Underrepresented in Medicine Trainees' Sense of Belonging and Professional Identity Formation after Participation in the Leadership Education in Advancing Diversity Program

Abstract

Background: There are persistent structural barriers that threaten inclusion and retention of underrepresented in medicine (UIM) residents and fellows (trainees) as future faculty in academic medicine. We developed the Leadership Education in Advancing Diversity (LEAD) Program at a single, academic institution, to address these barriers through a 10-month longitudinal curriculum across Graduate Medical Education for trainees to develop leadership and scholarship skills in diversity, equity, and inclusion (DEI).

Objective: Explore how participation in LEAD impacted UIM trainees' sense of belonging and professional identity formation in academic medicine as well as perceptions about pursuing a career in academic medicine and future leadership roles.

Methods: Institutional Review Board-approved qualitative study in August 2020-August 2021 with individual, semi-structured interviews of UIM LEAD graduates from the first four cohorts (2017-2021). Data were analyzed by two authors using modified grounded theory.

Results: Fourteen UIM trainees were interviewed; seven themes emerged. Critical aspects of the program: 1) Creation of a community of shared DEI values, 2) Mentorship, 3) Role of allies. Results of the program: 4) Deepened appreciation of personal and professional identity as UIM, 5) Fostered belonging in academic medicine, 6) Appreciation of different careers in academic medicine and how to integrate DEI interests, and 7) Inspired trainees to pursue leadership roles.

Conclusions: LEAD can serve as a model for other institutions that seek to support UIM trainees' sense of belonging, professional identity formation, and perceptions about pursuing careers in academic medicine and future leadership roles.

Keywords: belonging; inclusion; professional identity formation; underrepresented in medicine.