Abstract
Background
The benefits of a diverse workforce in medicine have been previously described. While the population of the United States has become increasingly diverse, this has not occurred in the physician workforce. In academic medicine, underrepresented in medicine (URiM) faculty are less likely to be promoted or retained in academic institutions. Studies suggest that mentorship and engagement increase the likelihood of development, retention, and promotion. However, it is not clear what form of mentorship creates these changes. The Academy for Diversity and Inclusion in Emergency Medicine (ADIEM), an academy within the Society for Academic Emergency Medicine, is a group focused on advancing diversity and inclusion as well as promoting the development of its URiM students, residents, and faculty. The Academy serves many of the functions of a mentoring program. We assessed whether active involvement in ADIEM led to increased publications, promotion, or leadership advancement in the areas of diversity, equity, and inclusion.
Methods
We performed a survey of ADIEM members to determine if career development and productivity, defined as written scholarly products, presentations, and mentorship in the area of diversity, equity, and inclusion was enhanced by the establishment of the academy. To determine whether there were significant changes in academic accomplishments after the formation of ADIEM, two groups, ADIEM leaders and ADIEM nonleader members, were examined.
Results
Thirteen ADIEM leaders and 14 ADIEM nonleader members completed the survey. Academic productivity in the area of diversity, equity, and inclusion increased significantly among ADIEM leaders when compared to ADIEM nonleader members after the founding of ADIEM. In particular, in the ADIEM leader group, there were significant increases in manuscript publications (1.31 ± 1.6 to 5.5 ± 7.96, p = 0.12), didactic presentations (3.85 ± 7.36 to 23.46 ± 44.52, p < 0.01), grand rounds presentations (0.83 ± 1.75 to 8.6 ± 10.71, p < 0.05), and student/resident mentees (6.46 ± 9.36 to 25 ± 30.41, p = 0.02).
Conclusion
The formation of a specialized academy within a national medical society has advanced academic accomplishments in diversity, equity, and inclusion in emergency medicine among ADIEM leadership. Involvement of URiM and lesbian, gay, bisexual, and transgender faculty in the academy fostered faculty development, mentoring, and educational scholarship.
Although the U.S. population continues to become more diverse, the percentage of emergency medicine (EM) physicians who are underrepresented in medicine (URiM) or who are lesbian, gay, bisexual, or transgender (LGBT) is small and has not significantly increased.1, 2 The benefits of a diverse medical workforce have been well described, including expanding health care access for the underserved, increasing equitable care, and increasing the number of providers and leaders able to meet the needs of a diverse population.3 Despite these recommendations, creating a racially and ethnically diverse workforce remains a challenge for medical specialties, including EM.4, 5, 6 In 2018, there were 16,502 URiM academic faculty in medicine and specifically 530 (10%) URiM faculty in EM.1 An accurate assessment of LGBT faculty in academic medicine, including EM, is not known. LGBT populations are difficult to reliably study or count since it is not a required demographic field collected at present by the Accreditation Council for Graduate Medical Education (ACGME) or the Association of American Medical Colleges (AAMC). In addition, disclosure of sexual orientation or gender identity is often not protected by employment law, making disclosure potentially dangerous. Many leaders in health equity efforts believe, however, that this group is underrepresented. Currently, there is little to no literature that addresses an organized approach to advancing URiM and LGBT faculty in EM.1 In 2008, a set of recommendations designed to augment physician diversity in EM was published by the 2008 Council of Emergency Medicine Residency Directors (CORD) Academic Assembly Diversity Workgroup; however, a follow‐up study suggested that these best practices have not been widely implemented.7, 8
The Academy for Diversity and Inclusion in Emergency Medicine (ADIEM) is an academy within the Society for Academic Emergency Medicine (SAEM) that focuses on enhancing the recruitment, retention, and academic promotion of URiM and LGBT EM faculty, residents, and students with an interest in EM. The organization was established with 100 founding members in 2012 and as of November 2019 had a membership of 379 people.
Much literature exists that supports the power of individuals in positions of leadership to positively impact the career choices and career success not only of their mentees, but of others in their racial, gender, ethnic, and religious groups directly and indirectly.9, 10, 11 There is a paucity of literature exploring the value of bonding a group of like individuals from URiM groups in medicine into a cohort that is empowered to support each member in career development and in the establishment of an identity as a leader. A study examining the advancement of women in EM noted that active participation in women‐focused groups leads to advancement in career opportunities that advances equity and inclusion.12 SAEM uniquely provided the opportunity to create academies, and the founders of ADIEM created a cohort of empowerment in response to this opportunity. Thus, our primary objective was to determine whether the engagement and participation of URiM and LGBT physicians in our national organization academy enhanced the retention, promotion, and development of URiM and LGBT academy leaders in the field of EM. This is the first time that the impact of such a cohort on the individual leaders and members is being examined.
Methods
Study Design
We performed a survey of leaders and other members of ADIEM who did not hold leadership positions to determine the effect on career development that may be associated with the establishment of the academy. Thirteen ADIEM leaders and 14 other members completed the pre‐ and postsurveys. Leaders included anyone holding elected office on the executive board or appointed to lead a committee within the academy, while other members were from a convenience sample of ADIEM members who had not held leadership positions but remained members during this time period. The survey was sent directly to the members to capture their accomplishments and scholarship related to diversity, inclusion, and equity for the 6 years prior to academy formation and for the 6 years after the academy formation.
The survey was distributed by direct e‐mail. The request for survey completion was sent with two additional reminders to the study participants. Each respondent reported on productivity in the areas of diversity, equity, and inclusion research (e.g., number of abstracts, number of abstract presentations, number of manuscript publications), social media presence (e.g., number of websites created, number of blogs and podcasts completed), book chapters, didactics and grand rounds presented, mentors and mentees gained, and academic promotion and other diversity related accomplishments (Data Supplement S1, available as supporting information in the online version of this paper, which is available at http://onlinelibrary.wiley.com/doi/10.1002/aet2.10427/full). The number of websites and blogs created by ADIEM leaders ranged from zero to 40, creating a wide range that would skew the values. Hence, in both the pre‐ and postsurveys, the number of websites and the number of blogs created by ADIEM leaders were treated as dichotomous values, with 0 correlating to “no” and 1 correlating to “yes.” This study was deemed exempt by the Emory University Institutional Review Board.
Data Analysis
All statistical analyses were performed using SAS 9.4. Descriptive statistics (means, standard deviations, medians, interquartile ranges, and frequencies) were calculated to estimate distributional properties of the outcomes. To determine whether there were statistically significant changes in the accomplishments before and after ADIEM’s inception, paired statistical comparisons were performed using the nonparametric Wilcoxon signed‐rank test for the leaders and nonleader members separately, except in the cases of websites and number of blogs for ADIEM leaders. Paired comparisons for websites and number of blogs for ADIEM leaders were performed using the Fisher’s exact tests. To compare the accomplishments of the ADIEM leaders and the ADIEM nonleader members before and after ADIEM’s inception, we calculated the change in productivity for each member and utilized Mann‐Whitney U‐test statistics.
Results
The demographic characteristics of ADIEM leadership and nonleadership members are presented in Tables 1 and 2. In 2011, before ADIEM was founded, our cohort of EM physicians that would ultimately hold leadership positions reported a mean (±SD) of 1.308 (±1.601, median = 1.00) manuscript publications, a mean (±SD) of 0.000 (±0.000, median = 0.000) letter to the editor publications, a mean (±SD) of 3.846 (±7.358, median = 0.000) didactic presentations, a mean (±SD) of 0.833 (±1.749, median = 0.000) grand rounds presentations, and a mean (±SD) of 6.462 (±9.360, median = 1.000) student/resident mentees. During this same time period, our cohort of EM physicians that would become ADIEM members, but never hold a leadership position reported a mean (±SD) of 1.214 (±2.751, median = 0.000) manuscript publications, a mean (±SD) of 0.143 (±0.363, median = 0.000) letter to the editor publications, a mean (±SD) of 0.571 (±1.284, median = 0.000) didactic presentation, a mean (±SD) of 0.500 (±1.345, median = 0.000) grand rounds presentations, and a mean (±SD) of 7.846 (±14.502, median = 2.000) student/resident mentees (Tables 3 and 4). To assess whether the baseline productivity of the two groups was significantly different, we compared the achievements of leaders and nonleaders before ADIEM was founded and found that there was no statistically significant difference in number of websites (p = 0.5800) or blogs (0.2222) created, number of abstract (p = 0.1617) or abstract presentations (p = 0.3138), number of manuscript (p = 0.3470) and letter to the editor (p = 0.4831) publications, number of books published (p = 0.4615), number of book chapters written (p = 0.1333), number of didactic (0.2275) or grand rounds presentations given (p = 0.8261), number of grants obtained (p = 0.4871), number of student/resident mentees (p = 0.9285), number of faculty mentors (p = 1.00), number of mentors personally obtained (p = 0.7569), number of promotions (p = 0.3406), and number of curriculum products created (p = 0.2870) between future ADIEM leaders and nonleaders.
Table 1.
ADIEM Leadership Demographic Data
|
Before ADIEM (N = 13) |
After ADIEM (N = 13) |
||
|---|---|---|---|
| Sex (N = 13) | |||
| Male (n = 7) | |||
| Female (n = 6) | |||
| Medical student | 1 | 0 | |
| Resident | 3 | 0 | |
| Instructor | 1 | 0 | |
| Assistant clinical professor | 1 | 0 | |
| Assistant professor | 3 | 5 | |
| Associate professor | 3 | 5 | |
| Professor | 1 | 3 | |
| Region of practice | |||
| Great Plains | 0 | ||
| Mid‐Atlantic | 1 | ||
| Midwest | 1 | ||
| New England | 3 | ||
| South Central | 2 | ||
| Southeastern | 4 | ||
| Western | 2 | ||
ADIEM = Academy for Diversity and Inclusion in Emergency Medicine.
Table 2.
ADIEM Nonleadership Member Demographic Data
|
Before ADIEM (N = 14) |
After ADIEM (N = 14) |
|
|---|---|---|
| Sex (N = 14) | ||
| Male (n = 8) | ||
| Female (n = 6) | ||
| Academic rank | ||
| Medical student | 0 | 0 |
| Resident | 3 | 0 |
| Instructor | 1 | 0 |
| Assistant clinical professor | 1 | 0 |
| Assistant professor | 5 | 6 |
| Associate professor | 1 | 3 |
| Professor | 3 | 5 |
| Region of practice | ||
| Great Plains | 0 | |
| Mid‐Atlantic | 0 | |
| Midwest | 4 | |
| New England | 0 | |
| South Central | 4 | |
| Southeastern | 5 | |
| Western | 1 | |
ADIEM = Academy for Diversity and Inclusion in Emergency Medicine.
Table 3.
Educational Scholarship and Mentor/Mentees of ADIEM Leaders Before and After the Founding of ADIEM
| n | Before ADIEM | After ADIEM | p‐value* | |||
|---|---|---|---|---|---|---|
| Mean ± SD or n (%) | Median (IQR) | Mean ± SD or n (%) | Median (IQR) | |||
| Websites | 8 | 1 (12.5) | 2 (25.0) | 0.250 | ||
| Blogs | 10 | 2 (20.0) | 4 (40.0) | 0.133 | ||
| Podcasts | 9 | 0.69 ± 1.44 | 0.0 (1.0) | 2.00 ± 2.18 | 1.0 (2.0) | 0.211 |
| Abstracts | 12 | 5.54 ± 15.83 | 1.0 (3.0) | 8.42 ± 13.45 | 4.0 (6.0) | 0.102 |
| Abstract presentations | 12 | 9.08 ± 28.58 | 0.0 (2.0) | 9.33 ± 17.39 | 3.5 (6.5) | 0.288 |
| Manuscript publications | 12 | 1.31 ± 1.60 | 1.0 (2.0) | 5.50 ± 7.96 | 3.0 (3.5) | 0.012† |
| Letter to the editor | 9 | 0.00 ± 0.00 | 0.0 (0.0) | 1.10 ± 0.99 | 1.0 (2.0) | 0.016† |
| Books | 8 | 0.08 ± 0.29 | 0.0 (0.0) | 0.44 ± 0.88 | 0.0 (0.0) | 0.500 |
| Book chapters | 12 | 0.77 ± 1.09 | 0.0 (1.0) | 1.92 ± 1.44 | 2.0 (1.0) | 0.100 |
| Didactic presentations | 13 | 3.85 ± 7.36 | 0.0 (6.0) | 23.46 ± 44.52 | 10.0 (22.0) | 0.004† |
| Grand rounds presentations | 9 | 0.83 ± 1.75 | 0.0 (0.5) | 8.60 ± 10.71 | 3.0 (15.0) | 0.023† |
| Grants obtained | 10 | 0.69 ± 1.38 | 0.0 (0.0) | 3.30 ± 6.38 | 1.5 (3.0) | 0.109 |
| Student/resident mentees | 13 | 6.46 ± 9.36 | 1.0 (10.0) | 25.00 ± 30.41 | 10.0 (45.0) | 0.020† |
| Faculty mentees | 9 | 1.83 ± 4.30 | 0.0 (0.0) | 8.20 ± 8.64 | 5.0 (15.0) | 0.055 |
| Mentors gained | 12 | 1.23 ± 1.59 | 1.0 (2.0) | 4.0 ± 4.26 | 2.5 (5.0) | 0.055 |
| Promotions received | 9 | 0.46 ± 0.66 | 0.0 (1.0) | 1.22 ± 0.97 | 1.0 (1.0) | 0.180 |
| Curriculum products | 9 | 0.58 ± 0.90 | 0.0 (1.5) | 1.90 ± 1.85 | 1.5 (4.0) | 0.242 |
ADIEM = Academy for Diversity and Inclusion in Emergency Medicine.
All p‐values were calculated using Wilcoxon signed‐rank test, except for the websites and blogs, in which case Fisher’s exact test was used.
p‐value revealed a statistically significant difference for ADIEM Leaders after ADIEM's founding.
Table 4.
Educational Scholarship and Mentor/Mentees of ADIEM Nonleader Members Before and After the Founding of ADIEM
| n | Before ADIEM | After ADIEM | p‐value* | |||
|---|---|---|---|---|---|---|
| Mean ± SD or n (%) | Median (IQR) | Mean ± SD or n (%) | Median (IQR) | |||
| Websites | 14 | 0.07 ± 0.27 | 0.0 (0.0) | 0.07 ± 0.27 | 0.0 (0.0) | 1.00 |
| Blogs | 14 | 0.00 ± 0.00 | 0.0 (0.0) | 0.07 ± 0.27 | 0.0 (0.0) | 1.00 |
| Podcasts | 14 | 0.00 ± 0.00 | 0.0 (0.0) | 0.43 ± 0.85 | 0.0 (1.0) | 0.13 |
| Abstracts | 14 | 0.93 ± 2.02 | 0.0 (0.0) | 0.93 ± 1.82 | 0.5 (1.0) | 0.77 |
| Abstract presentations | 14 | 0.86 ± 1.83 | 0.0 (1.0) | 0.86 ± 1.83 | 0.0 (1.0) | 1.00 |
| Manuscript publications | 14 | 1.21 ± 2.75 | 0.0 (1.0) | 1.36 ± 2.65 | 0.0 (1.0) | 0.63 |
| Letter to the editor | 14 | 0.14 ± 0.36 | 0.0 (0.0) | 0.07 ± 0.27 | 0.0 (0.0) | 1.00 |
| Books | 14 | 0.00 ± 0.00 | 0.0 (0.0) | 0.00 ± 0.00 | 0.0 (0.0) | 1.00 |
| Book chapters | 14 | 0.36 ± 0.93 | 0.0 (0.0) | 0.79 ± 2.39 | 0.0 (0.0) | 1.00 |
| Didactic presentations | 14 | 0.57 ± 1.28 | 0.0 (0.0) | 0.86 ± 1.35 | 0.0 (2.0) | 0.63 |
| Grand rounds presentations | 14 | 0.50 ± 1.35 | 0.0 (0.0) | 0.79 ± 2.12 | 0.0 (1.0) | 0.50 |
| Grants obtained | 14 | 0.36 ± 0.93 | 0.0 (0.0) | 0.21 ± 0.58 | 0.0 (0.0) | 0.75 |
| Student/resident mentees | 13 | 7.85 ± 14.50 | 2.0 (5.0) | 10.64 ± 17.05 | 4.0 (6.0) | 0.05† |
| Faculty mentees | 14 | 0.29 ± 0.61 | 0.0 (0.0) | 0.57 ± 0.94 | 0.0 (1.0) | 0.50 |
| Mentors gained | 14 | 1.00 ± 1.47 | 0.5 (1.0) | 1.29 ± 1.07 | 1.0 (2.0) | 0.77 |
| Promotions received | 14 | 0.21 ± 0.43 | 0.0 (0.0) | 0.57 ± 0.76 | 0.0 (1.0) | 0.23 |
| Curriculum products | 14 | 0.21 ± 0.58 | 0.0 (0.0) | 0.50 ± 0.65 | 0.0 (1.0) | 0.31 |
ADIEM = Academy for Diversity and Inclusion in Emergency Medicine.
All p‐values were calculated using Wilcoxon signed‐rank test, except for the websites and blogs, in which case Fisher’s exact test was used.
p‐value revealed a statistically significant difference for ADIEM Nonleader Members after ADIEM's founding.
In 2019, after ADIEM was founded, EM physicians that held leadership positions in the Academy reported a mean (±SD) of 5.500 (±7.960, median = 3, p = 0.0117) manuscript publications, a mean (±SD) of 1.100 (±0.994, median = 1.00, p = 0.0156) letter to the editor publications, a mean (±SD) of 23.462 (±44.519, median = 10.000, p = 0.0039) didactic presentations, a mean (±SD) of 8.600 (±10.710, median = 3.000, p = 0.0234) grand rounds presentations, and a mean (±SD) of 25 (±30.414, median = 10.000, p = 0.0195) student/resident mentees, a statistically significant difference from their reported productivity in the same domains prior to ADIEM's inception. During this same time period, ADIEM members who did not hold leadership positions in the Academy reported a mean (±SD) of 1.357 (±2.649, median = 0.500, p = 0.6250) manuscript publications, a mean (±SD) of 0.071(±0.267, median = 0.000, p = 1.00) letter to the editor publications, a mean (±SD) of 0.857 (±1.351, median = 0.000, p = 0.6250) didactic presentations, and a mean (±SD) of 0.876 (±2.119, median = 0.000, p = 0.5000) grand rounds presentations, a difference that is not significantly different from reported numbers prior to ADIEM's founding. The only statistically significant difference that ADIEM members who did not hold leadership positions in the Academy reported after ADIEM’s founding was an increase in student/resident mentees with a mean (±SD) of 10 (±17.046, median = 4.000, p = 0.0469; Tables 3 and 4).
After ADIEM's founding, members who held leadership positions compared to members without leadership positions reported greater productivity in the following areas: more abstracts published (mean ± SD = 2.500 ± 6.201 and median = 2.000 vs. mean ± SD = 0.0000 ± 1.301 and median = 0.000, p = 0.0282), additional manuscripts published (mean ± SD = 4.250 ± 6.969 and median = 2.500 vs. mean ± SD = 0.143 ± 0.535 and median = 0.000, p = 0.0040), increased letter to the editor publications (mean ± SD = 1.222 ± 0.972 and median = 1.000 vs. mean ± SD = −0.07a ± 0.475 and median = 0.000, p = 0.0005), additional didactic presentations (mean ± SD = 19.615 ± 38.470 and median = 5.000 vs. mean ± SD = 0.286 ± 1.590 and median = 0.000, p = 0.0003), increased grand rounds presentations (mean ± SD = 8.111 ± 9.981 and median = 3.000 vs. mean ± SD = 0.286 ± 0.914 and median = 0.000, p = 0.0085), more grants awarded (mean ± SD = 2.4000 ± 5.317 and median = 1.000 vs. mean ± SD = −0.143 ± 0.663 and median = 0.000, p = 0.0196), and additional faculty mentees (mean ± SD = 5.556 ± 8.960 and median = 0.000 vs. mean ± SD = 0.286 ± 0.825 and median = 0.000, p = 0.0085; Table 5). There was not a statistically significant difference in the following accomplishments in 2019, when the leaders’ accomplishments were compared to those of the nonleader members: websites (p = 0.3636), blogs (p = 0.7036), or podcasts (p = 0.2641) created; abstract presentations (p = 0.1007); books (p = 0.1212) or book chapters (p = 0.1027) written; student/resident mentees (p = 0.0798) or mentors gained (p = 0.2349); number of promotions obtained (p = 0.3986); and number of curriculum products created (p = 0.5246).
Table 5.
Comparison of Differences Between ADIEM Leader and Nonleader Member Accomplishments After ADIEM’s Inception
| Nonleader Members | Leaders | p‐value* | |||||
|---|---|---|---|---|---|---|---|
| n | Mean ± SD | Median (IQR) | n | Mean ± SD | Median (IQR) | ||
| Abstracts | 14 | 0.00 ± 1.30 | 0.0 (1.0) | 12 | 2.50 ± 6.20 | 2.0 (4.0) | 0.0282 |
| Manuscript publications | 14 | 0.14 ± 0.54 | 0.0 (0.0) | 12 | 4.25 ± 6.97 | 2.5 (3.0) | 0.0040 |
| Letter to the editor | 14 | −0.07 ± 0.48 | 0.0 (0.0) | 9 | 1.22 ± 0.97 | 0.0 (1.0) | 0.0005 |
| Didactic presentations | 14 | 0.29 ± 1.59 | 0.0 (0.0) | 13 | 19.6 ± 38.5 | 5.0 (16.0) | 0.0003 |
| Grand rounds presentations | 14 | 0.29 ± 0.91 | 0.0 (0.0) | 9 | 8.11 ± 9.98 | 3.0 (10.0) | 0.0085 |
| Grants obtained | 14 | −0.14 ± 0.66 | 0.0 (0.0) | 10 | 2.40 ± 5.32 | 1.0 (2.0) | 0.0196 |
| Faculty mentees | 14 | 0.29 ± 0.83 | 0.0 (0.0) | 9 | 5.56 ± 8.96 | 2.0 (4.0) | 0.0085 |
Post‐ADIEM Accomplishments minus pre‐ADIEM accomplishments were calculated. A minus value indicates that the accomplishments decreased after ADIEM’s inception.
ADIEM = Academy for Diversity and Inclusion in Emergency Medicine.
All p‐values were calculated using Mann‐Whitney U‐test.
Discussion
Academic productivity increased significantly among ADIEM leadership after the founding of the academy. In particular, the average number of manuscript publications tripled, the number of didactic presentations nearly doubled, and the number of grand rounds presentations increased by greater than eightfold among faculty leaders after ADIEM was introduced. Moreover, ADIEM leaders note a near fourfold increase in their number of medical student and resident mentees, which enhances the pipeline for URiM’s interested in EM. These findings are consistent with prior studies showing that membership in a professional organization increases opportunities for networking, training, and career advancement. For nonleader respondents, we did not see similar results noted in their responses.
Study findings may have significant implications for professional societies moving forward. EM as a field continues to struggle to train a diverse physician workforce. Women represent only 25% of active EM physicians, and Black, Hispanic, and Native American physicians comprise less than 10% of all active EM physicians. While evidence‐based interventions are needed to increase diversity in EM, holding a leadership position in ADIEM seems to be associated with several key metrics for success in academic medicine including manuscript publications, didactic presentations, and grand rounds presentations among its leadership. Investment in additional resources into both ADIEM and other professional societies whose mission involves supporting underrepresented groups in medicine may be an effective intervention to promote diversity in the physician workforce.
While findings from our study do note several potential benefits associated with ADIEM, it is important to note some areas where improvement did not change in a statistically significant fashion. Of note, the number of educational grants did not increase among our study participants after the founding of ADIEM. It is possible that study respondents have a more clinical or administrative focus in their careers, or the development of grant funding may take longer than the 6‐year period we analyzed; nevertheless, grant funding remains a key metric for success in academic medicine. Additionally, the number of promotions did not change in a significant manner for survey participants after the formation of ADIEM. While it is possible that more time is needed before the effect of ADIEM on member promotions is evident, additional study into promotions is warranted as significant literature exists that racial/ethnic minority and women of all colors are less likely to be promoted in academic medicine than their counterparts.13, 14 Last, it is worth noting that study participants did not report gains in the number of mentors after the introduction of ADIEM. This may reflect the lack of diversity currently in EM and represent further impetus to strengthen the opportunities for physicians from all demographic backgrounds in EM.
Limitations
Limitations of the study include a small sample size. This is an observational study, and consequently, causation cannot be determined. It is possible that there are unexamined variables that might account for study findings. While study participants who held leadership positions in ADIEM were similar to nonleaders across several domains prior to ADIEM’s founding, it is possible that there are factors not explored in this study that ultimately explain the difference in productivity between ADIEM members who did and did not hold leadership positions. Additionally, there is the potential for response bias.
Conclusion
The formation of a specialized academy within a national medical society has advanced academic accomplishments in diversity, equity, and inclusion in emergency medicine among its leaders. Organizations similar to the Academy for Diversity and Inclusion in Emergency Medicine have been successful in advancing women.12 Leadership in EM is essential for building a successful recruitment and retention program of underrepresented in medicine physicians, and emergency medicine leaders must be directly involved and vested in all aspects of outcomes.15 Leadership and involvement of underrepresented in medicine and lesbian, gay, bisexual, or transgender faculty in an Academy fosters mentoring, faculty development, and capacity for educational scholarship and can serve as a foundation for academic promotion. Further research is needed to determine if strategies such as engagement in leadership in targeted organized groups, such as the Academy for Diversity and Inclusion in Emergency Medicine, is sustainable to ensure diversity and inclusion in academic emergency medicine.
The authors acknowledge and thank SAEM and ADIEM membership for their engagement and support of this work.
Supporting information
Data Supplement S1. ADIEM Member Accomplishments Survey.
AEM Education and Training 2020;4:S40–S46
Author contributions: AEP, JLM, MNH, BLL, and JD—study concept and design; acquisition of the data; analysis and interpretation of the data; drafting of the manuscript; critical revision of the manuscript for important intellectual content; administrative, technical, or material support; and study supervision. LMW and DB—study concept and design, analysis and interpretation of the data; drafting of the manuscript; statistical expertise; administrative, technical, or material support; and study supervision. EO—analysis and interpretation of the data, drafting of the manuscript, statistical expertise, and study supervision; SLH—study concept and design; acquisition of the data; analysis and interpretation of the data; drafting of the manuscript; critical revision of the manuscript for important intellectual content; statistical expertise; administrative, technical, or material support; and study supervision.
The authors have no relevant financial information or potential conflicts to disclose.
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Associated Data
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Supplementary Materials
Data Supplement S1. ADIEM Member Accomplishments Survey.