Training environments that embrace diversity, equity, inclusion, and accessibility (DEIA) in their mission, recruitment, and curriculum may foster development and retention of a diverse workforce and promote novel approaches to address inequities in addiction care. We sought to elicit perspectives regarding how addiction medicine training programs influenced the training experience and career trajectories for participants from underrepresented groups (URGs).
Methods:
We conducted semi-structured interviews with 20 URG physician participants of addiction medicine programs at a single institution from 2016 to 2022 regarding their identities and experiences in the training program(s). We completed a rapid thematic analysis of qualitative interviews.
Results:
The sample of participants was 55% women, 25% black or African American, 25% Asian, 25% white, 17% Hispanic or Latina/o/x, and 4% American Indian or Alaska Native. We identified over-arching themes: (1) areas for program improvement including increasing diversity in program leadership, educators, participants, and educational content; (2) URG identity positively influences physician choice to pursue addiction medicine careers working with communities that are underserved and/or experience health disparities; (3) addiction medicine programs impact participants’ short- and long-term goals as addiction health professionals including achieving research goals, attaining leadership roles, and finding opportunities for networking and mentorship.
Conclusions:
We identified themes emphasizing addiction medicine program successes in creating welcoming educational environments, while also prioritizing areas for improvement around topic inclusion, faculty development and representation, and mentorship. Our results offer critical insights into the priorities and views of the next generation of the physician addiction medicine/research workforce and how to effectively improve DEIA efforts within training programs.
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