Research Training and Education Core
Between 2002-2004, three landmark reports were published that documented the existence and persistence of racial and ethnic disparities in health care (Unequal Treatment) and the critical state of the American health professions workforce due to its lack of diversity (Missing Persons: Minorities in the Health Professions and The Nation's Compelling Interest: Ensuring Diversity in the Health Care Workforce) (Smedley et al, 2004; Sullivan Commission, 2004; Smedley et al, 2004). [YML1] Central to each report was the recognition of the link between health disparities and the underrepresentation of minorities in the health professions, and the associated recommendations to increase diversity in the health professions.
Through the Center of Excellence grant from the National Institute of Minority Health and Health Disparities, the Research Training and Education Core (RTEC) of the Maya Angelou Center for Health Equity (MACHE) will utilize the recommendations from these reports to identify, select, implement, evaluate, and maintain the health professional educational pipeline and mentorship programs that are critical to improve the racial/ethnic diversity of the healthcare profession. In addition, the RTEC hopes to reduce racial and ethnic disparities in health and healthcare by fostering career development of underrepresented faculty at Wake Forest School of Medicine (WFSM), and by increasing the number of minority students who join health care careers. The MACHE RTEC also plans to enhance the environment at WFSM to attract, embrace, and nurture all faculty and medical students, regardless of race/ethnicity.
RTEC will pursue these goals through the following Specific Aims:
Specific Aim 1: Maintain and enhance internal and external collaborations to increase the awareness of, and interest in, health professional career opportunities among racial/ethnic minority students in high school, college, graduate and medical school. This Aim is being led by Kristen Hairston, MD. MPH, , Assistant Professor of Internal Medicine (Endocrinology).
Specific Aim 2: Develop, implement, and evaluate a one-year health disparities research training and education program for racial/ethnic minority junior faculty at Wake Forest School of Medicine, Winston Salem State University, North Carolina Agriculture and Technology (NCA&T), and Livingstone College. This aim is being led by Sonia Crandall, PhD, MS, Professor of Family and Community Medicine and Physician Assistant Studies.
Specific Aim 3: Collaborate with the staff, faculty, and institutional leadership to improve the institutional diversity at WFSM by creating and evaluating targeted mentoring programs for racial/ethnic minority junior faculty, with the goal of increasing the numbers of individuals committed to a career in health disparities/health equity research. This aim, LAUNCH, is led by Brenda Latham-Sadler, MD (give full credentials).
For questions or to learn more about RTEC, please contact Montez Lane, RTEC Program Manager, at 336-713-5066336-713-5066 or firstname.lastname@example.org.
Millennium Scholarship and Graduating Health Policy and Administration Student
Achievement Award recipient - Khiesa Baldwin
Baldwin, a graduating senior from Wake Forest University’s Class of 2014 and
spring semester intern, shares her journey of what it took for her to achieve
her goals of attending such as prestigious school and of receiving a
scholarship to ensure her education was not a burdensome to her family. She
hopes that her story will inspire others to pursue their educational dreams. In
addition, Khiesa was recently selected as the 2014 winner of the “Graduating
Health Policy and Administration Student Achievement Award” recipient. This
award is presented
to the graduating Health Policy and Administration minor whose high grades and
interest in public health represent the highest achievement in his or her
class. As an Economics major and Entrepreneurship Minor and HPA Minor, Khiesa
is to be congratulated on her hard wor
are the steps that Khiesa took to become a Gates Millennium Scholar.
focused, making a plan and being determined was, and continues to be,
instrumental in me achieving my goals. To be successful I have taken initiative, reached out, and set firm
I took initiative in finding ways to finance my education. Rather than
expecting others to present me with opportunities, I took time each day to
search for opportunities outside of those advertised to all high school seniors.
Searching independently allowed me to find the Gates Millennium Scholarship, which
was tailored more towards what I had accomplished in the past and wanted to
achieve in the future.
reaching out for opportunities, be
resilient and don’t accept “no”. I was initially told that the scholarship I wanted
to apply for was “too competitive and time-consuming”. Instead of seeing the
opportunity as a waste of time, I immediately reached out to someone willing to
I also had to prioritize and set goals. I outlined what needed to be done and made
a plan. The deadline for the scholarship was only about two weeks out when I
found out about it. Adding to the pressure was my work load from my AP classes.
I put the most attention on the application since it potentially had the
biggest implication on my future. I spoke to my teachers about my situation and
was offered an extension on some of my assignments. Though I ended up not
needing the additional time due to effective time management, I learned that if
you ask, accommodations may be made for you.
used the same determination that fueled me to graduate valedictorian, and to be
accepted into Wake Forest, to help me become a Gates Scholar. Today, these same
traits have served me in successfully completing four years at WFU. As I move
towards employment and further education in the healthcare field, I will
remember the importance of always being my own biggest advocate and never
giving up even when the odds are against me.”