@article{10.22454/PRiMER.2024.209059,
author = {Rowland, Kate and Anderson, Lauren and Wright, Katherine  M. and Twiss, Megham and Eaton, Jory and Gates, Khalilah},
title = {Results of a Needs Assessment for a DEI Workshop for GME Program Coordinators },
journal = {PRiMER},
volume = {8},
year = {2024},
month = {8},
doi = {10.22454/PRiMER.2024.209059},
abstract = {Introduction: Competency in diversity, equity, and inclusion skills is critical for graduate medical education program coordinators. Coordinators contribute to high-level personnel and program management while also providing informal social support to residents. However, little has been reported about program coordinator learning needs, interest, and self-reported skills and attitudes regarding diversity, equity, and inclusion initiatives in graduate medical education. This study sought to describe the characteristics, job tasks, attitudes, and learning needs of program coordinators attending a professional development session about diversity, equity, and inclusion.
Methods: Participants registered for a September 2022 program coordinator professional development workshop on diversity, equity, inclusion, and bias were invited to complete an electronic needs assessment prior to the workshop. Items were based on expert opinion and literature review. We performed descriptive and comparative analysis.
Results: The response rate was 54% (106/198); 90% (94/104) of respondents identified as female; 42% (44/104) identified as an underrepresented minority. Fifty-seven percent (63/104) received mandatory training on bias while 13% (14/104) were previously trained on bias at a conference specific to the role of a coordinator. Eighty-nine percent (86/104) of coordinators reported having contact with applicants during recruiting; 67% (63/104) offer informal resident evaluations. Most participants agreed it is the coordinator’s professional responsibility to confront colleagues who display signs of discrimination toward women (66%; 62/104) or based on cultural/ethnic identity (65%; 61/104).
Conclusions: Program coordinators report visible and impactful roles in the residency leadership and management team. Few coordinators have received diversity, equity, and inclusion training related to their complex work in graduate medical education. Future graduate medical education diversity, equity, inclusion, and bias competency programs should specifically include program coordinators.},
URL = {https://journals.stfm.org//primer/2024/rowland-2023-0072/},
eprint = {https://journals.stfm.org//media/bzdlf1oi/primer-8-39.pdf},
}