• Juan Robles, Tanya Anim, Maria Harsha Wusu, Krys E Foster, Yury Parra, Octavia Amaechi, Kari-Claudia Allen, Jose E Rodríguez, Kendall M Campbell, Dmitry Tumin, and Judy Washington.
• From the Department of Family and Social Medicine, Albert Einstein College of Medicine, Bronx, New York, the Family Medicine Residency Program at Lee Health, Florida State University College of Medicine, Tallahassee, the Department of Family Medicine, Morehouse School of Medicine, Atlanta, Georgia, the Department of Family and Community Medicine, Thomas Jefferson University at the Sidney Kimmel Medical College, Philadelphia, Pennsylvania, Spartanburg Regional Family Medicine Residency, Medical University of South Carolina, Charleston, the Palmetto Health-USC Family Medicine Residency Program, University of South Carolina School of Medicine, Columbia, the University of Utah School of Medicine, Salt Lake City, the Brody School of Medicine at East Carolina University, Greenville, North Carolina, and the Overlook Family Medicine Residency Program, Atlantic Health System, Summit, New Jersey.
• South. Med. J. 2021 Sep 1; 114 (9): 579-582.

ObjectivesThe diversity of the US physician workforce lags significantly behind the population, and the disparities in academic medicine are even greater, with underrepresented in medicine (URM) physicians accounting for only 6.8% of all US medical school faculty. We describe a "for URM by URM" pilot approach to faculty development for junior URM Family Medicine physicians that targets unique challenges faced by URM faculty.MethodsA year-long fellowship was created for junior URM academic clinician faculty with funding through the Society of Teachers of Family Medicine Project Fund. Seven junior faculty applied and were accepted to participate in the fellowship, which included conference calls and an in-person workshop covering topics related to writing and career advancement.ResultsThe workshop included a mix of prepared programming on how to move from idea to project to manuscript, as well as time for spontaneous mentorship and manuscript collaboration. Key themes that emerged included how to address the high cost of the minority tax, the need for individual passion as a pathway to success, and how to overcome imposter syndrome as a hindrance to writing.ConclusionsThe "for URM by URM" approach for faculty development to promote writing skills and scholarship for junior URM Family Medicine physicians can address challenges faced by URM faculty. By using a framework that includes the mentors' lived experiences and creates a psychological safe space, we can address concerns often overlooked in traditional skills-based faculty development programs.

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