Underrepresented Medical Students Research Articles

Perceptual Barriers to Becoming a Plastic Surgeon among Underrepresented Medical Students.

The field of plastic surgery has experienced difficulty increasing diversity among trainees, despite significant efforts. Barriers to recruitment of underrepresented in medicine (URM) students are poorly understood. This study assesses URM students' exposure to plastic surgery, access to mentors and research opportunities, and the importance of diversity in the field. A survey was designed and distributed to members of the Student National Medical Association over 3 months. Survey data were collected using Qualtrics and descriptive statistics, and logistical regressions were performed using SAS. Of the 136 respondents, 75.0% identified as Black (n = 102/136), and 57.4% (n = 66/115) reported a plastic surgery program at their home institution. Of the total respondents, 97.7% (n = 127/130) were concerned about racial representation in plastic surgery, and 44.9% (n = 53/114) would be more likely to apply if there were better URM representation. Most respondents disagreed that there was local (73.4%, n = 58/79) or national (79.2%, n = 57/72) interest in URM recruitment. Students whose plastic surgery programs had outreach initiatives were more likely to have attending (OR 11.7, P < 0.05) or resident mentors (OR 3.0 P < 0.05) and access to research opportunities (OR 4.3, P < 0.05). URM students feel there is an evident lack of interest in recruiting URM applicants in plastic surgery. Programs with outreach initiatives are more likely to provide URM students access to mentorship and research opportunities, allowing students to make informed decisions about pursuing plastic surgery.

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

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 ...

Nth Dimensions Evolution, Impact, and Recommendations for Equity Practices in Orthopaedics.

Women and underrepresented medical students are frequently unable to see, identify, or interact with an orthopaedic surgeon who looks like them. Simultaneously, these students are repeatedly challenged about their aspirations and questioned about their ability to become an orthopaedic surgeon. Ultimately, students from marginalized groups are unable to envision any future role as an orthopaedic surgeon and are actively diverted to other medical specialties. Nth Dimensions has developed programming that provides relatable role models, consistent positive affirmation, hands-on surgical and research experiences, and exposure to a community that expects for the scholars to succeed. In addition, Nth Dimensions has developed a series of best practices, or "steps," designed to help orthopaedic surgery training programs successfully recruit and retain diverse residents and faculty and ensure their success by providing a safe, all-inclusive learning and working environment.

Promoting a Sense of Belonging Among Underrepresented Medical Students Through Cross-Cultural Programming

Background and Hypothesis: Despite improvements in recruiting trainees from underrepresented backgrounds, there is a paucity in programming designed to enhance underrepresented in medicine (URM) students’ sense of belonging and well-being. In addition to academic stressors, URM students may experience discrimination and stereotype threat, all of which contribute to burnout. Although Indiana University School of Medicine is one of the largest and more diverse medical schools in the country, URM students continue to experience disconnectedness from peers, mentors, and faculty from URM backgrounds due to the regional campus model. To address the complex challenges URM students face, the Cross-Cultural Student Success Retreat (CCSSR) was created. We hypothesize that URM students will feel an increased sense of belonging through participation in the retreat.&#x0D; Project Methods: The CCSSR was developed in partnership between Medical Student Education and the Office of Diversity Affairs as a response to concerns of isolation and burnout among URM students. The program is designed to be cohort style where day-long events take place twice an academic year to engage students with minority faculty and activities designed to promote sense of belonging, retention, and success. The retreat is broken into four sessions; self-discovery, self-efficacy, bias/perception, and well-being. Each of the sessions includes a presentation, discussion, and activity.&#x0D; Results: The retreat was found to be a success, with positive responses received from 36 participants across each session. Outcomes included an increased awareness of personal biases and prejudices, heightened sense of belonging among peers, and a feeling of empowerment to make their environment more inclusive.&#x0D; Conclusion and Potential Impact: The positive outcomes of the retreat strongly suggest a need to implement long and short-terms programs catering specifically to the success of URM students. Ultimately, addressing the specific challenges faced by URM students will decrease rates of burnout and isolation among this population.

Partnership with a Theater Company to Amplify Voices of Underrepresented-in-Medicine Students

Partnership with a Theater Company to Amplify Voices of Underrepresented-in-Medicine Students

Recruiting Underrepresented Minority Students into Psychiatry Residency: a Virtual Diversity Initiative.

ObjectiveThe COVID-19 pandemic has significantly hindered medical student career planning and clinical rotations. Recruitment and networking may be more influential in match outcomes than previous cycles. Medical residency training programs have significant challenges in recruiting diverse applicants. The American Psychiatric Association’s Black Caucus developed a virtual recruitment event for residency programs with robust diversity initiatives and underrepresented medical students. This article evaluates our methods, short-term results, and influence on participating medical students.MethodsThe authors sent web-based invitations to all programs subscribed to the American Association of Directors of Psychiatric Residency Training listserv. Programs that demonstrated intention and commitment to diversity, equity, and inclusion were selected. The authors used various social media platforms and the Black Caucus listserv to advertise to medical students. Student participants received an online feedback survey consisting of multiple-choice and open-ended questions.ResultsThirty-six programs and one hundred seven medical students participated in the 2-day diversity fair. Seventy-six students completed the following survey, which is a response rate of 71%. A majority of students reported that this event strongly influenced their interest in a program (71.05) and are actively considering a residency program they had not previously considered (69.74). A majority of medical students (89.47) strongly agreed that program representatives treated them with professionalism and respect.ConclusionThis event improved communication between highly valued underrepresented minority students applicants and residency programs. A notable majority of participants found the program overwhelmingly beneficial.

Ethnocomputational creativity in STEAM education: a cultural framework for generative justice

In the United States, the disciplines of science, technology, engineering, and mathematics (also widely known as STEM) attract very few African American, Latino, and Native (indigenous Alaskan, North American, and Pacific Islander) students. These underrepresented students might be more attracted to STEM disciplines if they knew STEM education’s extraordinary potential to circulate value back to their ethnic communities. For instance, underrepresented medical students, after graduation, are statistically more likely than white students to conduct research on health issues relevant to their ethnic communities. One of the most popular STEM reform movements that of STEAM (STEM + Arts) has done very little to help circulate the unalienated value of these ethnic communities. This paper describes “ethnocomputational creativity” as a generative framework for STEAM that circulates unalienated value in the arts back to underrepresented ethnic communities. We first will look at the dangers of extracting cultural capital without compensation, and how ethnocomputational creativity can, in contrast, help these communities to circulate value in its unalienated form, nurturing both traditional artistic practices as well as creating new paths for "heritage algorithms" and other forms of decolonized STEM education.