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Related Experiment Videos

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

G Rust1, V Taylor, R Morrow

  • 1Department of Family Medicine, Morehouse School of Medicine, Atlanta, USA. rustg@msm.edu

Family Medicine
|April 9, 1998
PubMed
Summary
This summary is machine-generated.

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Morehouse School of Medicine

Area of Science:

  • Medical Education
  • Faculty Development
  • Health Equity

Background:

  • Underrepresented minorities (URM) are significantly underrepresented in medical school faculty, particularly in family medicine.
  • Addressing this disparity is crucial for diversifying the physician workforce and improving healthcare for diverse populations.
  • Existing faculty development models have not adequately focused on increasing URM faculty representation.

Purpose of the Study:

  • To present an effective faculty development model at Morehouse School of Medicine designed to train underrepresented minority physicians as academic family medicine faculty.
  • To evaluate the outcomes of this model in terms of participant numbers, diversity, and teaching engagement.

Main Methods:

  • A faculty development program was implemented from 1993-1996.

Related Experiment Videos

  • The curriculum integrated cultural issues in teaching and communication.
  • Participants included community-based physicians, new and existing faculty, and fellows, with a focus on URM individuals.

    • Main Results:

    • 35 participants were trained, with 33 identifying as URM.
    • 73% of program graduates are now teaching medical students or residents.
    • The model successfully trained a large cohort of URM physicians for academic family medicine roles.

    Conclusions:

    • Faculty development is a viable strategy for increasing URM representation in academic family medicine.
    • Institutional commitment and networking with minority health professionals are essential for success.
    • Further research is needed to assess model replicability, cost-effectiveness, and academic outcomes.