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Sechrist S, Margol V, Martinez A. Redefining the term "Disadvantaged student": A post baccalaureate program's role in underrepresented students' success and reclaiming of narratives. J Natl Med Assoc 2024; 116:309-319. [PMID: 38816265 DOI: 10.1016/j.jnma.2024.05.004] [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: 08/31/2023] [Revised: 01/31/2024] [Accepted: 05/08/2024] [Indexed: 06/01/2024]
Abstract
PURPOSE Racial/ethnic minority groups and low-income students continue to be underrepresented in medicine (URiM) despite years of diversity and inclusion efforts. Post baccalaureate programs (PBP) are shown to prepare underrepresented students to successfully matriculate to medical school. However, identification of the aspects of a PBP that are key to future success in medicine from the student perspective is lacking. Therefore, this study was designed to answer the question, "What aspects of a post baccalaureate program do URiM students see as valuable to their future success?" METHODS This is a qualitative analysis of semi-structured interviews with alumni of the UCSF PBP who completed the program between 2015-2020. Interviews were conducted via phone or video call, audio recorded, and transcribed verbatim. Names and years of attendance were removed from the transcripts prior to review to protect confidentiality. Transcripts were coded following an inductive qualitative approach using methodology rooted in grounded theory. Demographic data was collected upon enrollment in the program. RESULTS Forty study participants were interviewed (58% of eligible subjects). Participants self-identified as Latinx (70%), African American (8%), Southeast Asian (10%), Native American (2%), Multiethnic (10%), and 60% female. The average age at enrollment was 24 years. Most participants (75%) were first-generation college students and 85% grew up with a family income <$49,999. Qualitative findings were categorized into five main themes: (1) Academic, Professional, and Personal Skills Development, (2) Supportive Student Cohort, (3) Resources, Personalized Advising, and Mentorship, (4) Gaining Confidence and a Sense of Belonging in Medicine, and (5) Redefining "Disadvantaged" Status. A novel finding was the importance of redefining the narrative of belonging to a "disadvantaged" community. During the program, the study participants reported gaining confidence and a sense of belonging in medicine as they recognized the unique qualifications and advantages they bring to medicine. CONCLUSIONS Our findings suggest that in addition to academic preparation, PBPs for students who are underrepresented in medicine should empower students to recognize their strengths and qualifications in the field of medicine. Our study participants rejected the term "disadvantaged" as they celebrated the value of their backgrounds and what they bring to medicine.
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Affiliation(s)
- Samantha Sechrist
- School of Medicine, University of California San Francisco, San Francisco, California, USA
| | - Valerie Margol
- Post Baccalaureate & Outreach Programs, University of California San Francisco, San Francisco, California, USA
| | - Alma Martinez
- Post Baccalaureate & Outreach Programs, University of California San Francisco, San Francisco, California, USA; Department of Pediatrics, University of California San Francisco, San Francisco, California, USA.
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Douse DM, Timothee P, O’Neill JM, Ighodaro ET, Yin LX, Casper JJ, Stokken JK, Orbelo DM, Bayan SL, Price DL, Pinheiro-Neto CD, Carlson ML, Wiedermann JP, Moore EJ, Blocker RC, Van Abel KM. Creating an Undergraduate Research Program in Otolaryngology-Head and Neck Surgery (Oto-HNS) for Students Underrepresented in Medicine. MEDICAL SCIENCE EDUCATOR 2024; 34:617-626. [PMID: 38887403 PMCID: PMC11180065 DOI: 10.1007/s40670-024-02021-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 03/01/2024] [Indexed: 06/20/2024]
Abstract
Objectives To report implementation and outcomes associated with a novel paid Summer Undergraduate Research Education Program (SREP) over the first 2 years in an academic otolaryngology program recruiting students underrepresented in medicine (URiM). Methods A 10-week program including a research bootcamp, curriculum, mentoring, and clinical shadowing was created. Grant funding to provide salary and support for transportation, conference attendance, and graduate school preparation or applications was procured. Primary objectives included (1) development of successful mentorship relationships; (2) increasing student-reported outcomes using pre- and post-program surveys to assess confidence, career planning, and overall satisfaction; (3) increasing exposure to medicine; (4) completion of an oral presentation; and (5) submission of a manuscript. Secondary objectives included abstract submission and completion of a graduate exam course or graduate school applications. Tertiary objectives included conference attendance and graduate school matriculation. Results One hundred thirty-five total applications were reviewed (89 from year 1 and 46 from year 2). Twelve students were interviewed for 3 spots in year 1, while 11 students were interviewed for 6 spots in year 2 (median application score, 9.25 (range, 1-14); median interview score, 8.7 (range, 5.4-10); acceptance rate, 6.7% (9/135)). Students met all primary objectives. Mean program survey scores increased from 3.8 to 4.77 (p < 0.0001). Eight of nine students submitted an abstract to a national conference, with five of eight students accepted for a presentation. Two students were accepted into graduate school, while five others are on track for graduate school application. Conclusion Identifying mentors, curriculum, and opportunities to meaningfully strengthen graduate school applications for URiM students through a clinically rigorous, financially supported, and research-focused summer program in an academic otolaryngology program is feasible and may be an effective means of increasing diversity in medicine and otolaryngology. Supplementary Information The online version contains supplementary material available at 10.1007/s40670-024-02021-z.
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Affiliation(s)
- Dontre’ M. Douse
- Department of Otolaryngology-Head and Neck Surgery, Mayo Clinic, Rochester, MN 55904 USA
| | - Patricia Timothee
- Department of Otolaryngology-Head and Neck Surgery, Mayo Clinic, Rochester, MN 55904 USA
| | - Jessica M. O’Neill
- Department of Otolaryngology-Head and Neck Surgery, Mayo Clinic, Rochester, MN 55904 USA
| | | | - Linda X. Yin
- Department of Otolaryngology-Head and Neck Surgery, Mayo Clinic, Rochester, MN 55904 USA
| | | | - Janalee K. Stokken
- Department of Otolaryngology-Head and Neck Surgery, Mayo Clinic, Rochester, MN 55904 USA
| | - Diana M. Orbelo
- Department of Otolaryngology-Head and Neck Surgery, Mayo Clinic, Rochester, MN 55904 USA
| | - Semirra L. Bayan
- Department of Otolaryngology-Head and Neck Surgery, Mayo Clinic, Rochester, MN 55904 USA
| | - Daniel L. Price
- Department of Otolaryngology-Head and Neck Surgery, Mayo Clinic, Rochester, MN 55904 USA
| | | | - Matthew L. Carlson
- Department of Otolaryngology-Head and Neck Surgery, Mayo Clinic, Rochester, MN 55904 USA
| | - Joshua P. Wiedermann
- Department of Otolaryngology-Head and Neck Surgery, Mayo Clinic, Rochester, MN 55904 USA
| | - Eric J. Moore
- Department of Otolaryngology-Head and Neck Surgery, Mayo Clinic, Rochester, MN 55904 USA
| | - Renaldo C. Blocker
- Robert D. and Patricia E. Kern Center for the Science of Health Care Delivery, Mayo Clinic, Rochester, MN 55905 USA
- The “Why You?” Initiative, Inc., Minneapolis, MN USA
| | - Kathryn M. Van Abel
- Department of Otolaryngology-Head and Neck Surgery, Mayo Clinic, Rochester, MN 55904 USA
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Rattani A, Mian Z, Farahani S, Ridge M, Uzamere T, Bajwa M. A systematic review of barriers to pursuing careers in medicine among Black premedical students. J Natl Med Assoc 2024; 116:95-118. [PMID: 38267334 DOI: 10.1016/j.jnma.2023.09.011] [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: 03/27/2023] [Revised: 09/26/2023] [Accepted: 09/30/2023] [Indexed: 01/26/2024]
Abstract
Among the various etiologies of the exclusion of Black male physicians from the healthcare workforce, it is critical to identify and examine the barriers in their trajectory. Given that most medical school matriculants graduate and pursue residency training, medical school admission has been identified as the primary impediment to a career in medicine. Thus, this work aims to identify barriers in the journey of primarily Black, and secondarily underrepresented minority, premedical students. A systematic review of the medical literature was conducted for articles pertaining to the undergraduate/premedical period, Black experiences, and the medical school application process. The search yielded 5336 results, and 13 articles were included. Most papers corroborated common barriers, such as financial/socioeconomic burdens, lack of access to preparatory materials and academic enrichment programs, lack of exposure to the medical field, poor mentorship/advising experiences, systemic and interpersonal racism, and limited support systems. Common facilitators of interest and interventions included increasing academic enrichment programs, improving mentorship and career guidance quality and availability, and improving access to and availability of resources as well as exposure opportunities. No article explicitly discussed addressing racism. There is a dearth of studies exploring the premedical stage-the penultimate point of entry into medicine. Though interest in becoming a physician may be present, multiple and disparate impediments restrict Black men's participation in medicine. Addressing the barriers Black and underrepresented minority premedical students face requires an awareness of how multiple systems work together to discriminate and restrict access to careers in medicine beyond the traditional pipeline understanding.
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Affiliation(s)
- Abbas Rattani
- Department of Radiation Oncology, Tufts Medical Center, 800 Washington St., Boston, MA 02111, United States of America.
| | - Zoha Mian
- University of Louisville School of Medicine, A Building, Suite 110, 500 S. Preston Street, Louisville, KY 40204, United States of America
| | | | - Margaret Ridge
- Division of Hospital Medicine, Cincinnati Children's Hospital Medical Center, 3333 Burnet Avenue Cincinnati, OH, 45229, United States of America
| | - Theodore Uzamere
- Division of Neonatology, Department of Pediatrics, Baylor College of Medicine, 6621 Fannin Street, Suite W6104, Houston, TX, 77030, United States of America
| | - Moazzum Bajwa
- Department of Family Medicine at the University of California Riverside, 900 University Avenue Riverside, CA, 92521, United States of America
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Rios-Fetchko F, Carson M, Tapia M, Fernandez A, Coffman J. Disparities in pre-health advising across California's public universities. PLoS One 2024; 19:e0296741. [PMID: 38335164 PMCID: PMC10857704 DOI: 10.1371/journal.pone.0296741] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/03/2023] [Accepted: 12/18/2023] [Indexed: 02/12/2024] Open
Abstract
BACKGROUND The Supreme Court's decision in Students for Fair Admissions, Inc., v. Harvard College is likely to result in the matriculation of fewer students from historically excluded racial/ethnic groups at more selective colleges and universities and matriculation of more students at less selective colleges and universities. Because of this, it is important to understand how resources for pre-health advising, a modifiable factor that can help increase the diversity of the health workforce, vary across institutions with differing levels of selectivity. Colleges are known to vary in resources, structure, and investment in pre-health advising but data are lacking and there is no estimate of any pre-health advising resource gap. PURPOSE To quantify availability of advising resources and identify perceived challenges in pre-health advising in California's highly diverse public and select private undergraduate institutions. METHODS Structured 60-minute Zoom interviews from June 2022 -October 2022 at 18/23 CSU (California State Universities), 9/9 University of California (UC) institutions and 6 select private institutions with varying levels of selectivity. Two investigators independently analyzed interviews using a Grounded Theory Approach. The full study team reviewed transcripts and themes. KEY RESULTS Pre-health advisor capacity varied greatly across the three types of institutions. CSU: mean = 1 FTE advisor: 24,620 graduates (range: 1: 1,059-1: 150,520); UC mean = 1 FTE advisor: 4,526 graduates (range: 1: 1,912-1: 10,920); private institutions mean = 1 FTE advisor:1,794 graduates (range: 1: 722-1: 5,300). Participants reported common challenges: advising capacity, lack of advisor training, advisor turnover, and student difficulties in accessing clinical opportunities and required coursework. CSU and UC participants noted that these had greatest impact for first generation and racially/ethnically underrepresented students for whom lack of informal professional networks, lack of other mentors, and financial responsibilities complicate college navigation and professional school application. CONCLUSIONS Students at CSU campuses had 5 times less access to pre-health advising per graduate than UC students, and 13 times less than students at private institutions. Much greater investment is needed in California's public institutions, particularly CSUs, to increase equity in access to advising for pre-health professional students. Research should examine pre-health advising resource capacity in other states, especially those that are now facing race-neutral admissions policies at undergraduate institutions and health professions schools.
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Affiliation(s)
- Francine Rios-Fetchko
- Latinx Center of Excellence, University of California, San Francisco, San Francisco, California, United States of America
| | - Mariam Carson
- Latinx Center of Excellence, University of California, San Francisco, San Francisco, California, United States of America
| | - Manuel Tapia
- Latinx Center of Excellence, University of California, San Francisco, San Francisco, California, United States of America
| | - Alicia Fernandez
- Latinx Center of Excellence, University of California, San Francisco, San Francisco, California, United States of America
| | - Janet Coffman
- Institute for Health Policy Studies, University of California, San Francisco, San Francisco, California, United States of America
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5
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Poll-Hunter NI, Brown Z, Smith A, Starks SM, Gregory-Bass R, Robinson D, Cullins MD, Capers Q, Landry A, Bush A, Bellamy K, Lubin-Johnson N, Fluker CJ, Acosta DA, Young GH, Butts GC, Bright CM. Increasing the Representation of Black Men in Medicine by Addressing Systems Factors. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2023; 98:304-312. [PMID: 36538673 DOI: 10.1097/acm.0000000000005070] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/17/2023]
Abstract
In 2015, data released by the Association of American Medical Colleges (AAMC) showed that there were more Black men applying and matriculating to medical school in 1978 than 2014. The representation of Black men in medicine is a troubling workforce issue that was identified by the National Academies of Sciences, Engineering, and Medicine as a national crisis. While premedical pathway programs have contributed to increased workforce diversity, alone they are insufficient to accelerate change. In response, the AAMC and the National Medical Association launched a new initiative in August 2020, the Action Collaborative for Black Men in Medicine, to address the systems factors that influence the trajectory to medicine for Black men. The authors provide a brief overview of the educational experiences of Black boys and men in the United States and, as members of the Action Collaborative, describe their early work. Using research, data, and collective lived experiences, the Action Collaborative members identified premedical and academic medicine systems factors that represented opportunities for change. The premedical factors include financing and funding, information access, pre-health advisors, the Medical College Admission Test, support systems, foundational academics, and alternative career paths. The academic medicine factors include early identification, medical school recruitment and admissions, and leadership accountability. The authors offer several points of intervention along the medical education continuum, starting as early as elementary school through medical school matriculation, for institutional leaders to address these factors as part of their diversity strategy. The authors also present the Action Collaborative's process for leveraging collective impact to build an equity-minded action agenda focused on Black men. They describe their initial focus on pre-health advising and leadership accountability and next steps to develop an action agenda. Collective impact and coalition building will facilitate active, broad engagement of partners across sectors to advance long-term systems change.
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Affiliation(s)
- Norma I Poll-Hunter
- N.I. Poll-Hunter is senior director, Equity, Diversity, and Inclusion, Association of American Medical Colleges, Washington, DC
| | - Zackary Brown
- Z. Brown is a resident, Department of Pediatrics, Mount Sinai Hospital, New York, New York
| | - André Smith
- A. Smith is a graduate of Meharry Medical College, Nashville, Tennessee
| | - Steven M Starks
- S.M. Starks is clinical assistant professor of clinical sciences, Tilman J. Fertitta Family College of Medicine, Houston, Texas
| | - Rosalind Gregory-Bass
- R. Gregory-Bass is president, National Association of Medical Minority Educators, director, Health Careers Program, and immediate past chair and associate professor, Environmental and Health Sciences Program, Spelman College, Atlanta, Georgia
| | - Derek Robinson
- D. Robinson is clinical associate professor, Department of Emergency Medicine, University of Illinois at Chicago, and vice president and chief medical officer, Blue Cross and Blue Shield of Illinois, Chicago, Illinois
| | - Maureen D Cullins
- M.D. Cullins is director, Multicultural Resource Center, and associate director and senior advisor, Master of Biomedical Sciences Program, Duke University School of Medicine, Durham, North Carolina
| | - Quinn Capers
- Q. Capers IV is the Rody P. Cox, MD, Professor in Internal Medicine (Cardiology) and associate dean of faculty diversity, UT Southwestern School of Medicine, and vice chair for diversity, equity, and inclusion, Department of Internal Medicine, UT Southwestern Medical Center, Dallas, Texas
| | - Alden Landry
- A. Landry is assistant dean for diversity, inclusion, and community partnership, Harvard Medical School, and assistant professor of emergency medicine, Beth Israel Deaconess Medical Center, Boston, Massachusetts
| | - Antonio Bush
- A. Bush is director of research, Equity, Diversity, and Inclusion, Association of American Medical Colleges, Washington, DC
| | - Kimberly Bellamy
- K. Bellamy is lead specialist for workforce diversity, Equity, Diversity, and Inclusion, Association of American Medical Colleges, Washington, DC
| | - Niva Lubin-Johnson
- N. Lubin-Johnson is past president, National Medical Association, and chief health officer, SimPco Solutions, Chicago, Illinois
| | - Clarence J Fluker
- C.J. Fluker is director of community engagement, Equity, Diversity, and Inclusion, Association of American Medical Colleges, Washington, DC
| | - David A Acosta
- D.A. Acosta is chief diversity and inclusion officer, Association of American Medical Colleges, Washington, DC
| | - Geoffrey H Young
- G.H. Young is senior director, Transforming Healthcare Workforce, Association of American Medical Colleges, Washington, DC
| | - Gary C Butts
- G.C. Butts is executive vice president for diversity, equity and inclusion, Mount Sinai Health System, and dean, Diversity Programs, Policy, and Community Affairs, Icahn School of Medicine at Mount Sinai, New York, New York
| | - Cedric M Bright
- C.M. Bright is interim vice dean for medical education and admissions and professor of clinical internal medicine, East Carolina University Brody School of Medicine, Greenville, North Carolina
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Abstract
Medical school admissions committees are tasked with fulfilling the values of their institutions through careful recruitment. Making accurate predictions regarding the enrollment behavior of admitted students is critical to intentionally formulating class composition and impacts long-term physician representation.
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Affiliation(s)
- Ian Kratzke
- The University of North Carolina at Chapel Hill, Department of Surgery, 4001 Burnett-Womack Building, CB #7050, 101 Manning Drive, Chapel Hill, NC 27599-7050, USA
| | - Muneera R Kapadia
- The University of North Carolina at Chapel Hill, Department of Surgery, 4038 Burnett-Womack Building, 101 Manning Drive, Chapel Hill, NC 27599-7081, USA
| | - Fumiko Egawa
- Creighton University, Department of Surgery, Education Building, Ste. 501, 7710 Mercy Road, Omaha, NE 68124-2386, USA
| | - Jennifer S Beaty
- Des Moines University College of Osteopathic Medicine, 3200 Grand Avenue, #148, Des Moines, IA 50312, USA.
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Balasuriya L, Gregory A, Hernandez A, Ibe I, Jordan A. The Creation of the Minority Housestaff Organization: a Liberated Space for Underrepresented Minority Physicians to Thrive in Medicine. ACADEMIC PSYCHIATRY : THE JOURNAL OF THE AMERICAN ASSOCIATION OF DIRECTORS OF PSYCHIATRIC RESIDENCY TRAINING AND THE ASSOCIATION FOR ACADEMIC PSYCHIATRY 2021; 45:73-77. [PMID: 32691374 DOI: 10.1007/s40596-020-01285-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/31/2019] [Accepted: 07/05/2020] [Indexed: 06/11/2023]
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8
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Oliver KB, Nadamuni MV, Ahn C, Nivet M, Cryer B, Okorodudu DO. Mentoring Black Men in Medicine. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2020; 95:S77-S81. [PMID: 32889916 DOI: 10.1097/acm.0000000000003685] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
In recent years, there have been multiple publications about the dearth of Black men in medicine. Appreciating the fact that underrepresented minority physicians disproportionately care for America's underserved communities, the lack of diversity in health care is particularly disturbing. Of imminent concern is the critical shortage of Black men doctors. In this Perspective, the authors contend that while mentoring is often considered among the most important strategies to increase the number of Black men in medicine, unique challenges in this demographic can diminish its effectiveness. Among these challenges are below average primary school educational experiences and a general mistrust of society on the part of Black men, as well as difficulties overcoming stereotypes and social biases that others hold against them. Furthermore, acknowledging that mentorship is paramount in achieving success in the medical field, the authors provide a framework to assist mentors in recognizing and addressing situations and obstacles that may disrupt the mentoring relationship and hinder its potential to best serve Black men pursuing advancement in medicine. This framework is represented by the acronym RACE: Reluctance to discuss race, Access to mentors, Cultural mistrust and racial concordance, and Empathy.
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Affiliation(s)
- Kelvin B Oliver
- K.B. Oliver is assistant professor, Department of Internal Medicine, University of Texas Southwestern, Dallas, Texas
| | - Mridula V Nadamuni
- M.V. Nadamuni is a third-year resident, Department of Internal Medicine and Pediatrics, University of Texas Southwestern, Dallas, Texas
| | - Christina Ahn
- C. Ahn is director, Office of Faculty Diversity & Development, University of Texas Southwestern, Dallas, Texas
| | - Marc Nivet
- M. Nivet is executive vice president for institutional advancement, University of Texas Southwestern, Dallas, Texas
| | - Byron Cryer
- B. Cryer is professor, Department of Internal Medicine, and associate dean for faculty diversity and development, University of Texas Southwestern, Dallas, Texas
| | - Dale O Okorodudu
- D.O. Okorodudu is assistant professor, Department of Internal Medicine, and associate program director, Internal Medicine Program, University of Texas Southwestern, Dallas, Texas
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Kana LA, Noronha C, Diamond S, Pun M, Broderick MT, Finks J, Sandhu G. Experiential-Learning Opportunities Enhance Engagement in Pipeline Program: A Qualitative Study of the Doctors of Tomorrow Summer Internship Program. J Natl Med Assoc 2020; 112:15-23. [PMID: 32037249 DOI: 10.1016/j.jnma.2019.11.006] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/06/2019] [Revised: 10/25/2019] [Accepted: 11/02/2019] [Indexed: 10/25/2022]
Abstract
PURPOSE Doctors of Tomorrow (DoT) is a pipeline program between the University of Michigan Medical School and Cass Technical High School in Detroit where the overall mission is to encourage youth from communities that are underrepresented in medicine to pursue their interests in healthcare careers. Students have the opportunity to apply for a summer internship between 9th grade and 10th grade. There is limited literature on the effectiveness of experiential-learning opportunities in pipeline programs to support development of personal and professional skills. The purpose of this study was to examine the experiences of students participating in the DoT summer internship program in order to better understand how their engagement influenced personal and professional development. METHOD An exploratory qualitative study was conducted using responses from 27 students who participated in the DoT summer internship program between 2014 and 2018. Students engaged in self-reflective practices prompted by weekly surveys. Data were analyzed through an inductive process by coding and thematic analysis. RESULTS Four overarching themes were identified: (1) engagement in authentic experiential-learning opportunities; (2) development of professional skills; (3) self-reflection and actualization; and (4) real world barriers in experiential-learning. CONCLUSIONS High school students engaged in a variety of different community internships and shared insights that illustrated depth and diversity of understanding health in their community. Their reflections illustrate the added value of experiential-education in pipeline programs.
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Affiliation(s)
- Lulia A Kana
- University of Michigan Medical School, 1301 Catherine St., Ann Arbor, MI, 48109, USA
| | - Carol Noronha
- University of Michigan Medical School, 1301 Catherine St., Ann Arbor, MI, 48109, USA
| | - Sarah Diamond
- University of Michigan Medical School, 1301 Catherine St., Ann Arbor, MI, 48109, USA
| | - Matthew Pun
- University of Michigan Medical School, 1301 Catherine St., Ann Arbor, MI, 48109, USA
| | - Michael T Broderick
- University of Michigan Medical School, 1301 Catherine St., Ann Arbor, MI, 48109, USA
| | - Jonathan Finks
- Department of Surgery, Michigan Medicine, 1500 E. Medical Center Dr., Ann Arbor, MI, 48109, USA
| | - Gurjit Sandhu
- Department of Surgery, Michigan Medicine, 1500 E. Medical Center Dr., Ann Arbor, MI, 48109, USA.
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Gasman M, Smith T, Ye C, Nguyen TH. HBCUs and the Production of Doctors. AIMS Public Health 2017; 4:579-589. [PMID: 30155503 PMCID: PMC6111265 DOI: 10.3934/publichealth.2017.6.579] [Citation(s) in RCA: 25] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/20/2017] [Accepted: 11/21/2017] [Indexed: 11/29/2022] Open
Abstract
An important issue facing the world of medicine and health care is the field's lack of diversity, especially regarding African American doctors. African Americans made up 6% of all physicians in the U.S. in 2008, 6.9% of enrolled medical students in 2013 and 7.3% of all medical school applicants. The existing literature on the lack of diversity within the medical field emphasizes the role that inclusion would play in closing the health disparities among racial groups and the benefits acquired by African Americans through better patient-doctor interactions and further respect for cultural sensitivity. A large portion of current research regarding Black medical students and education focuses on why minority students do not go into medical school or complete their intended pre-med degrees. Common notions and conclusions are that many institutions do not properly prepare and support students, who despite drive and desire, may lack adequate high school preparation and may go through additional stress unlike their other peers. Historically Black Colleges and Universities (HBCUs) are institutions that were designed to support African American students by providing an educational learning environment that caters to their unique challenges and cultural understandings. Given that HBCUs have had much success in preparing minority students for STEM fields, and for medical school success more specifically, this article looks at the history of such universities in the context of medical education, their effective practices, the challenges faced by African Americans pursing medical education, and what they can do in the future to produce more Black doctors. We also highlight the work of Xavier University and Prairie View A&M University, institutions that regularly rank among the top two and top ten producers, respectively, of future African American doctors among colleges and universities.
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Affiliation(s)
- Marybeth Gasman
- University of Pennsylvania, 3819 Chestnut Street, St. Leonard's Court, Suite 140, Philadelphia, PA 19123, USA
| | - Tiffany Smith
- University of Pennsylvania, 3819 Chestnut Street, St. Leonard's Court, Suite 140, Philadelphia, PA 19123, USA
| | - Carmen Ye
- University of Michigan, 500 S. State Street, Ann Arbor, MI 48109, USA
| | - Thai-Huy Nguyen
- Seattle University, 90112th Avenue, Seattle, WA 98122-1090, USA
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11
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Laurencin CT, Murray M. An American Crisis: the Lack of Black Men in Medicine. J Racial Ethn Health Disparities 2017; 4:317-321. [PMID: 28534304 DOI: 10.1007/s40615-017-0380-y] [Citation(s) in RCA: 62] [Impact Index Per Article: 8.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/05/2017] [Revised: 05/02/2017] [Accepted: 05/04/2017] [Indexed: 10/19/2022]
Abstract
The current state of diversity within the US medical workforce does not reflect representative numbers of the Black male population. Research data continues to reveal continuing trends in the areas of discrimination, incarceration, health disparities, and mortality with respect to Black males. The lack of increase in Black male medical school applications and matriculation contrasted by the continuing trends mentioned above illustrates that there is in fact an American crisis. We present here a call to arms, to address the need of African-American men in medicine. The absence of Black males in medical school represents an American crisis that threatens efforts to effectively address health disparities and excellence in clinical care. This disturbing trend is in need of more empirical examination of medical school data specifically in the areas of qualification barriers, race/ethnic classification, and the impact of diversity on quality of healthcare in the USA.
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Affiliation(s)
- Cato T Laurencin
- School of Medicine, University of Connecticut Health Center, Farmington, CT, USA.
| | - Marsha Murray
- School of Medicine, University of Connecticut Health Center, Farmington, CT, USA
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12
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Hadinger MA. Underrepresented Minorities in Medical School Admissions: A Qualitative Study. TEACHING AND LEARNING IN MEDICINE 2017; 29:31-41. [PMID: 27824260 DOI: 10.1080/10401334.2016.1220861] [Citation(s) in RCA: 38] [Impact Index Per Article: 5.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
UNLABELLED Phenomenon: This study explored Black/African American and Hispanic/Latino medical students' perceptions of the medical school admissions process. Previous research has explored other elements of the medical education continuum. However, little is known regarding minorities' perceptions of navigating the medical school admissions process. To address this gap in the literature, this exploratory study suggests a conceptual model describing why minorities apply to medical school and the influences affecting their admissions experience. APPROACH This qualitative study utilized a grounded theory approach. Between December 2012 and January 2014, the principal researcher conducted one-on-one telephone and in-person small-group interviews, as well as web-based telephone feedback sessions, with Black/African American and Hispanic/Latino medical students. FINDINGS Thirty-three students participated, including 23 Black/African American and 10 Hispanic/Latino medical students. Participants represented 25 U.S. allopathic medical schools. Emergent themes are categorized under 2 headings: (a) motivations for a career in medicine and (b) barriers and supports. Motivations for a career in medicine include perceived fit, prior experience or knowledge, encouragement and role models, desire to help others, interest in science, and perceived benefits. Barriers and supports included information, guidance and social support, financial and academic factors, and persistence. Insights: Building on theories of student college choice and academic capital formation, the researcher's analysis and interpretations result in the proposal of a conceptual model describing minority applicants' experience in medical school admissions. The study also suggests research and practice implications related to premedical advising, mentoring, financial assistance, information, outreach, and data collection.
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Affiliation(s)
- Margaret A Hadinger
- a Graduate School of Education, University of Pennsylvania , Philadelphia , Pennsylvania , USA
- b Medical Education, Lehigh Valley Health Network , Allentown , Pennsylvania , USA
- c Morsani College of Medicine, University of South Florida , Tampa , Florida , USA
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Increasing racial and ethnic diversity in dermatology: A call to action. J Am Acad Dermatol 2016; 74:584-7. [DOI: 10.1016/j.jaad.2015.10.044] [Citation(s) in RCA: 77] [Impact Index Per Article: 9.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/17/2015] [Revised: 10/23/2015] [Accepted: 10/23/2015] [Indexed: 11/21/2022]
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Bandiera G, Abrahams C, Ruetalo M, Hanson MD, Nickell L, Spadafora S. Identifying and Promoting Best Practices in Residency Application and Selection in a Complex Academic Health Network. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2015; 90:1594-601. [PMID: 26488571 DOI: 10.1097/acm.0000000000000954] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/15/2023]
Abstract
Medical education institutions have a social mandate to produce a diverse physician workforce that meets the public's needs. Recent reports have framed the admission process outcome of undergraduate and postgraduate medical education (UGME and PGME) programs as a key determinant of the collective contributions graduating cohorts will make to society, creating a sense of urgency around the issue of who gets accepted. The need for evidence-informed residency application and selection processes is growing because of the increasing size and diversity of the applicant pool and the need for equity, fairness, social accountability, and health human resource planning. The selection literature, however, is dominated by a UGME focus and emphasizes determination of desirable qualities of future physicians and selection instrument reliability and validity. Gaps remain regarding PGME selection, particularly the creation of specialty-specific selection criteria, suitable outcome measures, and reliable selection systems.In this Perspective, the authors describe the University of Toronto's centralized approach to defining system-level best practices for residency application and selection. Over the 2012-2013 academic year, the Best Practices in Application and Selection working group reviewed relevant literature and reports, consulted content experts, surveyed local practices, and conducted iterative stakeholder consultations on draft recommendations. Strong agreement arose around the resulting 13 principles and 24 best practices, which had either empirical support or face validity. These recommendations, which are shared in this article, have been adopted by the university's PGME advisory committee and will inform a national initiative to improve trainees' transition from UGME to PGME in Canada.
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Affiliation(s)
- Glen Bandiera
- G. Bandiera is associate dean, Postgraduate Medical Education, University of Toronto, and chief of emergency medicine, St. Michael's Hospital, Toronto, Ontario, Canada. C. Abrahams is director of policy and analysis, Postgraduate Medical Education Office, University of Toronto, Toronto, Ontario, Canada. M. Ruetalo is a research officer, Postgraduate Medical Education Office, University of Toronto, Toronto, Ontario, Canada. M.D. Hanson is associate dean, Undergraduate Medical Education Admissions and Student Finances, University of Toronto, Toronto, Ontario, Canada. L. Nickell is associate dean, Undergraduate Health Professions Students Affairs, University of Toronto, Toronto, Ontario, Canada. S. Spadafora is vice dean, Postgraduate Medical Education, University of Toronto, Toronto, Ontario, Canada
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Cervantes L, Chu E, Nogar C, Burden M, Fischer S, Valtierra C, Albert RK. A Hospitalist mentoring program to sustain interest in healthcare careers in under-represented minority undergraduates. J Hosp Med 2014; 9:586-9. [PMID: 24891113 DOI: 10.1002/jhm.2218] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/31/2014] [Revised: 05/08/2014] [Accepted: 05/13/2014] [Indexed: 11/10/2022]
Abstract
BACKGROUND Ethnic minorities in the United States have decreased access to healthcare and disproportionately high morbidity and mortality. There has been minimal growth in the number of minority physicians despite their important role in reducing health disparities. Under-represented minority (URM) undergraduate students are 50% less likely to maintain interest in medical careers. METHODS Denver Health and the University of Colorado, Denver enrolled URM students interested in healthcare careers in a year-long, comprehensive program called the Healthcare Interest Program (HIP) that included pairing each student with a hospitalist for mentoring and job shadowing. At the end of the first year of HIP, students were surveyed, and 2 years later they were contacted for follow-up. RESULTS Twenty-three students enrolled and all completed the program. Nineteen (83%) completed the survey and all "strongly agreed" that participating in HIP expanded their perceptions of what they might accomplish and increased their confidence in their ability to participate in a healthcare profession. Two-year follow-up was available for 21 students (91%). Twenty (95%) remained committed to a career in healthcare, 18 (86%) had graduated, and 6 (29%) were enrolled in postgraduate healthcare training. CONCLUSION The interest of undergraduate minority prehealth students in healthcare careers may be maintained by participation in a multifaceted, year-long mentoring program such as HIP.
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Affiliation(s)
- Lilia Cervantes
- Department of Medicine, Denver Health, Denver, Colorado; Department of Medicine, University of Colorado School of Medicine, Aurora, Colorado
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Westring AF, Speck RM, Sammel MD, Scott P, Tuton LW, Grisso JA, Abbuhl S. A culture conducive to women's academic success: development of a measure. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2012; 87:1622-31. [PMID: 23018337 PMCID: PMC3485424 DOI: 10.1097/acm.0b013e31826dbfd1] [Citation(s) in RCA: 68] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/04/2023]
Abstract
PURPOSE The work environment culture inhibits women's career success in academic medicine. The lack of clarity and consistency in the definition, measurement, and analysis of culture constrains current research on the topic. The authors addressed this gap by defining the construct of a culture conducive to women's academic success (CCWAS) and creating a measure (i.e., tool) to evaluate it. METHOD First, the authors conducted a review of published literature, held focus groups, and consulted with subject matter experts to develop a measure of academic workplace culture for women. Then they developed and pilot-tested the measure with a convenience sample of women assistant professors. After refining the measure, they administered it, along with additional scales for validation, to 133 women assistant professors at the University of Pennsylvania. Finally, they conducted statistical analyses to explore the measure's nature and validity. RESULTS A CCWAS consists of four distinct, but related, dimensions: equal access, work-life balance, freedom from gender biases, and supportive leadership. The authors found evidence that women within departments/divisions agree on the supportiveness of their units but that substantial differences among units exist. The analyses provided strong evidence for the reliability and validity of their measure. CONCLUSIONS This report contributes to a growing understanding of women's academic medicine careers and provides a measure that researchers can use to assess the supportiveness of the culture for women assistant professors and that leaders can use to evaluate the effectiveness of interventions designed to increase the supportiveness of the environment for women faculty.
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