MP57-17 TALKING THE TALK BUT NOT WALKING THE WALK: EXPERIENCES OF BLACK MEDICAL STUDENTS ENGAGED IN DIVERSITY AND INCLUSION SERVICE

Abstract

You have accessJournal of UrologyCME1 Apr 2023MP57-17 TALKING THE TALK BUT NOT WALKING THE WALK: EXPERIENCES OF BLACK MEDICAL STUDENTS ENGAGED IN DIVERSITY AND INCLUSION SERVICE Chase Arnold, Cheyenne Williams, Devon Langston, Dinah Diab, Alicia Scimeca, Aliza Khuhro, Dairon Denis-Diaz, Cheryl Lee, and Tasha Posid Chase ArnoldChase Arnold More articles by this author , Cheyenne WilliamsCheyenne Williams More articles by this author , Devon LangstonDevon Langston More articles by this author , Dinah DiabDinah Diab More articles by this author , Alicia ScimecaAlicia Scimeca More articles by this author , Aliza KhuhroAliza Khuhro More articles by this author , Dairon Denis-DiazDairon Denis-Diaz More articles by this author , Cheryl LeeCheryl Lee More articles by this author , and Tasha PosidTasha Posid More articles by this author View All Author Informationhttps://doi.org/10.1097/JU.0000000000003310.17AboutPDF ToolsAdd to favoritesDownload CitationsTrack CitationsPermissionsReprints ShareFacebookLinked InTwitterEmail Abstract INTRODUCTION AND OBJECTIVE: Underrepresented physician faculty have historically shouldered disproportionate academic service related to diversity and inclusion (DI) initiatives. However, this is not well-reported among underrepresented students. We characterize the perceived impact of institutional service related to racial justice on Black medical students during recent periods of racial tension. METHODS: Semi-structured interviews were conducted via Zoom from Feb. 1-present among members of the Student National Medical Association (n=16 interviews). Interview questions assessed students’ (n=16) engagement/motivations for DI service, impacts/acknowledgment of their service, and the impact of racial equity movements of 2020. Two researchers conducted qualitative content analysis to identify relevant themes/sub-themes. RESULTS: Global-Themes: Students reported that engagement with DI initiatives was motivated by (1) a sense of duty (e.g., ‘if I don’t do it, it won’t get done’), (2) ‘paying it forward’, (3) a strong sense of community among students pursuing these efforts. Students overwhelmingly reported that DI initiatives have been primarily started/championed by students, rather than faculty or other leadership. Sub-Themes: Students reported an appreciation for conversations and anti-racism efforts started in 2020. Students have received minimal acknowledgement for their service and felt other activities (e.g., academic research) were more respected. Students, particularly M3s and M4s, discontinued DI service in favor of (1) focusing on other academic pursuits, (2) burnout/exhaustion, (3) opening space for younger students to participate. CONCLUSIONS: In this qualitative study, underrepresented medical students were highly motivated champions of DI initiatives. This study illuminates student experiences spearheading DI initiatives and provides insights to the “minority tax” as early as the medical school level. Source of Funding: Coca-Cola Critical Difference Grant © 2023 by American Urological Association Education and Research, Inc.FiguresReferencesRelatedDetails Volume 209Issue Supplement 4April 2023Page: e791 Advertisement Copyright & Permissions© 2023 by American Urological Association Education and Research, Inc.MetricsAuthor Information Chase Arnold More articles by this author Cheyenne Williams More articles by this author Devon Langston More articles by this author Dinah Diab More articles by this author Alicia Scimeca More articles by this author Aliza Khuhro More articles by this author Dairon Denis-Diaz More articles by this author Cheryl Lee More articles by this author Tasha Posid More articles by this author Expand All Advertisement PDF downloadLoading ...