Promoting Mentorship, Partnership, and Support: A Needs Assessment for the STFM Group on Hispanic/Latino Faculty Maili Velez-Dalla Tor MD, Pablo Joo MD, Edgar Figueroa MD MPH Group on Hispanic/ Latino Faculty 44th STFM Annual Spring Conference New Orleans, LA

Session Objectives Participants will be able to: Review the general demographics and academic interests of the Group on Hispanic/Latino Faculty. Examine the specific mentorship, research collaboration, advocacy and networking needs of the Group on Hispanic/Latino Faculty. Discuss the implications of the results in formulating feasible mentoring and networking initiatives within the group that can specifically target these needs.

Background The racial and ethnic diversity of the general population of the United States continues to expand: More than half of the growth in the total population of the United States between 2000 and 2010 was due to the increase in the Hispanic population1. Between 2000 and 2010, the Hispanic population grew by 43 percent1.

Background Research demonstrates that diversity in the physician workforce improves health care quality and access to care for ethnic minorities2. However, minority faculty continue to be underrepresented, comprising only 4.2% of medical school faculty nationwide in 20053.

Background Minority faculty: Are less likely to hold senior rank Are less likely be promoted Report more discrimination than white faculty Are more likely to leave academic medicine4.

Background Mentoring is required at all levels of academia in order to ensure the success of minorities in their professions5. Paying specific attention to the needs of each individual is a key ingredient to long-term success5.

Mission of the Group on Hispanic/Latino Faculty “…to promote and support the advancement of Hispanic / Latino faculty into leadership positions through mentorship, research collaboration, and advocacy and networking and thus facilitate the health and well-being of the Latino community.”

Challenges The constituency: practices in different settings across the United States have diverse interests in research, teaching, and clinical care experience competing life and career demands possess individual professional needs To better serve its constituency and design meaningful mentoring and networking programs, we must better understand: the demographics of the group their specific areas of interests gain a clearer perspective of how we can better assist in the professional growth of members

Methods We distributed an electronic survey to individual members via an existing list serve. The survey asked: demographic background of the membership areas of academic interest about professional needs (e.g. mentorship, networking and collaboration, social support, etc.). We collected and analyzed both qualitative and quantitative data. We generated descriptive statistics to determine frequencies and distribution of data. An IRB exemption was approved by the Albert Einstein College of Medicine IRB. Total membership = 56; Survey sent to 53 members; 33 started the survey and 29 finished the whole survey.

Demographics: United States 3 2 2 1 1 1 1 2 1 1 8 1 5 3 This is an example text. Go ahead an replace it with your own text. This is an example text. Go ahead an replace it with your own text. N = 32

Demographics Ethnicity Sex Age Mexican American or Chicano 14 Puerto Rican 4 Other Hispanic 7 White (non-Hispanic) 1 Other 3 Sex Female 41.4% Male 58.6% Age <25 0 25-30 1 31-35 2 36-40 3 41-45 4 46-50 3 >50 16

Demographics: Primary Positions Asst Director 2 Assc Dean 1 Assc Director 4 Beh Sci Coordinator Beh Scientist Clerkship Dir Clinician Community Preceptor Dept Chair Predoc Dir Residency Dir 5 Research Specialist Other 6 Administration Asst Dean Asst Predoc Dir Dean Education Specialist Predoc Coordinator Research Dir

Demographics: Rank and Scholarship Clinical Instructor 2 Asst Clinical Professor 3 Asst Professor 6 Assoc Clinical Professor Assoc Professor 7 Professor Clinical Professor Not Applicable / No Rank 4 Other Tenure Track? Yes 4 No 14 Not offered 2 N/A 8 Author on Peer-Reviewed Publication? Yes 17 Primary Investigator on Research Grant? Yes 9 No 21 Primary Investigator on Non-research grant? Yes 16 No 15 -5.8 average first author peer reviewed publications –average of 15 any author peer reviewed publications

Proportion of Time Spent

Indicate the extent you agree / disagree with the following statements* *Strongly disagree - Strongly agree The mentoring needs of Latino faculty differ from those of non-Latino faculty. Agree 51.6% The Group facilitates professional networking. Neutral 35.5% I feel I can identify potential mentors in this Group. Neutral 38.7% Participating in this Group enhances my involvement in STFM.

Indicate the extent you agree / disagree with the following statements* *Strongly disagree - Strongly agree The Group serves as a social support system. Neutral 29% I look forward to attending the Group meetings Agree 35.5% The Group fulfills a professional need for me that is not served by other STFM Groups on. Agree 29%

Statements Strongly Disagree Neutral Agree Strongly Agree N/A Rating Average The mentoring needs of Hispanic/Latino faculty differ from those of non-Hispanic/Latino faculty 0.0% (0) 6.5% (2) 19.4% (6) 51.6% (16) 22.6% 3.90 The Group facilitates professional networking. 3.2% (1) 35.5% (11) 25.8% (8) 9.7% (3) 3.82 I feel I can identify potential mentors in this Group. 38.7% (12) 16.1% (5) 3.77

Statements Strongly Disagree Neutral Agree Strongly Agree N/A Rating Average Participating in this Group enhances my involvement in STFM. 0.0% (0) 6.5% (2) 35.5% (11) 29.0% (9) 12.9% (4) 16.1% (5) 3.58 The Group serves as a social support system. 3.2% (1) 25.8% (8) 3.88

Statements Strongly Disagree Neutral Agree Strongly Agree N/A Rating Average I look forward to attending the Group meetings 0.0% (0) 3.2% (1) 22.6% (7) 38.7% (12) 29.0% (9) 6.5% (2) 4.00 The Group fulfills a professional need for me that is not served by other STFM Groups on. 12.9% (4) 25.8% (8) 16.1% (5) 3.58

Why do you participate? “I'm a Latino in a senior leadership position, and hold a senior rank in my department - I feel that I can serve a role as a role model, a mentor, and faculty advisor.” “Camaraderie, Helps decrease isolation in my current position.”

What additional activities should this Group On be participating in? “Facilitate mentoring and navigating academics as a minority.” “Heavier networking.” “Possible research networks, joint publications, joint projects for STFM and residencies/medical schools.” “Tracking yearly status of members as you are doing now is very important.”

How interested would you be in the following programs? Majority choosing “Strongly Interested”: Grant writing skills Managing Conflicts Finding a Mentor Being a Mentor Curriculum Development Curriculum Evaluation Learner Evaluation Negotiation Skills

Implications There is a disconnect between our stated mission and the members’ perceptions about what the Group has been able to provide. Mentoring Networking Social Support We have a considerable wealth of senior and experienced faculty. Faculty are willing to mentor and be mentored.

Future Directions Two Group On Hispanic / Latino Faculty Meetings Utilizing the FMDRL discussion board

Bibliography United States Census Data 2010 Smedley, B.; Butler, AS.; Bristow, L. In the Nation’s Compelling Interest: Ensuring Diversity in the Health Care Workforce. Washington, DC: Institute of Medicine, National Academies Press; 2004. Minorities in Medical Education: Facts and Figures 2005. Washington, DC: Association of American Medical Colleges; 2005. Palepu A, Carr PL, Friedman RH, Amos H, Ash AS, Moskowitz MA. Minority faculty and academic rank in medicine. JAMA 1998;280:767–771. Kosoko-Lasaki O, Sonnino R, Voytko ML. Mentoring for Women and Underrepresented Minority Faculty and Students: Experience at Two Institutions of Higher Education. Journal of the National Medical Association. September 2006. 98; 9; 1449 – 1459.

Thank You!