A Framework for Inclusive Graduate Medical Education Recruitment Strategies: Meeting the ACGME Standard for a Diverse and Inclusive Workforce.

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From: Academic Medicine(Vol. 95, Issue 5)
Publisher: Lippincott Williams & Wilkins, WK Health
Document Type: Brief article
Length: 293 words

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Abstract :

Byline: Alda Maria R. Gonzaga, A.M.R. Gonzaga is associate professor, Departments of Medicine and Pediatrics, and medicine-pediatrics residency program director, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania. J. Appiah-Pippim is associate professor, Department of Medicine, AU/UGA Medical Partnership, and program director, Transitional Year Residency, Piedmont Athens Regional, Athens, Georgia. C.M. Onumah is assistant professor, Department of Medicine, The George Washington University School of Medicine and Health Sciences, Washington, DC. M.A. Yialamas is assistant professor, Harvard Medical School, and associate program director, Brigham and Women's Hospital Internal Medicine Residency, Boston, Massachusetts.; James Appiah-Pippim; Chavon M. Onumah; Maria A. Yialamas Abstract To help address health care disparities and promote higher-quality, culturally sensitive care in the United States, the Accreditation Council for Graduate Medical Education and other governing bodies propose cultivating a more diverse physician workforce. In addition, improved training and patient outcomes have been demonstrated for diverse care teams. However, prioritizing graduate medical education (GME) diversity and inclusion efforts can be challenging and unidimensional diversity initiatives typically result in failure.Little literature exists regarding actionable steps to promote diversity in GME. Building on existing literature and the authors' experiences at different institutions, the authors propose a 5-point inclusive recruitment framework for diversifying GME training programs. This article details each of the 5 steps of the framework, which begins with strong institutional support by setting diversity as a priority. Forming a cycle, the other 4 steps are seeking out candidates, implementing inclusive recruitment practices, investing in trainee success, and building the pipeline. Practical strategies for each step and recommendations for measurable outcomes for continued support for this work are provided. The proposed framework may better equip colleagues and leaders in academic medicine to prioritize and effectively promote diversity and inclusion in GME at their respective institutions.

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Gale Document Number: GALE|A622303081