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PubMed · 9532436

The Morehouse Faculty Development Program: methods and 3-year outcomes.

G Rust·V Taylor·R Morrow·J Everett
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Abstract

BACKGROUND AND OBJECTIVES: Faculty development is an established method for increasing the number and effectiveness of faculty in family medicine. However, few published studies focus specifically on the use of faculty development to increase minority representation among faculty. Underrepresented minorities comprise 20% of the nation's population but only 3% of medical school faculty. In the entire nation, only 52 full-time teachers of family medicine are African-Americans. Morehouse School of Medicine has developed an effective model for training large numbers of underrepresented minority physicians to become academic family physicians. From 1993-1996, we trained 23 community-based physicians, three new faculty, six existing faculty, and three full-time fellows as teachers of family medicine. Of 35 participants, 33 were underrepresented minorities. Cultural issues in teaching and communication are an integral part of the curriculum. Seventy-three percent of graduates now teach medical students or residents either full-time or part-time. Further studies are needed to test the replicability of this model in non-minority institutions, as well as to achieve greater cost-effectiveness and improve academic outcomes such as publications and research. Significant faculty diversity is necessary and achievable, if institutions are willing to commit significant resources and network with minority health professionals and institutions.

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Black or African AmericanEducationFaculty, MedicalFamily PracticeFemaleGeorgiaHumansInternship and ResidencyMaleMinority GroupsProgram EvaluationSchools, MedicalWorkforceJournal ArticleResearch Support, U.S. Gov't, P.H.S.

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G Rust, V Taylor, R Morrow, J Everett. 1998. The Morehouse Faculty Development Program: methods and 3-year outcomes.. https://pubmed.ncbi.nlm.nih.gov/9532436/

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