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Designing Prefaculty Competencies for Diverse Learners Through a Modified Delphi Process.

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This study outlines essential prefaculty competencies and milestones to support diverse trainees in academic medicine. These guidelines aim to enhance faculty diversity and prepare future equity-minded healthcare leaders.

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Area of Science:

  • Medical Education
  • Health Professions Education
  • Faculty Development

Background:

  • Faculty diversity in academic medicine is crucial for training equity-minded healthcare practitioners and leaders.
  • Prefaculty development programs are emerging to equip trainees with skills for academic careers.

Purpose of the Study:

  • To define competencies and milestones for academic career development.
  • To support learners from racial, ethnic, sexual, and gender identities underrepresented in medicine.

Main Methods:

  • A modified Delphi process involving a national working group and expert panelists.
  • Literature review and stakeholder listening sessions informed competency and milestone development.
  • Two rounds of expert review and consensus-building achieved >75% agreement.

Main Results:

  • An initial 36 competencies and 12 domains were refined to 32 competencies and 11 domains.
  • Expert panelists represented diverse racial, ethnic, gender identities, and career tracks.
  • Consensus exceeded 90% for competency inclusion/elimination between review rounds.

Conclusions:

  • Consensus was reached on the importance and appropriateness of the competencies and milestones.
  • These competencies provide a framework for institutions to develop curricula supporting diverse academic career paths.
  • The framework aims to enhance faculty diversity and prepare future leaders in academic medicine.