Have a personal or library account? Click to login
Beyond Traditional: Clearing the Roadblocks to Advancement in Academic Medicine Cover

Beyond Traditional: Clearing the Roadblocks to Advancement in Academic Medicine

Open Access
|May 2025

References

  1. 1Koelewijn G, Hennus MP, Kort HSM, Frenkel J, van Houwelingen T. Games to support teaching clinical reasoning in health professions education: a scoping review. Med Educ Online. 2024;29(1):2316971. DOI: 10.1080/10872981.2024.2316971
  2. 2Sherbino J, Arora VM, Van Melle E, Rogers R, Frank JR, Holmboe ES. Criteria for social media-based scholarship in health professions education. Postgrad Med J. 2015;91(1080):551555. DOI: 10.1136/postgradmedj-2015-133300
  3. 3Deptola A, Hudson D, Mattar C, et al. Developing an Inclusive Scholarship Curriculum for Medical Students. Acad Med. 2023;98(12):13961401. DOI: 10.1097/ACM.0000000000005333
  4. 4Eames D, Thomas S, Norman K, Simanton E, Weisman A. Sociodemographic disadvantage in the burden of stress and academic performance in medical school: implications for diversity in medicine. BMC Med Educ. 2024;24(1):348. Published 2024 Mar 29. DOI: 10.1186/s12909-024-05263-y
  5. 5Labiste CC, Huntley K, Bauckman KA, Fine L, Rajput V. Advanced Placement Courses for Medical School: A Novel AMed Track to Reduce Financial Burden and Attract Nontraditional Students. Cureus. 2021;13(9):e18386. Published 2021 Sep 29. DOI: 10.7759/cureus.18386
  6. 6Wouters A. Getting to know our non-traditional and rejected medical school applicants. Perspect Med Educ. 2020;9(3):132134. DOI: 10.1007/S40037-020-00579-Z
  7. 7Maté G, Maté D. The Myth of Normal: Trauma, Illness, and Healing in a Toxic Culture. United Kingdom: Penguin Publishing Group; 2022.
  8. 8Rost M. “To Normalize is to Impose a Requirement on an Existence.” Why Health Professionals Should Think Twice Before Using the Term “Normal” With Patients [published correction appears in J Bioeth Inq. 2021 Dec;18(4):701]. J Bioeth Inq. 2021;18(3):389–394. DOI: 10.1007/s11673-021-10122-2
  9. 9Nguyen M, Chaudhry SI, Desai MM, et al. Association of Sociodemographic Characteristics With US Medical Student Attrition. JAMA Intern Med. 2022;182(9):917924. DOI: 10.1001/jamainternmed.2022.2194
  10. 10Nguyen M, Lett E, Cavazos JE, et al. Association of Racial and Ethnic Identity With Attrition From MD-PhD Training Programs. JAMA Intern Med. Published online July 31, 2023. DOI: 10.1001/jamainternmed.2023.2822
  11. 11Meier AH, Gruessner A, Cooney RN. Using the ACGME Milestones for Resident Self-Evaluation and Faculty Engagement. J Surg Educ. 2016;73(6):e150e157. DOI: 10.1016/j.jsurg.2016.09.001
  12. 12Kuzma N, Skuby S, Souder E, et al. Reflect, Advise, Plan: Faculty-Facilitated Peer-Group Mentoring to Optimize Individualized Learning Plans. Acad Pediatr. 2016;16(6):503507. DOI: 10.1016/j.acap.2016.06.002
  13. 13Santosa KB, Lussiez A, Bellomo TR, et al. Identifying Strategies for Struggling Surgery Residents. J Surg Res. 2022;273:147154. DOI: 10.1016/j.jss.2021.12.026
  14. 14Mullangi S, Blutt MJ, Ibrahim S. Is it Time to Reimagine Academic Promotion and Tenure? JAMA Health Forum. 2020;1(2):e200164. Published 2020 Feb 3. DOI: 10.1001/jamahealthforum.2020.0164
  15. 15Clance PR, Imes SA. The imposter phenomenon in high achieving women: Dynamics and therapeutic intervention. Psychotherapy: Theory, research & practice. 1978;15(3):241. DOI: 10.1037/h0086006
  16. 16Mullangi S, Jagsi R. Imposter Syndrome: Treat the Cause, Not the Symptom. JAMA. 2019;322(5):403404. DOI: 10.1001/jama.2019.9788
  17. 17Pololi LH, Krupat E, Civian JT, Ash AS, Brennan RT. Why are a quarter of faculty considering leaving academic medicine? A study of their perceptions of institutional culture and intentions to leave at 26 representative U.S. medical schools. Acad Med. 2012;87(7):859869. DOI: 10.1097/ACM.0b013e3182582b18
  18. 18Nina G, Myers O, Rishel Brakey H, Sood A. Why Faculty Leaders Leave a School of Medicine? Chron Mentor Coach. 2023;7(SI16):394400.
  19. 19Blackstock U. Legacy: A Black Physician Reckons with Racism in Medicine. United Kingdom: Penguin Publishing Group; 2024.
  20. 20Russel SM, Carter TM, Wright ST, Hirshfield LE. How Do Academic Medicine Pathways Differ for Underrepresented Trainees and Physicians? A Critical Scoping Review. Acad Med. Published online August 2, 2023. DOI: 10.1097/ACM.0000000000005364
  21. 21Kalet A, Libby AM, Jagsi R, et al. Mentoring Underrepresented Minority Physician-Scientists to Success. Acad Med. 2022;97(4):497502. DOI: 10.1097/ACM.0000000000004402
  22. 22Betancourt RM, Baluchi D, Dortche K, Campbell KM, Rodríguez JE. Minority Tax on Medical Students: A Review of the Literature and Mitigation Recommendations. Fam Med. 2024;56(3):169175. DOI: 10.22454/FamMed.2024.268466
  23. 23Garcia AN, Kuo T, Arangua L, Pérez-Stable EJ. Factors Associated With Medical School Graduates’ Intention to Work With Underserved Populations: Policy Implications for Advancing Workforce Diversity. Acad Med. 2018;93(1):8289. DOI: 10.1097/ACM.0000000000001917
  24. 24Marrast LM, Zallman L, Woolhandler S, Bor DH, McCormick D. Minority physicians’ role in the care of underserved patients: diversifying the physician workforce may be key in addressing health disparities. JAMA Intern Med. 2014;174(2):289291. DOI: 10.1001/jamainternmed.2013.12756
  25. 25Pololi LH, Evans AT, Gibbs BK, Krupat E, Brennan RT, Civian JT. The experience of minority faculty who are underrepresented in medicine, at 26 representative U.S. medical schools. Acad Med. 2013;88(9):13081314. DOI: 10.1097/ACM.0b013e31829eefff
  26. 26Ortega P, Shin TM, Francone NO, et al. Student and Faculty Diversity is Insufficient to Ensure High-Quality Medical Spanish Education in US Medical Schools. J Immigr Minor Health. 2021;23(5):11051109. DOI: 10.1007/s10903-021-01198-4
  27. 27Webb Hooper M, Pérez-Stable EJ. Health equity is not possible without addressing disparities. Health Psychol. 2023;42(9):625627. DOI: 10.1037/hea0001306
  28. 28Powers BW, White AA, Oriol NE, Jain SH. Race-Conscious Professionalism and African American Representation in Academic Medicine. Acad Med. 2016;91(7):913915. DOI: 10.1097/ACM.0000000000001074
  29. 29Xierali IM, Nivet MA, Syed ZA, Shakil A, Schneider FD. Recent Trends in Faculty Promotion in U.S. Medical Schools: Implications for Recruitment, Retention, and Diversity and Inclusion. Acad Med. 2021;96(10):14411448. DOI: 10.1097/ACM.0000000000004188
  30. 30US Department of Health and Human Services Office of Minority Health. Black/African American Health. (20 sept 2024) https://minorityhealth.hhs.gov/blackafrican-american-health#:~:text=According%20to%20the%20U.S.%20Census,of%20the%20total%20U.S.%20population%20 (accessed October 15, 2024).
  31. 31Association of American Medical Colleges. Diversity Increases at Medical Schools in 2022. (13 dec 2022) https://www.aamc.org/news/press-releases/diversity-increases-medical-schools-2022#:~:text=Diversity%20of%20enrollees,9.5%25%20in%202020%2D21 (accessed October 15, 2024).
  32. 32Accreditation Council for Graduate Medical Education. Active Resident Physicians in Core Specialties by Race/Ethnicity 2022–2023. Unpublished.
  33. 33AAMC U.S. Physician Workforce Data Dashboard: 2023 Key Findings and Definitions. https://www.aamc.org/data-reports/data/2023-key-findings-and-definitions (accessed October 15, 2024).
  34. 34US Department of Health and Human Services Office of Minority Health. Hispanic/Latino Health. (23 sept 2024) https://minorityhealth.hhs.gov/hispaniclatino-health (accessed October 15, 2024).
  35. 35Association of American Medical Colleges. Exploring Faculty Salary Equity at U.S. Medical Schools by Gender and Race/Ethnicity. https://store.aamc.org/downloadable/download/sample/sample_id/453/. October 2021 (accessed October 15, 2024).
  36. 36Carnes M, Morrissey C, Geller SE. Women’s health and women’s leadership in academic medicine: hitting the same glass ceiling? J Womens Health (Larchmt). 2008;17(9):14531462. DOI: 10.1089/jwh.2007.0688
  37. 37Enders FT, Golembiewski EH, DSouza KN, Martin AE, Kennedy CC. Hidden curricula in academic medicine: Streamlining success for early career scholars from majority and diverse backgrounds. J Clin Transl Sci. 2024;8(1):e52. Published 2024 Feb 6. DOI: 10.1017/cts.2024.16
  38. 38Rohatinsky N, Cave J, Krauter C. Establishing a mentorship program in rural workplaces: connection, communication, and support required. Rural Remote Health. 2020;20(1):5640. DOI: 10.22605/RRH5640
  39. 39Affi Koprowski M, Dickinson KJ, Johnson-Mann CN, et al. Cross-mentorship: A Unique Lens Into the Realities and Challenges of Diversity in Surgery. Ann Surg. 2022;275(1):e6e7. DOI: 10.1097/SLA.0000000000005213
  40. 40Patel D, Windish D, Hay S. A Mentor, Advisor, and Coach (MAC) Program to Enhance the Resident and Mentor Experience. MedEdPORTAL. 2020;16:11005. Published 2020 Nov 3. DOI: 10.15766/mep_2374-8265.11005
  41. 41Coleman TM, Starlard-Davenport A, Onwuemene OA, Stepleman LM, Pace BS. Peer mentoring to support career advancement among underrepresented minority faculty in the programs to increase diversity among individuals engaged in health-related research (PRIDE). J Clin Transl Sci. 2023;7(1):e107. Published 2023 Apr 24. DOI: 10.1017/cts.2023.535
  42. 42Deptola A, Hudson D, Mattar C, et al. Developing an Inclusive Scholarship Curriculum for Medical Students. Acad Med. 2023;98(12):13961401. DOI: 10.1097/ACM.0000000000005333
  43. 43Martimianakis MA, Michalec B, Lam J, Cartmill C, Taylor JS, Hafferty FW. Humanism, the Hidden Curriculum, and Educational Reform: A Scoping Review and Thematic Analysis. Acad Med. 2015;90(11 Suppl):S5S13. DOI: 10.1097/ACM.0000000000000894
  44. 44Yazdani S, Andarvazh MR, Afshar L. What is hidden in hidden curriculum? a qualitative study in medicine. J Med Ethics Hist Med. 2020;13:4. Published 2020 May 10. DOI: 10.18502/jmehm.v13i4.2843
  45. 45Campbell KM, Rodríguez JE. Addressing the Minority Tax: Perspectives From Two Diversity Leaders on Building Minority Faculty Success in Academic Medicine. Acad Med. 2019;94(12):18541857. DOI: 10.1097/ACM.0000000000002839
  46. 46Lopez M, Chan TM, Thoma B, Arora VM, Trueger NS. The Social Media Editor at Medical Journals: Responsibilities, Goals, Barriers, and Facilitators. Acad Med. 2019;94(5):701707. DOI: 10.1097/ACM.0000000000002496
  47. 47Jaffe RC, O’Glasser AY, Brooks M, Chapman M, Breu AC, Wray CM. Your @Attending Will #Tweet You Now: Using Twitter in Medical Education. Acad Med. 2020;95(10):1618. DOI: 10.1097/ACM.0000000000003314
  48. 48Gambril JA, Boyd CJ, Egbaria J. The Numerous Benefits of Social Media for Medicine. Comment on “Documenting Social Media Engagement as Scholarship: A New Model for Assessing Academic Accomplishment for the Health Professions”. J Med Internet Res. 2021;23(6):e27664. Published 2021 Jun 9. DOI: 10.2196/27664
  49. 49GoRedForWomen. https://twitter.com/GoRedForWomen (accessed October 15, 2024).
  50. 50National Latino Physician Day. https://www.nationallatinophysicianday.com/ (accessed October 15, 2024).
  51. 51Vela MB, Erondu AI, Smith NA, Peek ME, Woodruff JN, Chin MH. Eliminating Explicit and Implicit Biases in Health Care: Evidence and Research Needs. Annu Rev Public Health. 2022;43:477501. DOI: 10.1146/annurev-publhealth-052620-103528
  52. 52Ortega P, Francone NO, Santos MP, et al. Medical Spanish in US Medical Schools: a National Survey to Examine Existing Programs. J Gen Intern Med. 2021;36(9):27242730. DOI: 10.1007/s11606-021-06735-3
  53. 53Dey K, Romero Arocha S, Park YS, Ortega P. Prevalence and quality of medical Spanish education in US osteopathic medical schools: a national survey. J Osteopath Med. Published online February 29, 2024. DOI: 10.1515/jom-2023-0110
  54. 54Jana T, Baran M. Subtle Acts of Exclusion: How to Understand, Identify, and Stop Microaggressions. United States: Berrett-Koehler Publishers; 2020.
  55. 55Gomez LE, Bernet P. Diversity improves performance and outcomes. J Natl Med Assoc. 2019;111(4):383392. DOI: 10.1016/j.jnma.2019.01.006
  56. 56Harawa NT, Manson SM, Mangione CM, et al. Strategies for enhancing research in aging health disparities by mentoring diverse investigators. J Clin Transl Sci. 2017;1(3):167175. DOI: 10.1017/cts.2016.23
  57. 57Wyatt TR, Balmer D, Rockich-Winston N, Chow CJ, Richards J, Zaidi Z. ‘Whispers and shadows’: A critical review of the professional identity literature with respect to minority physicians. Med Educ. 2021;55(2):148158. DOI: 10.1111/medu.14295
  58. 58Dellasega C, Milone-Nuzzo P, Curci KM, Ballard JO, Kirch DG. The humanities interface of nursing and medicine. J Prof Nurs. 2007;23(3):174179. DOI: 10.1016/j.profnurs.2007.01.006
  59. 59Ortega P, Shin TM, Martínez GA. Rethinking the Term “Limited English Proficiency” to Improve Language-Appropriate Healthcare for All. J Immigr Minor Health. 2022;24(3):799805. DOI: 10.1007/s10903-021-01257-w
  60. 60Nakae S, Soto-Greene M, Williams R, Guzman D, Sánchez JP. Helping Trainees Develop Scholarship in Academic Medicine From Community Service. MedEdPORTAL. 2017;13:10659. Published 2017 Dec 14. DOI: 10.15766/mep_2374-8265.10659
  61. 61Ortega P, Silva D. New Collection of Articles on Language Equity in Medical Education. Published September 8, 2023. https://academicmedicineblog.org/new-collection-of-articles-on-language-equity-in-medical-education/ (accessed October 15, 2024).
  62. 62MedEdPORTAL journal. Language-Appropriate Health Care and Medical Language Education Collection. https://www.mededportal.org/language (accessed October 15, 2024).
  63. 63O’Mara RJ, Hsu SI, Wilson DR. Should MD-PhD programs encourage graduate training in disciplines beyond conventional biomedical or clinical sciences? Acad Med. 2015;90(2):161164. DOI: 10.1097/ACM.0000000000000540
  64. 64Deschacht N, Maes B. Cross-cultural differences in self-promotion: A study of self-citations in management journals. Journal of Occupational and Organizational Psychology. 2017 Mar;90(1):7794. DOI: 10.1111/joop.12162
  65. 65VanEpps EM, Hart E, Schweitzer ME. Dual-promotion: Bragging better by promoting peers. J Pers Soc Psychol. 2024;126(4):603623. DOI: 10.1037/pspi0000431
  66. 66Siegel J, Coleman DL, James T. Integrating Social Determinants of Health Into Graduate Medical Education: A Call for Action. Acad Med. 2018;93(2):159162. DOI: 10.1097/ACM.0000000000002054
  67. 67Doobay-Persaud A, Adler MD, Bartell TR, et al. Teaching the Social Determinants of Health in Undergraduate Medical Education: a Scoping Review. J Gen Intern Med. 2019;34(5):720730. DOI: 10.1007/s11606-019-04876-0
  68. 68Faculty Career Track. January 2020. https://medschool.duke.edu/sites/default/files/2021-06/faculty-career-track.01.2021.pdf (accessed October 15, 2024).
  69. 69Duke University School of Medicine. Expressions of Scholarship. https://medschool.duke.edu/about-us/faculty-resources/faculty-appointments-promotion-tenure/clinical-science-apt/faculty-3 (accessed October 15, 2024).
  70. 70Breu AC. Why Is a Cow? Curiosity, Tweetorials, and the Return to Why. N Engl J Med. 2019;381(12):10971098. DOI: 10.1056/NEJMp1906790
  71. 71Breu AC, Cooper AZ. Tweetorials: Digital scholarship deserving of inclusion in promotion portfolios. Med Teach. 2022;44(4):450452. DOI: 10.1080/0142159X.2022.2029383
  72. 72Breu AC, Abrams HR, Manning KD, Cooper AZ. Tweetorials for Medical Educators. J Grad Med Educ. 2021;13(5):723725. DOI: 10.4300/JGME-D-21-00767.1
  73. 73O’Glasser AY, Arora VM, Chan TM. Capturing and Articulating Visual Media as Scholarship. J Grad Med Educ. 2022;14(2):233234. DOI: 10.4300/JGME-D-22-00112.1
  74. 74Lessing JN, Mark NM, Pierce RG. How to Get More Juice From Each Squeeze: Maximizing Outputs From Academic Efforts. Acad Med. 2022;97(7):1089. DOI: 10.1097/ACM.0000000000004438
  75. 75Tsoy D, Sneath P, Rempel J, et al. Creating GridlockED: A Serious Game for Teaching About Multipatient Environments. Acad Med. 2019;94(1):6670. DOI: 10.1097/ACM.0000000000002340
  76. 76Hale SJ, Wakeling S, Blain JB, Pardhan A, Mondoux S, Chan TM. Side effects may include fun: pre-and post-market surveillance of the GridlockED serious game. Simulation & Gaming. 2020;51(3):365377. DOI: 10.1177/1046878120904125
  77. 77Brar G, Lambert S, Huang S, Dang R, Chan TM. Using Observation to Determine Teachable Moments Within a Serious Game: A GridlockED as Medical Education (GAME) Study. AEM Educ Train. 2020;5(2):e10456. Published 2020 May 23. DOI: 10.1002/aet2.10456
  78. 78Hale SJ, Wakeling S, Bhalerao A, et al. Feeling the flow with a serious game workshop: GridlockED as Medical Education 2 study (GAME2 study). AEM Educ Train. 2021;5(3):e10576. Published 2021 Mar 2. DOI: 10.1002/aet2.10576
  79. 79Ortega P, Cisneros R, Park YS. Medical Spanish Graphic Activity: A MeGA Deliberate Practice Approach to Reducing Jargon Use With Spanish-Speaking Acute Care Patients. MedEdPORTAL. 2024;20:11377. Published 2024 Jan 2. DOI: 10.15766/mep_2374-8265.11377
  80. 80Dong JK, Khalid M, Murdock M, et al. MacEmerg Podcast: A Novel Initiative to Connect a Distributed Community of Practice. AEM Educ Train. 2020;5(3):e10550. Published 2020 Nov 25. DOI: 10.1002/aet2.10550
  81. 81Dowhos K, Sherbino J, Chan TM, Nagji A. Infographics, podcasts, and blogs: a multi-channel, asynchronous, digital faculty experience to improve clinical teaching (MAX FacDev). CJEM. 2021;23(3):390393. DOI: 10.1007/s43678-020-00069-5
  82. 82Chan TM, Thoma B, Lin M. Creating, curating, and sharing online faculty development resources: the medical education in cases series experience. Acad Med. 2015;90(6):785789. DOI: 10.1097/ACM.0000000000000692
DOI: https://doi.org/10.5334/pme.1681 | Journal eISSN: 2212-277X
Language: English
Submitted on: Jan 3, 2025
Accepted on: Apr 23, 2025
Published on: May 14, 2025
Published by: Ubiquity Press
In partnership with: Paradigm Publishing Services
Publication frequency: 1 issue per year

© 2025 Pilar Ortega, Mara L. Becker, Teresa M. Chan, Kimberly D. Manning, published by Ubiquity Press
This work is licensed under the Creative Commons Attribution 4.0 License.