Elizabeth Lee-Rey

TL;DR: This paper found that white students within the highest quintile for student body racial and ethnic diversity, measured by the proportion of underrepresented minority (URM) students, were more likely to rate themselves as highly prepared to care for minority populations than those in the lowest diversity quintile (61.1 % vs 53.9 %, respectively; P<.001).

TL;DR: Medical students expressed an early interest in academic medicine but lacked clarity about the career path, and black and Hispanic students’ perceptions of having greater difficulty succeeding in academia may be an obstacle to engaging them in the prospective pool of academics.

TL;DR: For example, the authors describes the ingredients of successful programs for the development of minority faculty in academic medicine. But they do not discuss the role of diversity in these programs, and instead focus on minority faculty recruitment and retention.

TL;DR: The Building the Next Generation of Academic Physicians Initiative is designed to develop interest and promote achievement in pursuing academic medicine careers and to increase the pool of diverse faculty down the road and elicit their perspectives to more effectively address health care disparities.

TL;DR: The finding by Saha and colleagues 4 in this issue of JAMA that, after adjusting for various school and student characteristics, increased medical school diversity is associated with white students feeling better prepared to care for diverse patients is an important contribution to the medical literature.