BACKGROUND AND OBJECTIVES: African American physicians remain underrepresented among all medical school faculty, including faculty in departments of family medicine. This paper reports on a faculty development effort aimed at increasing the number and academic skills of underrepresented minority faculty. METHODS: In 1992, Morehouse School of Medicine began a faculty development program. The program trains faculty and community-based preceptors in teaching, scientific writing, grant writing, research, and minority career issues. Formats now include a 1-year longitudinal program, 4-6-week stand-alone modules, and an executive faculty development program for physicians from across the nation. Evaluation measures include participant enrollment, completion rate, participant feedback, and self-reported academic competencies before and after the program. RESULTS: A total of 113 participants completed the program from 1992-2003. Only seven enrollees failed to complete the program. Of 113 graduates, 104 (92.0%) were ethnically African American, Afro Caribbean, or African, while only two were white, non-Hispanic. More than four out of five (81%) now spend at least some time teaching on a regular basis, and 71% spend more than 25% time in teaching roles. Self-reported before-after competencies in specific academic skills such as teaching, writing, research, and grant writing rose from 2.7 to 4.1 on a 5-point scale. CONCLUSIONS: Faculty development is a potentially effective strategy for increasing diversity in academic primary care. Historically black and Hispanicserving institutions can make contributions to training minority faculty. More-rigorous study could elucidate which program elements have the greatest effect on minority faculty academic career choice, scholarly productivity, and career trajectory and the extent to which these programs could be adapted to majority institutions.
BACKGROUND AND OBJECTIVES: African American physicians remain underrepresented among all medical school faculty, including faculty in departments of family medicine. This paper reports on a faculty development effort aimed at increasing the number and academic skills of underrepresented minority faculty. METHODS: In 1992, Morehouse School of Medicine began a faculty development program. The program trains faculty and community-based preceptors in teaching, scientific writing, grant writing, research, and minority career issues. Formats now include a 1-year longitudinal program, 4-6-week stand-alone modules, and an executive faculty development program for physicians from across the nation. Evaluation measures include participant enrollment, completion rate, participant feedback, and self-reported academic competencies before and after the program. RESULTS: A total of 113 participants completed the program from 1992-2003. Only seven enrollees failed to complete the program. Of 113 graduates, 104 (92.0%) were ethnically African American, Afro Caribbean, or African, while only two were white, non-Hispanic. More than four out of five (81%) now spend at least some time teaching on a regular basis, and 71% spend more than 25% time in teaching roles. Self-reported before-after competencies in specific academic skills such as teaching, writing, research, and grant writing rose from 2.7 to 4.1 on a 5-point scale. CONCLUSIONS: Faculty development is a potentially effective strategy for increasing diversity in academic primary care. Historically black and Hispanicserving institutions can make contributions to training minority faculty. More-rigorous study could elucidate which program elements have the greatest effect on minority faculty academic career choice, scholarly productivity, and career trajectory and the extent to which these programs could be adapted to majority institutions.
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