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Suggested Citation:"6 Program Models and Best Practices." National Academies of Sciences, Engineering, and Medicine. 2022. Mentoring of Black Graduate and Medical Students, Postdoctoral Scholars, and Early-Career Faculty in Science, Engineering, and Medicine: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26462.
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6

Program Models and Best Practices

Suggested Citation:"6 Program Models and Best Practices." National Academies of Sciences, Engineering, and Medicine. 2022. Mentoring of Black Graduate and Medical Students, Postdoctoral Scholars, and Early-Career Faculty in Science, Engineering, and Medicine: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26462.
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Valerae Lewis, M.D., University of Texas MD Anderson Cancer Center, moderated a session to learn from representatives of five programs. Nina Ardery, M.A., M.B.A., Harold Amos Medical Faculty Development Program, launched the session. She was followed by Elizabeth Ofili, M.D., M.P.H., F.A.C.C., Morehouse School of Medicine (MSM); Joan Reede, M.D., M.P.H., M.S., M.B.A., Harvard Medical School; and Olujimi Ajijola, M.D., Ph.D., University of California, Los Angeles (UCLA). Each gave a history of the program in which they are involved, best practices, outcomes and lessons for upscaling it, and outlook for the future.

HAROLD AMOS MEDICAL FACULTY DEVELOPMENT PROGRAM

Ms. Ardery described the Harold Amos Program supported by the Robert Wood Johnson Foundation. It began with a proposal from the foundation staff to the board in 1983 that recommended “the Foundation initiate a new program to increase the number of minority medical faculty with high likelihood of achieving senior academic positions in the nation’s medical schools.” It is a 4-year mentored research training program in which, Ms. Ardery emphasized, “we fund people, not projects; we are looking for people who will become leaders.” About 100 people from underrepresented backgrounds apply each year, and they provide information about their mentors as part of their written applications. About 25 finalists are interviewed; even reaching this stage is an accomplishment, she said, recognizing the process can be nerve-wracking for applicants. She acknowledged previous recipients, including Dr. Lewis and Dr. Ahmara Ross (see Chapter 4).

The 39th cohort will be selected in summer 2021 in medicine, dentistry, and nursing. The program began with basic biomedical research but has expanded to include clinical investigation and health services research and epidemiology. The foundation funds 10 fellows each year, with additional awards funded by three partners (American Society of Hematology, American Society of Nephrology, and American Heart Association). The partner-funded scholars are part of each year’s cohort.

Strengths of the program are the strong commitment by and composition of the National Advisory Committee (NAC); well-vetted mentors;

Suggested Citation:"6 Program Models and Best Practices." National Academies of Sciences, Engineering, and Medicine. 2022. Mentoring of Black Graduate and Medical Students, Postdoctoral Scholars, and Early-Career Faculty in Science, Engineering, and Medicine: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26462.
×

“360 mentorship” (fellows apply with a mentor, are assigned a mentor, have the cohort as a network, and serve as mentors themselves); an annual meeting to provide scientific and leadership training; and interdisciplinary exposure. Additional strengths include the longevity of the staff and the NAC; professional and personal networking; and a highly supportive family atmosphere and environment. The three partnerships mentioned above provide benefits in the form of additional funding for scholars and sources for speakers, memberships, and conference participation, among other benefits.

The commitment of the NAC is the driving force of the program, Ms. Ardery said. Its members select the scholars, serve as mentors, evaluate progress, perform site visits, and intervene when necessary. Nine alumni are now on the NAC. Among the outcomes (see Box 6-1), greater than 80 percent of the scholars remain in academic medicine. A recent study compared interviewees who did and did not get the award. There were small differences in their academic ranks and publications, but the real differences were in the leadership roles that the alumni went on to assume, Ms. Ardery said.

Scalability is helped by the partnerships that allow for a larger program. Building community also aids scalability, she stressed, because scholars do

Suggested Citation:"6 Program Models and Best Practices." National Academies of Sciences, Engineering, and Medicine. 2022. Mentoring of Black Graduate and Medical Students, Postdoctoral Scholars, and Early-Career Faculty in Science, Engineering, and Medicine: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26462.
×

not want to disappoint members of their cohort. Related to mentorship, she noted that the NAC mentors are not necessarily in the field of the scholars, but they provide a helpful outside voice. An alumni group also provides support. They help scholars prioritize their time and capabilities. “Mentors need to be allies in helping scholars focus on the work that can lead to their advancement and need to learn to be able to say no,” she commented. “The scholars are not diversity experts, and many find themselves being asked to do things they are not trained to do.”

Ms. Ardery highlighted a few changes in the program over time. It began just for physicians but has now expanded to nurses and dentists. The definition of minority has expanded to Latinx, African American, Native American, and other members of historically disadvantaged groups. The partnerships are also relatively new, and the program places more emphasis on the cohorts to intentionally build peer groups. A leadership academy has also been added. In terms of those not selected, Ms. Ardery said all are competitive applicants and if the program had more funding, it would expand.

VIRTUAL COMMUNITY TO SUPPORT DIVERSE EARLY-STAGE INVESTIGATORS

Dr. Ofili spoke about a collaboration between Morehouse School of Medicine, the W. Montague Cobb/National Medical Association (NMA) Health Institute, and the Association for Academic Minority Physicians (AAMP). It builds on the National Research Mentoring Network (NRMN), which was formed by the National Institutes of Health (NIH) to address lack of success primarily by African Americans in securing R01 funding. The program at MSM included coaching in grant writing and other supports, such as a Collaboratory that consists of a Slack platform to engage investigators with each other and with coaches. A recent article published in PLOS One details the results across NRMN and found the 22 percent success rate exceeded the 2016–2018 success rate for new R01s (Weber-Main et al., 2020).

In the second phase of NRMN, the Strategic Empowerment Tailored for Health Equity Investigators Model focused on the institutional climate and the ability of scholars to access sponsors. A randomized trial is testing the hypothesis that early-stage investigators (ESIs) who receive developmental network coaching through the Health Equity Collaboratory during a Grant Coaching Program (GCP) will have higher submission

Suggested Citation:"6 Program Models and Best Practices." National Academies of Sciences, Engineering, and Medicine. 2022. Mentoring of Black Graduate and Medical Students, Postdoctoral Scholars, and Early-Career Faculty in Science, Engineering, and Medicine: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26462.
×

rates 6-month post-intervention than control group participants who participate in a GCP alone.

The Cobb/NMA Health Institute already had a program to recruit ESI.1 The three organizations combined forces to provide more structure by forming a virtual community through the Collaboratory developed at MSM. Each Cobb Scholar develops an Individual Development Plan (IDP) and conducts a personal SWOT (strengths, weaknesses, opportunities, threats) analysis. Another aspect is access to mentors through AAMP, NRMN, and other networks. With these various components, Dr. Ofili explained, “We developed an adaptive approach. We could meet people where they are and help direct them to access other resources to be successful.”

The model has received support from NIH. The target population is biomedical scientists, including M.D.s, health professions doctorates, and Ph.D. scientists, who are underrepresented in biomedical research, with women prioritized. Enrollment of postdoctoral scholars and junior faculty has begun. Following a rigorous interview process, 25 to 30 ESIs will be supported for 12 months. After a workshop at an AAMP meeting, they will participate in the Collaboratory and other activities. Each applicant will draft an IDP, adapted from the Indiana University Clinical and Translational Sciences Institute, and continue to refine their goals and analyses through the plan (see Box 6-2). The project also includes a resiliency survey, based on research about the relationship between resilience and academic productivity of minority faculty members (Cora-Bramble et al., 2010). Dr. Ofili noted the need to refine some of the materials based on lessons learned during the COVID-19 pandemic.

Cobb/NMA, AAMP, and MSM scholars have access to the Journal of Racial and Ethnic Health Disparities, networking and coaching support through the NRMN, access to clinical trials GCP training, and participation as site principal investigators. Outcomes looked at will include grant submissions to NIH and foundations, scholarly presentations at national meetings, and peer-reviewed publications. Other outcomes will include access to mentors and other resources, as well as individual and focus group evaluations of scholars’ and mentors’ experiences.

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1 For more information, see https://www.thecobbinstitute.org/overview.

Suggested Citation:"6 Program Models and Best Practices." National Academies of Sciences, Engineering, and Medicine. 2022. Mentoring of Black Graduate and Medical Students, Postdoctoral Scholars, and Early-Career Faculty in Science, Engineering, and Medicine: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26462.
×

COMMONWEALTH FUND FELLOWSHIP IN MINORITY HEALTH POLICY AT HARVARD UNIVERSITY

Dr. Reede recalled conversations at Harvard in the 1990s that recognized the need to involve more minorities in policy making and leadership positions to narrow health disparities. When she was approached about designing a solution, she found the prevailing assumptions included a lack of minority professionals from whom to draw, as well as presumed lack of interest and preparedness. Potential and paths to leadership were seen through the limited lens of what traditionally had occurred, rather than more holistically or in new ways.

The Commonwealth Fund Fellowship at Harvard University (CFFHU) that emerged is a 1-year program with three major goals: (1) prepare physicians, particularly from groups underrepresented in medicine, to become leaders who improve the health of disadvantaged and vulnerable populations through transforming health-care delivery systems and promoting

Suggested Citation:"6 Program Models and Best Practices." National Academies of Sciences, Engineering, and Medicine. 2022. Mentoring of Black Graduate and Medical Students, Postdoctoral Scholars, and Early-Career Faculty in Science, Engineering, and Medicine: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26462.
×

innovation in policies, practices, and programs that address health equity and the social determinants of health; (2) increase the representation of well-trained, creative minority physicians who are leaders in health, healthcare delivery, government, foundation, private, and academic sectors; and (3) support the continued career development and advancement of alumni fellows in ways that enhance existing and create new resources that improve the communication, function, utilization, and meaningful actions of the alumni network.

One aspect of the program is course work to teach technical and cognitive skills that result in a degree in health policy or health management. Interpersonal, conceptual, and strategic skills are also imparted to assist people with entering leadership positions, starting in a more limited domain but expanding over time to become senior-level leaders in systems. A special focus is on developing social and organizational competencies relevant to leaders of color, including those related to cultural knowledge and awareness, communication, and leadership branding and aspirations, among others (Sy et al., 2017; see Table 6-1).

Program elements include leadership seminars and forums, a skills development series, shadowing, and a practicum. These elements provide role models, make pathways transparent and accessible, provide real work exposure, and examine the written and unwritten rules of success in action. A “mentor posse” is developed so that each fellow has multiple mentors such as alumni, faculty, the CFFHU advisory committee and administrators, underrepresented minority leaders, health system leaders, and discipline leaders. Considerations in identifying the mentors include the mentee’s career goals, discipline/area of study, shared interests, shared values and commitment, capacity to expand the mentee’s networks and provide sponsorship, and willingness to coach.

As fellows move forward after the first year, they continue to expand their networks, resources, and influence through an annual meeting for fellows and alumni to come together, site visits, and an alumni association (now its own 501c3 organization). These offerings provide continued leadership and skill development, decrease isolation, increase visibility, and offer opportunities for collaboration.

All 142 fellows to date remain engaged in policy, research, and/or service delivery related to minority health and vulnerable populations, Dr. Reede said. Close to 80 percent have academic appointments, and almost all serve on advisory committees and boards. Greater than 70 percent have had research published in peer-reviewed journals, and two-thirds have

Suggested Citation:"6 Program Models and Best Practices." National Academies of Sciences, Engineering, and Medicine. 2022. Mentoring of Black Graduate and Medical Students, Postdoctoral Scholars, and Early-Career Faculty in Science, Engineering, and Medicine: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26462.
×

TABLE 6-1 Social and Organizational Competencies Imparted through the Commonwealth Fund Fellowship in Minority Health Policy at Harvard University

Criteria Social Competencies Organizational Competencies
Acumen Cultural Knowledge and Awareness
  • Mainstream culture
  • Own culture
  • Other marginalized culture
  • Professional culture

Communication

  • Cultural communication norms
  • Perceptions of accents, appearance, style
  • Oral and written presentation
Rules of Success
  • Accessing written rules – within and across disciplines and organizational settings
  • Navigating the system – awareness and access to unwritten rules

Positioning

  • Identifying and utilizing mentors, coaches and sponsors
  • Using the Strategic “yes” and “no”
Aptitude Social Decorum
  • Understanding social norms
  • Managing emotions
  • Managing response to microaggressions, bias and stereotypes
  • Building and managing professional networks
Leadership Branding
  • Managing visibility
  • Branding oneself
  • Promoting oneself
  • Asserting oneself
Attitude Cultural Inclusion
  • Cultural identity
  • Cultural esteem
  • Cultural efficacy

Self construal and Evaluation

  • Self esteem
  • Self efficacy
  • Stereotype threat
  • Imposter syndrome
Career Determinism
  • Owning ones career path
  • Managing career transitions
  • Pursuing employment and security

Leadership Aspiration

  • Recognizing biased perceptions of others re: leaders of color
  • Expanding leadership aspirations and awareness of options

SOURCE: Adapted from Joan Reede, Workshop Presentation, December 8, 2020. Revised from T. Sy et al., Asian American Journal of Psychology, 2017.

Suggested Citation:"6 Program Models and Best Practices." National Academies of Sciences, Engineering, and Medicine. 2022. Mentoring of Black Graduate and Medical Students, Postdoctoral Scholars, and Early-Career Faculty in Science, Engineering, and Medicine: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26462.
×

discussed public health and minority health issues in the popular media. Fellows continue to advance in their career trajectories and reach out to help one another. “This points to the need to build communities within communities. They come into the program as a cohort but they cross cohorts through the alumni association and other means.” In conclusion, Dr. Reede said that CFFHU clearly shows there are minority individuals who have the potential, desire, and talents to move into leadership positions to create change. The issue is how to identify, nurture, and support them not just at one point in time, but also as they move forward across their careers.

In a short discussion that followed Dr. Reede’s presentation, Dr. Lewis asked about efforts to mentor high school students. Dr. Reede said CFFHU fellows and others at Harvard are involved in a separate nonprofit that is also run out of her office, called the Biomedical Science Careers Program. It has matched 14,000 students at different levels with 1,500 volunteers.

Looking ahead, Dr. Reede said the need for leadership opportunities continues. She noted when CFFHU began, it was believed it might need to run 5 or 10 years. “People thought, won’t that be enough? The answer is no. Many of us are at a point in our careers where we are asking who is going to replace us. We need more leaders across multiple disciplines and in multiple sectors. We have barely touched the tip of the iceberg to create the leaders of tomorrow.”

Dr. Reede and the previous two presenters were asked how junior faculty can develop their own roadmaps to leadership. Dr. Ofili stressed flexibility. “Everyone can find a way to connect within their own environment to acquire the skills needed. Structured programs are important, but we also need programs that allow people the flexibility, as life goes on, to incorporate these efforts into their own growth and development.” Dr. Reede pointed to the need for academic centers and other institutions to understand the importance of leadership and leadership development for their own best interests. Certificates, programs, sponsorships, fellowships, and other opportunities benefit the individuals and the organizations. Ms. Ardery added that institutions must value mentoring and consider it in tenure and promotions.

UCLA STAR PROGRAM

Dr. Ajijola reframed the so-named science, technology, engineering, and mathematics (STEM) pipeline as a set of highways with on-ramps and

Suggested Citation:"6 Program Models and Best Practices." National Academies of Sciences, Engineering, and Medicine. 2022. Mentoring of Black Graduate and Medical Students, Postdoctoral Scholars, and Early-Career Faculty in Science, Engineering, and Medicine: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26462.
×

off-ramps for physician-scientist training. Although they are a small number overall, physician-scientists represent an outsized share of health leaders in academia, industry, and government. Yet, while Hispanic, Black, and Native Americans are about 30 percent of the population, the three groups together represented about 10 percent of M.D./Ph.D. matriculates in 2018–2019 and only 5 percent of NIH-funded physician-scientist investigators. The outlook for the future remains poor, he added.

The predominant training model in the United States is the Medical Scientist Training Program, which intersperses M.D. and Ph.D. clinical and research training over more than a decade. Before entry, in addition to academic excellence, applicants need to have conducted substantial research (in high school and increasingly in middle school, according to Dr. Ajijola), amass letters of recommendation, understand research careers, and be able to commit to an extended career path. Underrepresented minorities face barriers before entering this pipeline and as they move within it, as discussed throughout the workshop. Attrition along the pipeline means talent is lost at various stages, especially for underrepresented minorities. Dr. Ajijola countered that this pipeline is not the best way to envision diversifying the scientific workforce for two reasons:

Pipeline models are problematic because they (1) nudge us to consider talent lost to attrition as unrecoverable and (2) do not nurture physician-scientist reentry into scientific training of the workforce.

The UCLA Specialty Training and Advanced Research (STAR) Program was set up in 1995 to rethink the pipeline metaphor by offering more flexible pathways, Dr. Ajijola said. Founded in 1995 by Linda Demer, M.D., Ph.D., and Alan Fogelman, M.D., it is designed for physicians interested in an investigative research career, allowing coordination of clinical specialty training with an advanced research program leading to a graduate degree. What is unique, he said, is that clinical and research training are integrated, at a ratio of 75 percent research and 25 percent clinical after the first year. Best practices include a unique individualized curriculum design for each trainee, an instructor-scale salary, and mentorship/sponsorship and networking across the campus. Also important, the department of medicine commits to support the trainees for the length of their research, and some of the trainees become clinical instructors when they are board-eligible. Other resources, such as grant-writing support and a community of trainees, are also available. Trainees can access all departments at UCLA, as well as the

Suggested Citation:"6 Program Models and Best Practices." National Academies of Sciences, Engineering, and Medicine. 2022. Mentoring of Black Graduate and Medical Students, Postdoctoral Scholars, and Early-Career Faculty in Science, Engineering, and Medicine: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26462.
×

California Institute of Technology and Pardee RAND Graduate School, to learn new methodologies.

The 25-year outcomes showed that 80 percent have remained in research, and about half have obtained an NIH or other career development award; 19 percent received an NIH R01 or equivalent grant or landed a leadership position in a STEM industry or other organization (Wong et al., 2016). NIH adapted this program with its Stimulating Access to Research in Residency (StARR) program.

Dr. Ajijola clarified that STAR was not originally conceived with a diversity focus. Twelve percent of current trainees and 10 percent of graduates self-identify as an underrepresented minority. STAR is now developing a model for postgraduate medical trainees to increase underrepresented minority representation in physician-scientist careers. In conclusion, Dr. Ajijola said, “To diversify the workforce, we should get away from thinking about pipelines to a more flexible model of highways or pathways that allow people to be recaptured.”

Dr. Lewis agreed with the need to help people get back on track, rather than lose the talent through attrition. She asked for ideas about combating the financial issues that many underrepresented minorities face. Dr. Ajijola responded that investment is required to pay trainees an instructor-level rather than a graduate student salary. “Financial pressures are a huge cause for attrition and have to be addressed with investment.” He noted the faculty at the UCLA Department of Medicine have committed to supporting these trainees through clinical funds and philanthropy. In response to a question from Dr. Lewis about how to convince an institution that the financial investment is worth it, Dr. Ajijola said many graduates of the program are now on the UCLA faculty. Those who have been through it are now leaders, so the case is clear. In addition, data show that recruiting talented candidates who successfully apply for external funding brings the department and university up as a whole.

DISCUSSION

Dr. Reede agreed with the need for data that go beyond numbers to the impact of participants on the institution and the discipline. It is important to learn how to better capture indirect contributions such as reputation, positioning, and leadership and to understand intra-organizational barriers and facilitators. Sharing data and spreading the word about successes is also important, she added.

Suggested Citation:"6 Program Models and Best Practices." National Academies of Sciences, Engineering, and Medicine. 2022. Mentoring of Black Graduate and Medical Students, Postdoctoral Scholars, and Early-Career Faculty in Science, Engineering, and Medicine: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26462.
×

A participant asked how to attract African American men at the middle school level to lead them to successful careers. Dr. Ajijola pointed to the importance of race concordance between teachers and students. Also, although money is not the cure-all, increased public school funding is needed for programs and better teacher-student ratios, he added. In addition to government action, Dr. Reede suggested taking action within professions and organizations. “We can use our influence and political power to reinforce and support the K–12 educational system and advocate for supplies, exciting curricula, and well-prepared teachers. We can link to classrooms and offer mentoring.” As an example, she said the group Black Men in Medicine visits schools and talks to students.2 Partnering with schools and community organizations and groups helps change happen on both a policy and a more granular level.

Dr. Ajijola acknowledged that the length of training time is a negative factor for some potential physician-scientists. For some underrepresented minorities, a further negative factor is not seeing professionals who look like them, he added. As positive reinforcement, many minority physician-scientists are motivated by a role model, as he was as a second-year medical student. The concept of providing young people with diverse role models is behind Mentoring in Medicine, led by Roundtable member Dr. Lynne Holden.3

REFERENCES

Cora-Bramble, D., K. Zhang, and L. Castillo-Page. 2010. Minority faculty members’ resilience and academic productivity: Are they related? Academic Medicine 85: 1492–1498.

Sy, T., S. Tram-Quan, and A. Leung. 2017. Developing minority leaders: Key success factors of Asian Americans. Asian American Journal of Psychology. DOI: 10.1037/aap0000075.

Weber-Main, A. M., R. McGee, K. E. Boman, J. Hemming, M. Hall, T. Unold, E. M. Harwood, L. E. Risner, A. Smith, K. Lawson, J. Engler, C. J. Steer, D. Buchwald, H. P. Jones, S. O. Manson, E. Ofili, N. B. Schwartz, J. K. Vishwanatha, and K. S. Okuyemi. 2020. Grant application outcomes for biomedical researchers who participated in the National Research Mentoring Network’s Grant Writing Coaching Programs. PLOS One. https://doi.org/10.1371/journal.pone.0241851.

Wong, M. D., L. Guerrero, T. Sallam, J. S. Frank, A. M. Fogelman, and L. L. Demer. 2016. Outcomes of a novel training program for physician-scientists: Integrating graduate degree training with specialty fellowship. Journal of Graduate Medical Education 8(1): 85–90. https://doi.org/10.4300/JGME-D-15-00135.1.

___________________

2 See https://www.blackmeninmed.com.

3 See http://medicalmentor.org.

Suggested Citation:"6 Program Models and Best Practices." National Academies of Sciences, Engineering, and Medicine. 2022. Mentoring of Black Graduate and Medical Students, Postdoctoral Scholars, and Early-Career Faculty in Science, Engineering, and Medicine: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26462.
×
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Suggested Citation:"6 Program Models and Best Practices." National Academies of Sciences, Engineering, and Medicine. 2022. Mentoring of Black Graduate and Medical Students, Postdoctoral Scholars, and Early-Career Faculty in Science, Engineering, and Medicine: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26462.
×
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Suggested Citation:"6 Program Models and Best Practices." National Academies of Sciences, Engineering, and Medicine. 2022. Mentoring of Black Graduate and Medical Students, Postdoctoral Scholars, and Early-Career Faculty in Science, Engineering, and Medicine: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26462.
×
Page 51
Suggested Citation:"6 Program Models and Best Practices." National Academies of Sciences, Engineering, and Medicine. 2022. Mentoring of Black Graduate and Medical Students, Postdoctoral Scholars, and Early-Career Faculty in Science, Engineering, and Medicine: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26462.
×
Page 52
Suggested Citation:"6 Program Models and Best Practices." National Academies of Sciences, Engineering, and Medicine. 2022. Mentoring of Black Graduate and Medical Students, Postdoctoral Scholars, and Early-Career Faculty in Science, Engineering, and Medicine: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26462.
×
Page 53
Suggested Citation:"6 Program Models and Best Practices." National Academies of Sciences, Engineering, and Medicine. 2022. Mentoring of Black Graduate and Medical Students, Postdoctoral Scholars, and Early-Career Faculty in Science, Engineering, and Medicine: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26462.
×
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Suggested Citation:"6 Program Models and Best Practices." National Academies of Sciences, Engineering, and Medicine. 2022. Mentoring of Black Graduate and Medical Students, Postdoctoral Scholars, and Early-Career Faculty in Science, Engineering, and Medicine: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26462.
×
Page 55
Suggested Citation:"6 Program Models and Best Practices." National Academies of Sciences, Engineering, and Medicine. 2022. Mentoring of Black Graduate and Medical Students, Postdoctoral Scholars, and Early-Career Faculty in Science, Engineering, and Medicine: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26462.
×
Page 56
Suggested Citation:"6 Program Models and Best Practices." National Academies of Sciences, Engineering, and Medicine. 2022. Mentoring of Black Graduate and Medical Students, Postdoctoral Scholars, and Early-Career Faculty in Science, Engineering, and Medicine: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26462.
×
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Suggested Citation:"6 Program Models and Best Practices." National Academies of Sciences, Engineering, and Medicine. 2022. Mentoring of Black Graduate and Medical Students, Postdoctoral Scholars, and Early-Career Faculty in Science, Engineering, and Medicine: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26462.
×
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Suggested Citation:"6 Program Models and Best Practices." National Academies of Sciences, Engineering, and Medicine. 2022. Mentoring of Black Graduate and Medical Students, Postdoctoral Scholars, and Early-Career Faculty in Science, Engineering, and Medicine: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26462.
×
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Suggested Citation:"6 Program Models and Best Practices." National Academies of Sciences, Engineering, and Medicine. 2022. Mentoring of Black Graduate and Medical Students, Postdoctoral Scholars, and Early-Career Faculty in Science, Engineering, and Medicine: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26462.
×
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On December 7 and 8, 2020, the Roundtable on Black Men and Black Women in Science, Engineering, and Medicine of the National Academies of Sciences, Engineering, and Medicine convened a virtual workshop that examined how to strengthen mentoring and advising of Black students and professionals in science, engineering, and medicine. Presenters included faculty deans, social scientists who are experts in organizational and professional development, and program implementers. Throughout the workshop, individual presenters highlighted evaluation criteria used by successful pipeline programs, including statistics on recruitment, retention, and advancement; career and leadership accomplishments; and awards and publications. This publication summarizes the presentations and discussions of the workshop.

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