Med 2008;83:781–786.

Laryngoscope 126: February 2016

Lin et al.: Faculty Diversity and Inclusion Program Outcomes

41

Made with FlippingBook - Online magazine maker