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Tello C, Goode CA. Factors and barriers that influence the matriculation of underrepresented students in medicine. Front Psychol 2023; 14:1141045. [PMID: 37303920 PMCID: PMC10247986 DOI: 10.3389/fpsyg.2023.1141045] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/09/2023] [Accepted: 04/27/2023] [Indexed: 06/13/2023] Open
Abstract
Despite many initiatives over more than 4 decades, the diversity of United States physicians still does not reflect the diversity of the United States population. The present study undertakes a literature review of the last 30 years to investigate barriers and protective factors underrepresented college students encounter as applicants for medical school. Known barriers that influence matriculation into medical school were analyzed such as academic metrics and test scores. Additionally, elements that are less well studied were investigated such as factors perceived as barriers by underrepresented applicants in addition to protective factors that allow them to persist in their journey in the face of difficulties and adversity.
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Affiliation(s)
- Cynthia Tello
- American University of the Caribbean School of Medicine, Cupecoy, Sint Maarten
- Graduate College of Biomedical Sciences and College of Dental Medicine, Western University of Health Sciences, Pomona, CA, United States
| | - Christine A. Goode
- Graduate College of Biomedical Sciences and College of Dental Medicine, Western University of Health Sciences, Pomona, CA, United States
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Mason HRC, Ata A, Nguyen M, Nakae S, Chakraverty D, Eggan B, Martinez S, Jeffe DB. First-generation and continuing-generation college graduates' application, acceptance, and matriculation to U.S. medical schools: a national cohort study. MEDICAL EDUCATION ONLINE 2022; 27:2010291. [PMID: 34898403 PMCID: PMC8676688 DOI: 10.1080/10872981.2021.2010291] [Citation(s) in RCA: 16] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/20/2021] [Revised: 11/10/2021] [Accepted: 11/20/2021] [Indexed: 06/13/2023]
Abstract
Many U.S. medical schools conduct holistic review of applicants to enhance the socioeconomic and experiential diversity of the physician workforce. The authors examined the role of first-generation college-graduate status on U.S. medical school application, acceptance, and matriculation, hypothesizing that first-generation (vs. continuing-generation) college graduates would be less likely to apply and gain acceptance to medical school.Secondary analysis of de-identified data from a retrospective national-cohort study was conducted for individuals who completed the 2001-2006 Association of American Medical Colleges (AAMC) Pre-Medical College Admission Test Questionnaire (PMQ) and the Medical College Admissions Test (MCAT). AAMC provided medical school application, acceptance, and matriculation data through 06/09/2013. Multivariable logistic regression models identified demographic, academic, and experiential variables independently associated with each outcome and differences between first-generation and continuing-generation students. Of 262,813 PMQ respondents, 211,216 (80.4%) MCAT examinees had complete data for analysis and 24.8% self-identified as first-generation college graduates. Of these, 142,847 (67.6%) applied to U.S. MD-degree-granting medical schools, of whom 86,486 (60.5%) were accepted, including 14,708 (17.0%) first-generation graduates; 84,844 (98.1%) acceptees matriculated. Adjusting for all variables, first-generation (vs. continuing-generation) college graduates were less likely to apply (odds ratio [aOR] 0.84; 95% confidence interval [CI], 0.82-0.86) and be accepted (aOR 0.86; 95% CI, 0.83-0.88) to medical school; accepted first-generation college graduates were as likely as their continuing-generation peers to matriculate. Students with (vs. without) paid work experience outside hospitals/labs/clinics were less likely to apply, be accepted, and matriculate into medical school. Increased efforts to mitigate structural socioeconomic vulnerabilities that may prevent first-generation college students from applying to medical school are needed. Expanded use of holistic review admissions practices may help decision makers value the strengths first-generation college graduates and other underrepresented applicants bring to medical educationand the physician workforce.
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Affiliation(s)
- Hyacinth R. C. Mason
- Department of Medical Education Tufts University School of Medicine, Boston, Massachusetts, USA
| | - Ashar Ata
- Department of Surgery and Emergency Medicine, Albany Medical Center, Albany, New York, USA
| | - Mytien Nguyen
- Yale University, School of Medicine, New Haven, Connecticut, USA
| | - Sunny Nakae
- Medical Education, California University of Science and Medicine, Colton, California, USA
| | - Devasmita Chakraverty
- Ravi J. Matthai Centre for Educational Innovation, Indian Institute of Management Ahmedabad, Ahmedabad, India
| | - Branden Eggan
- Department of Nursing, Siena College, Loudonville, New York, USA
| | | | - Donna B. Jeffe
- Department of Medicine, Director, Medical Education Research Unit, Office of Education, Washington University School of Medicine, St. Louis, Missouri, USA
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Rodríguez JE, Figueroa E, Campbell KM, Washington JC, Amaechi O, Anim T, Allen KC, Foster KE, Hightower M, Parra Y, Wusu MH, Smith WA, Villarreal MA, Pololi LH. Towards a common lexicon for equity, diversity, and inclusion work in academic medicine. BMC MEDICAL EDUCATION 2022; 22:703. [PMID: 36195946 PMCID: PMC9533485 DOI: 10.1186/s12909-022-03736-6] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/01/2022] [Accepted: 09/07/2022] [Indexed: 06/16/2023]
Abstract
Differential rewarding of work and experience has been a longtime feature of academic medicine, resulting in a series of academic disparities. These disparities have been collectively called a cultural or minority "tax," and, when considered beyond academic medicine, exist across all departments, colleges, and schools of institutions of higher learning-from health sciences to disciplines located on university campuses outside of medicine and health. A shared language can provide opportunities for those who champion this work to pool resources for larger impacts across the institution. This article aims to catalog the terms used across academic medicine disciplines to establish a common language describing the inequities experienced by Black, Latinx, American Indian/Alaska Native and Native Hawaiian/Other Pacific Islander, Women, and other underrepresented people as well as queer, disabled, and other historically marginalized or excluded groups. These ideas are specific to academic medicine in the United States, although many can be used in academic medicine in other countries. The terms were selected by a team of experts in equity, diversity, and inclusion, (EDI) who are considered national thought leaders in EDI and collectively have over 100 years of scholarship and experience in this area.
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Affiliation(s)
- José E Rodríguez
- University of Utah Health, 26 S 2000 E, 5750B EHSEB, Salt Lake City, UT, 84112, USA.
| | | | - Kendall M Campbell
- Department of Family Medicine, University of Texas Medical Branch, Galveston, TX, USA
| | | | | | - Tanya Anim
- Lee Memorial Health and Florida State University, Ft. Meyers, FL, USA
| | - Kari-Claudia Allen
- Prisma Health/University of South Carolina School of Medicine, Columbia, SC, USA
| | - Krys E Foster
- Sidney Kimmel Medical College at Thomas Jefferson University, Philadelphia, PA, USA
| | - Maia Hightower
- University of Utah Health, 26 S 2000 E, 5750B EHSEB, Salt Lake City, UT, 84112, USA
| | - Yury Parra
- New York City Health and Hospitals, New York, NY, USA
| | | | - William A Smith
- Huntsman Mental Health Institute, University of Utah, Salt Lake City, UT, USA
| | - Mary Ann Villarreal
- University of Utah Health, 26 S 2000 E, 5750B EHSEB, Salt Lake City, UT, 84112, USA
| | - Linda H Pololi
- The National Initiative On Gender, Culture and Leadership in Medicine: C-Change, Brandeis University, Boston, MA, USA
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Wilson LJ, Tang TT, Moore J, Langen B, Constanzo J. Acknowledging and overcoming barriers to entry into radiation science for women. Int J Radiat Biol 2021; 98:517-521. [PMID: 34279171 DOI: 10.1080/09553002.2021.1956011] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
PURPOSE Radiation science is a unique field that brings together various disciplines to understand nature, develop new technologies, and cure diseases. Our field is a prime example of advancement through a diverse pool of competencies. Similarly, studies show that the power of diversity requires proportionate representation of sex and gender, minorities, or other groups. Nevertheless, women are still underrepresented in the radiation sciences, although disparities and underlying mechanisms were first described decades ago. This review summarizes barriers to entry and retention and suggests strategies for overcoming disparities in our field. We also highlight a concerted effort by young professionals to promote the underrepresented and underserved within the radiation science community. CONCLUSION The radiation science community should avoid losing diverse perspectives among its ranks due to sex bias or gender disparity among others. Through targeted efforts, we can cultivate change and harness the talent of researchers, practitioners, and other professionals for the benefit of scientific progress, health-care improvement, and societal advancement overall.
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Affiliation(s)
- Lydia J Wilson
- Department of Radiation Oncology, St. Jude Children's Research Hospital, Memphis, TN, USA
| | - Tien T Tang
- Department of Pediatrics, Baylor College of Medicine, Houston, TX, USA
| | - Jade Moore
- Department of Radiation Oncology, University of California, San Francisco, CA, USA
| | - Britta Langen
- Department of Radiation Oncology, University of Texas Southwestern Medical Center, Dallas, TX, USA
| | - Julie Constanzo
- Institut de Recherche en Cancérologie de Montpellier, INSERM U1194, Université de Montpellier, Institut Régional du Cancer de Montpellier, Montpellier, France
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