Education Deans Research Articles

PD24-03 TRENDS IN THE RACIAL AND ETHNIC DIVERSITY OF THE U.S. UROLOGY WORKFORCE

You have accessJournal of UrologyEducation Research IV (PD24)1 Sep 2021PD24-03 TRENDS IN THE RACIAL AND ETHNIC DIVERSITY OF THE U.S. UROLOGY WORKFORCE Efe Ghanney Simons, Aileen Arevalo, Samuel Washington, Serena Does, Lorna Kwan, Anissa Nguyen, Tracy Downs, and Christopher Saigal Efe Ghanney SimonsEfe Ghanney Simons More articles by this author , Aileen ArevaloAileen Arevalo More articles by this author , Samuel WashingtonSamuel Washington More articles by this author , Serena DoesSerena Does More articles by this author , Lorna KwanLorna Kwan More articles by this author , Anissa NguyenAnissa Nguyen More articles by this author , Tracy DownsTracy Downs More articles by this author , and Christopher SaigalChristopher Saigal More articles by this author View All Author Informationhttps://doi.org/10.1097/JU.0000000000002017.03AboutPDF ToolsAdd to favoritesDownload CitationsTrack CitationsPermissionsReprints ShareFacebookLinked InTwitterEmail Abstract INTRODUCTION AND OBJECTIVE: Historically, urology has had a lack of racial/ethnic diversity in its workforce. In 2019, only 2.0% of practicing urologists were Black and 3.9% Hispanic. Few empirical studies describe trends in urologists who are Under-Represented in Medicine (URM). We aimed to describe the historical trends and current state of racial/ethnic representation within the urology workforce compared to the national population. METHODS: Using data from the U.S. Census Bureau and the Association of American Medical Colleges, trends in racial/ethnic distribution for 2007-2019 were described for the educational “pipeline” for academic urologists, defined as starting with the U.S. population, leading to medical school application and graduation, then residency application, matching and graduation, and ending with urology faculty appointment. A comparative cohort analysis was done for the 2018-2019 academic year for differences in racial/ethnic distribution across cohorts by binomial tests. RESULTS: From 2010-2019, the U.S. Black and Latinx populations increased from 13 to 13.4% and 16 to 18.5% respectively. During that same time, the proportion of Black (3-4%) and Latinx (3-5%) urology residents remained unchanged, despite the increase in total number of residents (N=1043 to 1331). In 2019, there were step-wise decreases in proportion of Black and Latinx members represented at each stage of the educational pipeline, p<0.0001. CONCLUSIONS: The proportion of URM urologists was stagnant and did not match the national increase in racial/ethnic diversity during 2010-2019. This may be due to the loss of potential URM urologists at each educational stage. Our findings highlight possible strategies to diversify the urology workforce: diversifying the pool of undergraduates qualified to apply for medical school, targeted support for URM medical students, adequate preparation of URM urology applicants, appraising the equitability of application policies and promoting inclusion for URM faculty retention. Source of Funding: Office of the Vice Dean for Education and Executive Director of the DGSOM AntiRacism Roadmap © 2021 by American Urological Association Education and Research, Inc.FiguresReferencesRelatedDetails Volume 206Issue Supplement 3September 2021Page: e426-e427 Advertisement Copyright & Permissions© 2021 by American Urological Association Education and Research, Inc.MetricsAuthor Information Efe Ghanney Simons More articles by this author Aileen Arevalo More articles by this author Samuel Washington More articles by this author Serena Does More articles by this author Lorna Kwan More articles by this author Anissa Nguyen More articles by this author Tracy Downs More articles by this author Christopher Saigal More articles by this author Expand All Advertisement Loading ...

How to Incorporate Anti-Racism Into Psychiatric Practice

How to Incorporate Anti-Racism Into Psychiatric Practice

Editorial introductions

Editorial introductions

Opening a Poetic Container: Educative Learning from a Painful Poetry Performance

ABSTRACT The catalyst for this self-study research was the performance of a sequence of poems at a colloquium for South African deans of education. The poems portray my interpretation of my students’ stories of physically and emotionally painful experiences at the hands of their former teachers. My intention was to show how the creative possibilities of poetic language and poetic modes could enrich teacher education practice and research. However, while reading the poems, I was conscious of a palpable sense of distress building in the room. I began to wonder if I had made an awful mistake. Later, I questioned what I could or should have done differently, and, in this article, I offer an account of my efforts to learn from this painful poetry performance. I draw on the literary arts to combine vignette, poetry, and dialogue to inquire into my lived experience. Overall, the article demonstrates how extending my reflection through conversation with others allowed me to clearly see that my task as a teacher educator and educational researcher is not to avoid communicating heartbreaking stories in an emotionally powerful poetic format. Instead, it is to try to do so in emotionally supportive and educative ways. I offer my inquiry as an exemplar of how the literary arts can enrich teacher education practice and self-study research in creative ways to engage self-critically with social responsibilities.

On Holding Various Truths to (Not) Be Self-Evident: Leading During the Dual Pandemics of 2020 as a Racialized Body

In this critical autoethnography, the author counter/narrates how she has navigated the dual pandemics of COVID-19 and structural racism predicated on over four centuries of racial oppression that reached a zenith on May 25, 2020, when George Floyd was murdered by a White police officer. As an Asian American woman dean of education at a White-dominated regional university, she weaves in between the past and present to discuss the multilayered intersections between the lives and livelihoods of Asian Americans and Black Americans by theorizing contemporary meanings of the historic slogan from the 1960s: “Yellow Peril Supports Black Power.” She reflects on a few critical moments during the dual pandemics where she has navigated predominantly White spaces that have attempted to center tired-old platitudes around justice for George Floyd despite the daily persistence of blatantly and subtly racist practices against individuals who are Black, Indigenous, and People of Color.

Emory University School of Medicine.

Emory University School of Medicine.

Rutgers Robert Wood Johnson Medical School.

Rutgers Robert Wood Johnson Medical School.

University of Florida College of Medicine.

University of Florida College of Medicine.

University of Massachusetts Medical School.

University of Massachusetts Medical School.

University of Wisconsin School of Medicine and Public Health.

University of Wisconsin School of Medicine and Public Health.

Wright State University Boonshoft School of Medicine.

Wright State University Boonshoft School of Medicine.

Michigan State University College of Human Medicine.

Michigan State University College of Human Medicine.

Northwestern University Feinberg School of Medicine.

Northwestern University Feinberg School of Medicine.

In Reply to Tallia et al.

We thank Dr. Tallia and his colleagues on the National Board of Medical Examiners (NBME) Executive Board for their response to our Perspective. Though their reply alleges that our article “raise[d] serious allegations intermixed with speculation and anecdote,” we note no material corrections to the facts we presented and continue to stand by our work. Instead, we challenge some of the assertions made by Dr. Tallia and colleagues. We question whether the self-assessments sold by the NBME “protect the health of the public” any more than practice materials provided by the numerous for-profit entities that operate in this space. Similarly, although it is true that United States Medical Licensing Examination (USMLE) fee increases have approximated the Consumer Price Index (CPI), it remains unclear why any increase in registration fees was necessary when, as we reported, the NBME’s revenue was growing at more than 5 times the CPI. Some of the information provided by Dr. Tallia and colleagues may be helpful to readers. Yet when considered in full, their response seems to sidestep the key points in our article. We presented data showing how the rise of USMLE Step 1 mania has financially benefitted the NBME and how these benefits have been achieved by offering products and services other than the USMLE. We showed how the NBME’s revenues more than tripled from 2001 to 2017, with salaries for top executives rising in lockstep with the rise in revenue. We emphasized that conflict of interest is a condition, not a behavior, and asserted that the NBME’s current business model and unique market position create conditions sufficient for a problematic financial conflict of interest. Both our article and the associated, independent Invited Commentary by Dr. Gesundheit1 included multiple specific and actionable proposals that could resolve this conflict of interest and restore trust in the NBME—though few of these were addressed in their response. We appreciate that the NBME is conducting a review of its governance, and we thank the executive board members for their pledge to consider carefully all concerns raised regarding conflict of interest. We continue to hope they will seriously consider those raised in our article. J. Bryan Carmody, MD, MPHAssistant professor of pediatrics, Eastern Virginia Medical School, Norfolk, Virginia; [email protected]; ORCID: https://orcid.org/0000-0001-9079-1835.Senthil Rajasekaran, MDSenior associate dean for curricular affairs and undergraduate medical education, Wayne State University School of Medicine, Detroit, Michigan; ORCID: https://orcid.org/0000-0002-6445-5931.

Northern Ontario School of Medicine.

Northern Ontario School of Medicine.

Howard University College of Medicine.

Howard University College of Medicine.

Florida State University College of Medicine.

Florida State University College of Medicine.

The Brody School of Medicine at East Carolina University.

The Brody School of Medicine at East Carolina University.

University of California, San Francisco School of Medicine

University of California, San Francisco School of Medicine

Loma Linda University School of Medicine.

Loma Linda University School of Medicine.