Assessing correlations between black and white students' perceptions of the medical school learning environment, their academic performances, and their well-being.

Abstract

From 1982 to 1985, first-year students at a medical school were invited to participate in a longitudinal study that assessed the correlations between their perceptions of the learning environment, their academic performances, and their perceptions of their own well-being. Differences between black and white medical students' perceptions of the medical school's learning environment and the predictors of their academic success and mental and social well-being were determined at the end of their first year. Black and white students had similar perceptions of the learning environment's quality. Black students experienced more stress but found more support from faculty, class advisors, and administrators. Although black and white students shared some predictors of academic performance and well-being, there were important differences that should be considered when resources are developed to assist students with their academic performance and the maintenance of their social and mental well-being.