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Klemt C, Amanatullah DF, Gardner MJ, Frick S, Jobanputra A, Shea K. Remote Summer Research Program to Improve Opportunity and Mentorship for Underrepresented Students With Interest in Orthopaedic Surgery: 3-Year Experiences. J Am Acad Orthop Surg 2024:00124635-990000000-01039. [PMID: 39018663 DOI: 10.5435/jaaos-d-24-00134] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/01/2024] [Accepted: 06/17/2024] [Indexed: 07/19/2024] Open
Abstract
INTRODUCTION Medical students are challenged with a limited number of research opportunities to help prepare for an exceptionally competitive process for matching in an orthopaedic residency. The aim of this study was to assess the 3-year experience of our 8 to 10-week remote summer research program in support of underrepresented students with an interest in orthopaedic surgery. METHODS We received over 500 applications, and a total of 37 students (7.4%) participated in the program over the past 3 years. A total of 14 faculty mentors were matched with 1 or 2 students each. The research program delivered a curriculum including (1) research-related topics led by a content expert; (2) weekly faculty lectures discussing topics including orthopaedic conditions, diversity in orthopaedics, leadership, and work-life balance; and (3) a minimum of 8 weeks of mentorship experience with an assigned faculty and a peer mentor. Students and faculty were surveyed to measure skill progression, research productivity, and program satisfaction. RESULTS Program participants represented a range of race/ethnic backgrounds and research experience levels. The cohort included a high rate of female (51%) and Black (35%) participants relative to representation of these groups in orthopaedic surgery. Postprogram surveys indicated that all participants improved their research skills, orthopaedic interest, and mentorship/networking skills. Most students (89%) stated that they were adequately matched to their faculty mentor. Most students (79%) indicated that they contributed to either manuscript or conference abstract as coauthors. DISCUSSION The study findings suggest improved research skills, interest, and confidence to pursue orthopaedic residency and mentorship/networks in the field. Our long-term vision is to improve the accessibility and quality of mentorship for underrepresented students to foster an equitable pathway into the field of orthopaedic surgery.
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Affiliation(s)
- Christian Klemt
- From the Department of Orthopaedic Surgery, Stanford School of Medicine, Stanford University, Stanford, CA
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Dady N, Toplan S, Gardere J, Moore R, Agandi L, Ulysse UF, Aminpour A, Gelvin M, Akinsanya J, Steier K. Diversity in osteopathic medical school admissions and the COMPASS program: an update. J Osteopath Med 2024; 124:205-212. [PMID: 38265309 DOI: 10.1515/jom-2023-0114] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/09/2023] [Accepted: 12/07/2023] [Indexed: 01/25/2024]
Abstract
In the United States, the 40 colleges of osteopathic medicine and 157 schools of allopathic medicine face challenges in recruiting candidates who are underrepresented in medicine (URiM), and gaps in racial disparity appear to be widening. In this commentary, the authors provide an analysis of the data collected from 8 years of conducting a URiM recruitment and welcoming social events. The event is sponsored by a student special interest group called Creating Osteopathic Minority Physicians Who Achieve Scholastic Success (COMPASS) at the Touro College of Osteopathic Medicine - New York (TouroCOM-NY). The results of the 8-year data analysis supports the conclusion that the COMPASS program has benefited the school environment through increased diversity.
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Affiliation(s)
- Nadege Dady
- Touro College of Osteopathic Medicine - New York, New York, NY, USA
| | - Steven Toplan
- Touro College of Osteopathic Medicine - New York, New York, NY, USA
| | - Jeffrey Gardere
- Touro College of Osteopathic Medicine - New York, New York, NY, USA
| | - Robin Moore
- Rowan-Virtua School of Osteopathic Medicine, Stratford, NJ, USA
| | - Lorreen Agandi
- Touro College of Osteopathic Medicine - New York, New York, NY, USA
| | | | - Aida Aminpour
- Touro University School of Health Sciences, New York, NY, USA
| | - McKensie Gelvin
- Touro University School of Health Sciences, New York, NY, USA
| | - Jemima Akinsanya
- Neuroimmunology Clinic, National Institute of Neurological Disorders and Stroke, National Institutes of Health, Bethesda, MD, USA
| | - Kenneth Steier
- Touro College of Osteopathic Medicine - New York, New York, NY, USA
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Feeley AA, Feeley IH, Sheehan E, Carroll C, Queally J. Impact of Mentoring for Underrepresented Groups in Undergraduate Medical Education: A Systematic Review. JOURNAL OF SURGICAL EDUCATION 2024; 81:353-366. [PMID: 38160117 DOI: 10.1016/j.jsurg.2023.11.015] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/03/2023] [Revised: 10/11/2023] [Accepted: 11/11/2023] [Indexed: 01/03/2024]
Abstract
OBJECTIVES Despite efforts to mitigate challenges to advance underrepresented groups (URG) groups' representation in medical education, diversity remains underwhelming. In response to this several mentoring programs to increase diversification within medical education have been implemented. However, the impact of these programs on URG representation across disciplines is unknown. The aim of this review is to evaluate the impact of structured mentoring programs on URGs in undergraduate medical education. DESIGN Systematic review. METHODS A comprehensive search strategy was performed of electronic databases including PubMed, Ovid Medline, and EMBASE between January and September 2022 in accordance with Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Both qualitative and quantitative outcomes including characteristics of the mentoring structure explored within each study were collected, and differences in study outcomes analyzed. RESULTS In total 17 studies were included for analysis. Mentoring within URGs resulted in an increase in research opportunities, exam performance, medical specialty applications, and residency matching. Structured feedback yielded positive experiences by both mentors and mentees participating in programs, with both emotional and cultural competence issues explored across studies included for analysis. CONCLUSIONS Mentoring for medical students underrepresented in medicine across mentoring relationships including peer, senior, formal, and informal structures yield positive outcomes within research, academic modules, and career pathways. Future applications of mentoring programs should consider the use of tandem mentoring from both senior and peer mentors to optimize benefits URG students derive from each mentoring relationship.
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Affiliation(s)
- Aoife A Feeley
- Connolly Hospital Blanchardstown, Dublin, Ireland; Royal College Surgeons Ireland, Dublin, Ireland.
| | - Iain H Feeley
- Midlands Regional Hospital Tullamore, Offaly, Ireland
| | - Eoin Sheehan
- Midlands Regional Hospital Tullamore, Offaly, Ireland
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Chiraroekmongkon S. The Invisibility Cloak: Narrative From an Asian American Woman Physician-in-Training. Psychiatr Serv 2024; 75:92-93. [PMID: 38161316 DOI: 10.1176/appi.ps.23074022] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/03/2024]
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Bethel EC, Matthew-Onabanjo AN, Kay HE, Basak R, Demzik A, Filippou P, Viprakasit D, Borawski KM, Wallen EM, Smith AB, Tan HJ. Linguistic Differences Based on Gender and Race in Urology Application Personal Statements: A Comparison of 2017 and 2023 Applications. Urol Clin North Am 2023; 50:531-539. [PMID: 37775212 DOI: 10.1016/j.ucl.2023.06.013] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/01/2023]
Abstract
While diversity and inclusion efforts have increased in urology, comparative analysis of personal statements from 2016-2017 and 2022-2023 residency applications showed few linguistic changes over time by gender or race/ethnicity. These results suggest the need for directed efforts to engage, mentor, and coach females and underrepresented minorities during medical school and the urology application process.
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Affiliation(s)
- Emma C Bethel
- Department of Urology, School of Medicine, University of North Carolina, Chapel Hill, NC, USA
| | - Asia N Matthew-Onabanjo
- Department of Urology, School of Medicine, University of North Carolina, Chapel Hill, NC, USA
| | - Hannah E Kay
- Department of Urology, School of Medicine, University of North Carolina, Chapel Hill, NC, USA
| | - Ram Basak
- Department of Urology, School of Medicine, University of North Carolina, Chapel Hill, NC, USA
| | - Alysen Demzik
- Department of Urology, School of Medicine, University of North Carolina, Chapel Hill, NC, USA
| | - Pauline Filippou
- Department of Urology, Kaiser Permanente Northern California, Santa Clara Medical Center, Santa Clara, CA, USA
| | - Davis Viprakasit
- Department of Urology, School of Medicine, University of North Carolina, Chapel Hill, NC, USA
| | - Kristy M Borawski
- Department of Urology, School of Medicine, University of North Carolina, Chapel Hill, NC, USA
| | - Eric M Wallen
- Department of Urology, School of Medicine, University of North Carolina, Chapel Hill, NC, USA
| | - Angela B Smith
- Department of Urology, School of Medicine, University of North Carolina, Chapel Hill, NC, USA
| | - Hung-Jui Tan
- Department of Urology, School of Medicine, University of North Carolina, Chapel Hill, NC, USA.
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Pan X, Huang V, Laumbach S, Copeland HL, Akinola M, Rosenbaum D, MacIntosh A. Impact of patterns of language use and socio-economic status on a constructed response Situational Judgment Test (SJT). PLoS One 2023; 18:e0289420. [PMID: 37527252 PMCID: PMC10393151 DOI: 10.1371/journal.pone.0289420] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/23/2023] [Accepted: 07/18/2023] [Indexed: 08/03/2023] Open
Abstract
The study explored the impacts of patterns of language use (PLU) and socio-economic status (SES) on Casper, a constructed-response situational judgment test (SJT). 10,266 applicants from two U.S. medical schools were grouped into self-reported balanced bilinguals, unbalanced bilinguals, English monolinguals, and English as a Second Language (ESL) students. A multicomponent SES composite was used to assess the degree of socioeconomic disadvantage (DSD). Results from a hierarchical regression analysis showed that after accounting for demographic variables, both PLU and DED were significant factors on applicants' Casper performance. Bilingualism was associated with better Casper performance compared to English monolinguals and ESL students. No significant effect of speaking English as a native language was found on applicants' Casper performance. English monolinguals and ESL students performed equivalently on Casper. Finally, high DSD was associated with better Casper performance than low DSD, and the impact of DSD on Casper held the same across all four language groups. These findings provide evidence that socio-cultural factors, such as PLU and DSD have important impacts on SJT performance. Further research is needed to understand the role of differences in language construction across socio-cultural factors on constructed-response SJT performance.
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Affiliation(s)
- Xuan Pan
- Department of Research, Acuity Insights, Toronto, Ontario, Canada
| | - Vivian Huang
- Department of Research, Acuity Insights, Toronto, Ontario, Canada
| | - Sonia Laumbach
- Department of Family Medicine, Rutgers Robert Wood Johnson Medical School, Piscataway, New Jersey, United States of America
| | - H Liesel Copeland
- Office of Admissions, Rutgers Robert Wood Johnson Medical School, Piscataway, New Jersey, United States of America
| | - Modupeola Akinola
- Department of Pediatrics, Wake Forest University School of Medicine, Winston-Salem, North Carolina, United States of America
| | - Daryl Rosenbaum
- Department of Student Affairs and Admissions, Wake Forest University School of Medicine, Winston-Salem, North Carolina, United States of America
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Armijo A, Eldeeb K, Fairley S, Groenen M, Montemayor JR, Myrick E, Robinson B, Rogers J, Schokking M, Sheakley M. IAMSE Meeting Report: Student Plenary at the 26th Annual Conference of the International Association of Medical Science Educators. MEDICAL SCIENCE EDUCATOR 2022; 32:15-19. [PMID: 36277268 PMCID: PMC9580428 DOI: 10.1007/s40670-022-01662-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 10/06/2022] [Indexed: 06/16/2023]
Affiliation(s)
- Arthur Armijo
- Rocky Vista University College of Osteopathic Medicine, Greenwood Village, USA
| | - Khalil Eldeeb
- Jerry M. Wallace School of Osteopathic Medicine, Campbell University, Buies Creek, Lillington, NC 27506 USA
| | - Stacie Fairley
- Philadelphia College of Osteopathic Medicine-South Georgia, Moultrie, USA
| | - Milou Groenen
- Radboud University Medical Center, Nijmegen, The Netherlands
| | | | - Erica Myrick
- Western Michigan University Homer Stryker M.D. School of Medicine, Kalamazoo, USA
| | - Benjamin Robinson
- Jerry M. Wallace School of Osteopathic Medicine, Campbell University, Buies Creek, Lillington, NC 27506 USA
| | - Jasmine Rogers
- Philadelphia College of Osteopathic Medicine-South Georgia, Moultrie, USA
| | | | - Maria Sheakley
- Western Michigan University Homer Stryker M.D. School of Medicine, Kalamazoo, USA
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Ripa K, Suser J, Germain L, Mitchell BA, Swackhamer D, Aiash H, Maimone M, Glass A. Performance of Inaugural Student Cohorts in 1-Year Special Master's Program. MEDICAL SCIENCE EDUCATOR 2022; 32:965-969. [PMID: 36276762 PMCID: PMC9583961 DOI: 10.1007/s40670-022-01610-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 08/25/2022] [Indexed: 06/16/2023]
Abstract
SUNY Upstate Medical University (Upstate) recently revised two 1-year special master's programs (SMPs), designed to enhance academics in preparation for medical school through rigorous graduate science coursework. Upstate SMP program success was measured by graduate performance during the first year of medical school. First-year performance measures included academic deficiencies, exam performance, and participation grades in a longitudinal case-based course on ethics and public health. Upstate SMP students with MCAT scores below the 50th percentile or who self-report classified as underrepresented in medicine outperformed controls on several metrics. Upstate SMP students consistently bested controls in the longitudinal course. Overall, Upstate SMP graduates performed commensurately with classmates.
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Affiliation(s)
- Krystal Ripa
- SUNY Upstate Medical University, Syracuse, NY USA
| | - Joanna Suser
- SUNY Upstate Medical University, Syracuse, NY USA
| | | | | | | | - Hani Aiash
- SUNY Upstate Medical University, Syracuse, NY USA
| | | | - Aaron Glass
- SUNY Upstate Medical University, Syracuse, NY USA
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