Education Deans Research Articles

A Guide for Aspiring Neurology Educators.

Deans of medical schools have diverse roles and responsibilities. In this article, we use the career development trajectories of neurologists who have become education deans in student affairs and curriculum to offer advice to aspiring clinician educators of all levels and backgrounds. Although their roles differ, the advice they share is universal and essential for the career development of future clinician educators. ANN NEUROL 2024;96:823-825.

Sexual and gender minority content in undergraduate medical education in the United States and Canada: current state and changes since 2011.

To characterize current lesbian, gay, bisexual, transgender, queer, and intersex (LGBTQI +) health-related undergraduate medical education (UME) curricular content and associated changes since a 2011 study and to determine the frequency and extent of institutional instruction in 17 LGBTQI + health-related topics, strategies for increasing LGBTQI + health-related content, and faculty development opportunities. Deans of medical education (or equivalent) at 214 allopathic or osteopathic medical schools in Canada and the United States were invited to complete a 36-question, Web-based questionnaire between June 2021 and September 2022. The main outcome measured was reported hours of LGBTQI + health-related curricular content. Of 214 schools, 100 (46.7%) responded, of which 85 (85.0%) fully completed the questionnaire. Compared to 5 median hours dedicated to LGBTQI + health-related in a 2011 study, the 2022 median reported time was 11h (interquartile range [IQR], 6-16h, p < 0.0001). Two UME institutions (2.4%; 95% CI, 0.0%-5.8%) reported 0h during the pre-clerkship phase; 21 institutions (24.7%; CI, 15.5%-33.9%) reported 0h during the clerkship phase; and 1 institution (1.2%; CI, 0%-3.5%) reported 0h across the curriculum. Median US allopathic clerkship hours were significantly different from US osteopathic clerkship hours (4h [IQR, 1-6h] versus 0h [IQR, 0-0h]; p = 0.01). Suggested strategies to increase content included more curricular material focusing on LGBTQI + health and health disparities at 55 schools (64.7%; CI, 54.6%-74.9%), more faculty willing and able to teach LGBTQI + -related content at 49 schools (57.7%; CI, 47.1%-68.2%), and more evidence-based research on LGBTQI + health and health disparities at 24 schools (28.2%; CI, 18.7%-37.8%). Compared to a 2011 study, the median reported time dedicated to LGBTQI + health-related topics in 2022 increased across US and Canadian UME institutions, but the breadth, efficacy, or quality of instruction continued to vary substantially. Despite the increased hours, this still falls short of the number of hours based on recommended LGBTQI + health competencies from the Association of American Medical Colleges. While most deans of medical education reported their institutions' coverage of LGBTQI + health as 'fair,' 'good,' or 'very good,' there continues to be a call from UME leadership to increase curricular content. This requires dedicated training for faculty and students.

Insights into Strategic Decision-making: Views of Filipino Education Deans

Background and Objectives: Strategic decision-making is a complex process, especially in the context of higher education institutions. Understanding how education college deans approach strategic decisions is crucial for effective management and decision support. This qualitative single case study aimed to explore the strategic decision-making processes (SDMP) of college deans in state universities in Eastern Visayas, Philippines. The study sought to identify the characteristics of SDMPs, approaches to SDM and propose a new model that captures the spectrum of decision-making modes. Methodology: A single case study that rests on the interpretive research paradigm was adopted to delve into the individual experiences of education college deans in making strategic decisions. Data was collected through semi-structured interviews, focus group discussions, and reflective essays from eight deans, selected through purposive sampling based on specific criteria. The study adhered to strict ethical guidelines, ensuring confidentiality and obtaining informed consent from participants. Data analysis followed Attride-Stirling's thematic network analysis method, allowing for in-depth exploration and interpretation of the decision-making processes. Main Results: The analysis revealed several characteristics of SDMPs, including their highly unstructured, non-routinary, nonrepetitive, high-stakes, risky, complex, and irreversible nature, aligning with findings from prior research. College deans employed three main types of SDMPs: rational, intuitive, and improvisational. Rational SDMP involved systematic, logical, and fact-based decision-making, while intuitive SDMP relied on judgment and past experiences in time-sensitive and uncertain situations. Improvisational SDMP emerged as a novel approach, characterized by spontaneity, novelty, and action-orientation. Discussions: The study contributes to the understanding that SDMPs are not fixed processes but rather dynamic and context-dependent. It highlights the importance of considering the specific circumstances and timing of decision-making when determining the most suitable approach. The proposed model presents a spectrum of SDMPs, recognizing the interconnectedness of the decision-making modes. The study also brings attention to the improvisational decision-making approach, which has received limited focus in the literature but is increasingly relevant in today's rapidly changing management context. Conclusions: Education college deans adopt diverse approaches to strategic decision-making, with rational, intuitive, and improvisational SDMPs being prevalent. The study underscores the need for flexibility and adaptation in decision-making to address the complexities and uncertainties faced by educational administrators. The new model of SDMPs captures the continuum of decision-making modes, allowing administrators to tailor decision support to the specific needs of deans based on the context and timing of decision-making. By recognizing the different decision-making approaches, administrators can foster more effective decision-making processes and improve the overall management of higher education institutions. Further research on the improvisational decision-making approach is warranted to explore its potential benefits and limitations in strategic decision-making contexts.

What is the role of global health and sustainable development in Swedish medical education? A qualitative study of key stakeholders’ perspectives

BackgroundGlobal health and sustainable development have increasingly been recognised as important parts of medical education, yet education on these issues remains fragmented and scarce. In 2020, a bill to reform the national medical curricula across all Swedish medical schools was introduced, including a greater emphasis on global health and sustainable development. This study aimed to explore the perspectives of key stakeholders in medical education on the role of global health and sustainable development in Swedish medical education.MethodsThis was a qualitative study based on semi-structured interviews with 11 key stakeholders in medical education, broadly defined as faculty board members (dean and/or vice-deans for medical education) and/or programme chairs representing six universities. Data were analysed using qualitative content analyis (QCA). The study was conducted according to the Consolidated Criteria for Reporting Qualitative research (COREQ) guidelines.ResultsStakeholders discussed the challenges and opportunities associated with the modification of medical education, which was seen as necessary modernisation to fit the changing societal perception of the role of medical doctors. The anchoring process of redesigning the curriculum and integrating global health and sustainable development was discussed, with emphasis on ownership and mandate and the role of teachers and students in the process. Finding a shared understanding of global health and sustainable development was perceived as a challenge, associated with resistance due to fear of curriculum overload. To overcome this, integrating global health and sustainable development with other topics and developing existing components of the curricula were seen as important. Additionally, it was stressed that fostering capacity building and developing infrastructure, including utilization of digital tools and collaborations, were essential to ensure successful implementation.ConclusionsMedical institutions should prepare future doctors to respond to the needs of a globalised world, which include knowledge of global health and sustainable development. However, conceptual uncertainties and questions about ownership remain among key stakeholders in medical education. Yet, key stakeholders also highlight that the inclusion of global health and sustainable development in the new curricula represents multiple overarching educational opportunities that can bring about necessary improvement.

Navigating Complex Decision-making: A Study of Filipino Education Deans' Perceptions on Strategic Decision-making

Navigating Complex Decision-making: A Study of Filipino Education Deans' Perceptions on Strategic Decision-making

Digital competencies for Singapore’s national medical school curriculum: a qualitative study

ABSTRACT Studies have shown that national-level initiatives to equip medical students with relevant digital competencies carry many benefits. Yet, few countries have outlined such competencies for clinical practice in the core medical school curriculum. This paper identifies current training gaps at the national level in digital competencies needed by students in the formal curricula of all three medical schools in Singapore from the perspectives of clinical educators and institutional leaders. It bears implications for countries that intend to implement standardized learning objectives for training in these digital competencies. Findings were drawn from in-depth interviews with 19 clinical educators and leaders of local medical schools. Participants were recruited using purposive sampling. Data were interpreted using qualitative thematic analysis. Thirteen of the participants were clinical educators while 6 were deans or vice deans of education from one of the three medical schools in Singapore. While the schools have introduced some relevant courses, they are not standardized nationally. Moreover, the school’s niche areas have not been leveraged upon for training in digital competencies. Participants across all schools acknowledged that more formal training is needed in digital health, data management, and applying the principles of digital technologies. Participants also noted that the healthcare needs of the population, patient safety, and safe procedures in the utilization of digital healthcare technologies should be prioritized when determining the competencies needed by students. Additionally, participants highlighted the need for stronger collaboration among medical schools, and for a stronger link between current curriculum and clinical practice. The findings highlighted the need for better collaboration among medical schools in the sharing of educational resources and expertise. Furthermore, stronger collaborations with professional bodies and the healthcare system should be established to ensure that the goals and outcomes of medical education and the healthcare system are aligned.

Advising Medical Students After the Dobbs Decision.

1Professor and assistant dean for faculty development, Department of Humanities, Health, and Society, Florida International University Herbert Wertheim College of Medicine, Miami, Florida; email: [email protected] 2Associate professor and assistant dean for clinical education, Department of Humanities, Health and Society, Florida International University Herbert Wertheim College of Medicine, Miami, Florida. Funding/Support: None reported. Other disclosures: None reported. Ethical approval: Reported as not applicable. First published online.

Introduction to “Mobilizing Creativity, Part 1”

Research Article| May 01 2023 Introduction to “Mobilizing Creativity, Part 1”: A Humanities Perspective Kiene Brillenburg Wurth; Kiene Brillenburg Wurth Kiene Brillenburg Wurth is professor of literature and comparative media, head of comparative literature, and a member of the MA program in medical humanities at Utrecht University. She has developed interdisciplinary research lines into intermediality, creativity, and experimental art and literature. Search for other works by this author on: This Site Google Iris van der Tuin; Iris van der Tuin Iris van der Tuin is professor of theory of cultural inquiry in the Department of Philosophy and Religious Studies at Utrecht University, where she is also university-wide dean for interdisciplinary education. Her research interest is humanities scholarship that integrates science and technology studies, interdisciplinary studies, and creative methods. Search for other works by this author on: This Site Google Nanna Verhoeff Nanna Verhoeff Nanna Verhoeff is professor of screen cultures and society in the Department of Media and Culture Studies at Utrecht University. Her research on urban media combines perspectives from (digital) media and performance studies, and contributes to the interdisciplinary methodological development of the creative humanities. Search for other works by this author on: This Site Google the minnesota review (2023) 2023 (100): 60–64. https://doi.org/10.1215/00265667-10320912 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn Email Permissions Search Site Citation Kiene Brillenburg Wurth, Iris van der Tuin, Nanna Verhoeff; Introduction to “Mobilizing Creativity, Part 1”: A Humanities Perspective. the minnesota review 1 May 2023; 2023 (100): 60–64. doi: https://doi.org/10.1215/00265667-10320912 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll Journalsthe minnesota review Search Advanced Search The text of this article is only available as a PDF. © 2023 Virginia Tech2023 Article PDF first page preview Close Modal Issue Section: Critical: Special Focus: Mobilizing Creativity, Part 1 You do not currently have access to this content.

An interview with Professor Roger Moltzen

Roger Moltzen is an Emeritus Professor at the University of Waikato, New Zealand and an Adjunct Professor of Psychology at Universitas Airlangga, Indonesia. Prior to becoming an academic, he was a school teacher and principal. His previous roles at the University of Waikato include foundation chair of the Department of Human Development and Counselling, and Faculty Dean. He is a former Chair of the New Zealand Council of Deans of Education. His research and publications are in the areas of inclusive education, talent development, and tertiary teaching and learning. In 2005 he received the New Zealand Prime Minister's Supreme Tertiary Teaching Excellence Award. In 2018 he was made a Member of the New Zealand Order of Merit (MNZM) for services to education.

Leadership Program Encourages Residents, Fellows to Advance Equity

Leadership Program Encourages Residents, Fellows to Advance Equity

Encouraging reflective practice in the teacher education practicum: A dean’s early efforts

This article presents an analysis of a dean’s early efforts to encourage reflective practice in the teacher education practicum, in consultation with a critical friend. The focus is on the importance of listening and the identification of assumptions underlying practices. The authors met in 2010 in a week-long seminar focused on the practicum in teacher education programs at a university in Santiago, Chile. A long conversation over dinner one evening revealed a significant interest in each other’s perspectives and experiences. Since that time, more than 20 opportunities to visit each other in Chile and in Canada have established an on-going connection for sharing insights as they emerge from experiences in each other’s country. The authors now consider themselves to be life-long critical friends. In April 2021, Rodrigo was appointed as Dean of Education at Universidad Autónoma in Santiago, with an early focus on encouraging reflective practice by all who are involved in the teacher education practicum—student teachers, mentor teachers and faculty supervisors. Tom retired in 2019 after 42 years in teacher education practice and research at Queen’s University, and he continues to explore the complex issue of how people learn to teach.

Critical incidence reporting about medical teaching.

Previous end-of-semester evaluation cycles at our medical school revealed critical incidents about medical teaching. In one instance, a lecturer had frightened students, and in another case, a learning video contained misogynist statements. However, incident information reached the office of the dean too late for appropriate measures. Critical teaching incidents can compromise students and lecturers personally and may adversely affect the medical training. Early identification and efficient resolution are required to protect personal integrity and wellbeing of all parties, to ensure teaching quality and to prevent future incidents. Although critical incident reporting systems (CIRS) are well established in healthcare systems to prevent patient harm, a personal approach of complained management is still common in the field of teaching. However, due to the large number of students and the broad range of issues that could arise, an appropriate processing appears not to be warranted. Emotional thresholds and confidentiality requirements may prevent students and lecturers to address complaints and concerns. Parties may fear social pressure, disadvantages in their studies or work, and reprisal. We set up a CIRS which was made available to students and lecturers after only 2 months of development and roll out of the associated IT project. To this end, we used an agile project management methodology based on the Scrum framework because of its simplicity, its potential of adaption and its ability to enhance team productivity.1 Development started with definition of needs regarding the CIRS, the so-called ‘product backlog’ by the ‘product owner’ represented by the Dean for medical education. Only minimum requirements of functionality were claimed for the time of launch. Subsequently, the ‘Scrum master’, in person the head of eHealth applications, called a meeting with the development team to prioritise activities and divide the project into ‘sprint cycles’ that should be completed within a two-month time-box. The development team consisted of the division head of student- and lecturer administration, the division head of quality development in medical education, and the university hospital healthcare risk manager. During the following Scrum process, frequent brief meetings were held to adjust prioritisation of tasks according to upcoming challenges and impediments and to functionalities achieved so far. CIRS for teaching was launched in due time. The CIRS application works on the learning management system of our medical school. Access is available for enrolled students and lecturers of the respective courses. Anonymity of submitters is ensured unless they agree to their identities being revealed. Incidences were categorised within a pre-defined drop-down menu. Categories included unacceptable behaviours of lecturers or students, no-show of the lecturer, poor teaching quality, irregularities during the exam, irregularities about allocation of resources, problems concerning use of digital teaching media, technical and organisational problems to enrol at the university hospital, no availability or cleanliness of course rooms, and miscellaneous. In addition, submitters can enter free text commentaries into a dialogue box. Each input will be sent immediately and directly to the responsible body and may be forwarded to the Dean for medical education depending on importance.

Community MH Must Include Care for Incarcerated Individuals, Released Prisoners

Community MH Must Include Care for Incarcerated Individuals, Released Prisoners

Medical school curriculum in the digital age: perspectives of clinical educators and teachers

BackgroundThere is a need to reexamine Singapore’s medical school curricula in light of the increasing digitalization of healthcare. Notwithstanding Singapore’s digital competitiveness, there is a perceived gap in preparing its medical students for the digital age. Furthermore, limited research has evaluated the extent to which skills in using digital technologies should be taught to medical students in Asian medical schools to prepare them for future clinical practice- a gap that is filled by this study. Using Singapore as a case study, it explores the views of some local clinical educators and teachers towards the need to impart skills in digital technologies to medical students. It also offers recommendations on ways to balance the clinicians’ concerns about these technologies with the digital competencies needed for clinical practice.MethodsFindings were drawn from individual interviews with 33 clinical educators and teachers from Singapore’s public and private healthcare sectors. They were recruited using purposive sampling. Data were interpreted using qualitative thematic analysis.ResultsParticipants included vice deans of education from all three local medical schools and senior consultants from a wide variety of disciplines. Overall, they acknowledged two benefits of equipping students with skills in digital technologies including promoting the culture of innovation and improving work efficiency. However, they also highlighted four main concerns of imparting these skills: (i) erosion of basic clinical skills, (ii) neglect of a generalist approach to healthcare characterized by holistic management of patients, inter-professional collaboration, and commitment to breadth of practice within each specialty, (iii) rapid pace of technological advances, and (iv) de-personalisation by technology.ConclusionsThe findings show that medical students in Singapore would benefit from a curriculum that teaches them to use digital technologies alongside core clinical skills.

How far has the digitization of medical teaching progressed in times of COVID-19? A multinational survey among medical students and lecturers in German-speaking central Europe

Background To ensure successful medical education despite the COVID-19 pandemic, the demand for online instruction has substantially increased. Fast and efficient teaching in a digital format poses a great challenge for medical students and lecturers as well as the universities.ObjectiveThe aim of this study is to capture the readiness of medical students and faculty members to participate in rapidly- evolving online education.MethodsThis cross-sectional study is based on two questionnaires distributed among medical students and associate deans for education in Germany, Austria and Switzerland. Questions included decision- making questions, categorical questions, and open-ended questions, all addressing the frequency and format of the digital education offered, the perceived quality of digital education, and medical student satisfaction with digital education. Questions about missing content and areas for improvement from the perspectives of medical students were included. The associate deans were asked for their opinions about the impact of the pandemic on teaching, the organizational setup and implementation of digital education by universities, and plans for future initiatives.Results Three thousand and thirty medical students (m = 752 and f = 2245) from 53 universities participated in the study. The study showed that 92% of students were affected by the pandemic, and 19% of the students viewed the changes as entirely negative. 97% of the medical students were able to participate in digital courses, but only 4% were able to learn exclusively online. For 77% of the medical students, digital offerings accounted for over 80% of the education offered. In terms of content, medical students complained about a lack of practical teaching, such as contact with patients, lecturers, fellow medical students, and a poor perceived quality of teaching due to dubbing, frequent changeover of seminars, problem-oriented learning groups and in-person teaching, a lack of interaction possibilities and a lack of technical equipment, such as lecturers’ knowledge and server capacities, at the universities. Overall, almost half of the medical students (42%) rated the implementation of digital teaching at their universities as good or very good. Forty-one of the 53 associate deans responded to the questionnaire, and 35 felt medical education was influenced by the pandemic. The associate deans (80%; 33/41) felt that the digitalization of medical education was negatively influenced by the pandemic. Only 44% (18/41) felt that their universities were well or very well positioned for digital teaching. All the associate deans believe that digital teaching in medicine will continue after the pandemic.ConclusionsIn the German-speaking world, the rapid conversion of medical teaching to a digital format has been well implemented in many cases. The perceived quality of the implementation of digital education still lacks practical relevance and the use of new digital media, such as learning games, VR, and online question time. The digital format of medical education will likely continue beyond the COVID-19 pandemic.

Impact of Medical Student Disciplinary Actions on the United States National Resident Match.

Introduction: Each year, the United States National Resident Matching Program describes the relative importance of a number of factors in the residency match for each speciality. However, the impact of disciplinary actions taken by a school when a student fails to meet certain expectations is not specifically evaluated but may have a major impact on a physician’s future performance.Methods: This study used electronic surveys sent to deans of medical education and residency program directors (PDs) to assess the way disciplinary actions are used at US allopathic medical schools, and the perceived implications of those actions on the residency match.Results: Thirty-three deans and 158 PDs participated (response rates of 26% and 22%, respectively). The median percentage of students put on probation each year as a function of class size was 3.3% (interquartile range [IQR] 2% to 6%). Three institutions reported putting greater than 10% of their students on probation each year and one institution reported putting 22% of their students on probation each year. A student's risk of failing to match was thought to be very or extremely likely (to deans and PDs, respectively) if there was a history of failed coursework (18.8% and 41.2%, p = 0.017), academic probation (34.4% and 67.1%, p = 0.009), or professionalism probation (78.1% and 83.9%, p = 0.016). The differences between each of the above types of disciplinary action’s impact on the likelihood of interviewing (p < 0.001) and risk of failure to match (p < 0.001) were also significant among both groups.Conclusion: Significant variability exists in the use and reporting of disciplinary actions at US medical schools. A history of these adverse actions, even if successfully remediated, was thought to negatively impact a student’s likelihood to interview and match. Greater standardization in the use and reporting of disciplinary actions would be appropriate to ensure equitable treatment of students nationwide.

Antiracism is necessary to achieve health equity

Pharmacists can help reduce or eliminate health disparities through antiracism and proactive work to uncover their patients’ social determinants of health, experts said during one of the 2021 ASHP Midyear Clinical Meeting’s sessions dedicated to diversity, equity, and inclusion (DEI). “In today’s environment, it has been said that being well-meaning and not racist is not enough; it is time for us all to be antiracist,” said Paul Walker, clinical professor and assistant dean of experiential education and community engagement at the University of Michigan College of Pharmacy. Walker served as chair of ASHP’s Task Force on Racial Diversity, Equity, and Inclusion and is the president-elect of ASHP. He opened the Midyear session, “The Pharmacist’s Role in Promoting Healthcare Equity and Antiracism Practices,” with a discussion of health equity, which is achieved when every person has the opportunity to reach their full health potential and no one is disadvantaged from attaining...

Editorial introductions

Editorial introductions

The Roles and Responsibilities of Graduate Education Deans: Mapping Current and Future Job Challenges

Graduate education is changing, driven by social issues, expectations, and technology. Leaders of graduate education play important roles in understanding these changes. The purpose for conducting the study was to profile the professional setting of the graduate dean, exploring the roles, responsibilities, and challenges of the position. Using a research-team developed instrument, graduate education leaders were surveyed. Descriptive findings of the study included the nomenclature of titles who held full time appointments and had an academic background in the liberal arts. The roles and responsibilities of these respondents were reported as a group and separated by research and comprehensive universities.

MP12-12 CORRELATES OF UNDERREPRESENTED MEDICAL STUDENTS' INTEREST IN AND DECISION TO PURSUE UROLOGY

You have accessJournal of UrologyEducation Research II (MP12)1 Sep 2021MP12-12 CORRELATES OF UNDERREPRESENTED MEDICAL STUDENTS' INTEREST IN AND DECISION TO PURSUE UROLOGY Efe Ghanney Simons, Kassandra Zaila, Natalia Garcia Peñaloza, Serena Does, Samuel Washington, Tracy Downs, and Christopher Saigal Efe Ghanney SimonsEfe Ghanney Simons More articles by this author , Kassandra ZailaKassandra Zaila More articles by this author , Natalia Garcia PeñalozaNatalia Garcia Peñaloza More articles by this author , Serena DoesSerena Does More articles by this author , Samuel WashingtonSamuel Washington More articles by this author , Tracy DownsTracy Downs More articles by this author , and Christopher SaigalChristopher Saigal More articles by this author View All Author Informationhttps://doi.org/10.1097/JU.0000000000001985.12AboutPDF ToolsAdd to favoritesDownload CitationsTrack CitationsPermissionsReprints ShareFacebookLinked InTwitterEmail Abstract INTRODUCTION AND OBJECTIVE: Early sustained exposure, mentorship, and acquisition of clinical skills increase medical students’ intentions to pursue urology. The current work is the first to examine potential racial and ethnic differences in how these factors shape Under-Represented in Medicine (URM) medical students’ interest in urology. METHODS: All medical students at UCLA were surveyed using an instrument adapted from prior work regarding specialty selection by medical students. We defined URM as those students who identified as Black/African American, Hispanic/Latinx, Native American/Native Alaskan, Native Hawaiian/Pacific Islander. Descriptive statistics and multivariate analyses were performed to compare factors that positively or negatively influence interest in urology across race/ethnicity. Logistic regression was used to determine differences in level of interest in urology across race. RESULTS: We sent surveys to all 804 medical students, and received 394 responses (49%). 123 participants (28%) met criteria for URM. Mentorship (p=0.0186) and access to underserved patient populations/patient diversity (p <0.0001) were considered ‘extremely important’ when choosing a residency specialty to pursue for Black and Latinx students compared to Asian and White students. Black and Latinx students who reported having limited/relatively low interest in urology attributed it to having no role models in urology at approximately twice the rate compared to Asian and White students. Race/ethnicity was shown to be a significant contributing factor to students’ perception of urology as a good fit (p <0.0001) while gender identity had no influence (p=0.1736). After adjusting for multiple covariates, including perceived “fit” and access to role models, level of interest in urology and planning to pursue a career in urology was not significantly associated with race. CONCLUSIONS: Despite significant interest among URM students in pursuing a career in urology, many of these students lack role models and are encouraged to pursue less competitive fields, which may impact the recruitment of URM students into urology. Addressing these factors will be critical to diversifying our specialty to better meet the needs of our patient population. Source of Funding: Office of the Vice Dean for Education and Executive Director of the DGSOM AntiRacism Roadmap © 2021 by American Urological Association Education and Research, Inc.FiguresReferencesRelatedDetails Volume 206Issue Supplement 3September 2021Page: e192-e193 Advertisement Copyright & Permissions© 2021 by American Urological Association Education and Research, Inc.MetricsAuthor Information Efe Ghanney Simons More articles by this author Kassandra Zaila More articles by this author Natalia Garcia Peñaloza More articles by this author Serena Does More articles by this author Samuel Washington More articles by this author Tracy Downs More articles by this author Christopher Saigal More articles by this author Expand All Advertisement Loading ...