Building a better pipeline: the case for undergraduates in gastrointestinal research

An Evaluation of the SCORE Program: A Novel Research and Mentoring Program for Medical Students in Obstetrics/Gynecology and Otolaryngology

BACKGROUND

There has been a steady decrease in the number of physician-scientists and a lack of diversity and inclusion of underrepresented minorities (URMs) in medicine.

OBJECTIVE

To assess the research productivity, interest, and experience of medical students, including URMs, and resident and faculty mentors of the Kaiser Permanente Oakland Medical Center's 8-week, intensive, mentored Summer Clinical Otolaryngology and Obstetrics/Gynecology Research (SCORE) Program for second-year medical students.

METHODS

A database of SCORE Program research projects was generated from 2016, when the program was launched, through 2018. SCORE Program students and faculty completed a brief, mixed-methods, anonymous exit survey that captured respondents' experiences, perceived program strengths, and opportunities for improvement. The number of peer-reviewed manuscripts produced were counted.

RESULTS

A total of 16 SCORE Program students (50% female and 38% URMs) between 2016 and 2018 and 8 residents and 8 faculty members in 2018 completed a brief, mixed-methods, anonymous exit survey that captured respondents' experiences, perceived program strengths, and opportunities for improvement. The medical students coauthored 12 published peer-reviewed articles, 25 abstracts or national posters, and 1 opinion editorial. According to the program's annual exit survey, 87% of students reported an increased interest in pursuing research, 93% had an increased interest in their respective specialties, and 93% believed they had positive mentorship experiences. Similarly, faculty and residents enjoyed mentoring students, thought that students positively contributed to their projects, and would support the SCORE Program in the future.

CONCLUSION

Structured research and mentoring experiences, such as the SCORE Program, may encourage students, including URMs, to pursue research throughout their careers in addition to adding research to their curriculum vitae to strengthen their residency applications.

Underrepresentation of underrepresented minorities in academic medicine: the need to enhance the pipeline and the pipe

The number of underrepresented minorities (URMs; black or African American, Hispanic or Latino, American Indian or Alaska Native, Native Hawaiian or other Pacific Islander) among US medical school faculty is markedly low when compared with their respective percent representation of the US population. Women URMs are doubly underrepresented, particularly as the academic rank advances from the instructor to the professor level, and gender discrepancies occur more prominently among white female faculty. Although the percent of white faculty has decreased over the past 5 years, the low percentage of black and Hispanic faculty has not changed proportionately. Furthermore, the 2008-2009 pipeline of URM trainees is unlikely to reverse the current trends. Several measures are suggested for consideration by medical schools and the National Institutes of Health, and recommendations that URM faculty and students may wish to consider are also discussed. The major issues to address include increasing the pipeline of predoctoral URMs, promoting the success and retention of junior URM faculty, enhancing the support of senior URM faculty to serve as needed mentors, and building a pool of URM and non-URM mentors for URM trainees. Therefore, issues pertaining to both the pipeline and the pipe need to be overcome.