Underrepresented Minority Medical Students Research Articles

Lifting as We Climb: The Development of a Support Group for Underrepresented Minority Medical Students

Abstract: Structural racism affects health care systems and leads to disparities that impact medical treatment. The lack of multiracial and multiethnic representation among health care professionals negatively impacts outcomes for patients, who often distrust medical treatment across racial and ethnic lines. This article discusses the origin and development of an affinity psychotherapy group for racial and ethnic minority medical students at a medical school. To address the mental health needs of those who are underrepresented in medicine, the group supported students while offering interventions to address the impact of institutional racism on their lives and careers. The author draws on some of her personal experiences in describing the group’s development and process to illustrate the fostering of support.

Hidden Curriculum and the Demographic Stoicism That Keeps Women and Minorities Away From Radiology: A Mixed-Methods Study ofMedical Students.

To understand how women and historically underrepresented minority medical students perceive radiology as a potential career choice. Medical students representing a broad spectrum of radiology exposure from a single institution were invited to participate in a mixed-methods study. Participants completed a 16-item survey about demographics and perceptions of radiology. Ten focus groups were administered to probe decision making regarding career selection. The themes influencing women and historically underrepresented minority students are presented. Forty-nine medical students, including 29 (59%) women and 17 (35%) underrepresented minorities, participated. Most participants (28 of 48, 58%) reported men outnumbered women in radiology. Female participants reported a lack of mentorship and role models as major concerns. Outreach efforts focused on the family-friendly nature of radiology were viewed as patronizing. Demographic improvements in the field were viewed as very slow. Forty-six percent (22 of 48) of participants indicated that radiology had a less underrepresented racial or ethnic workforce than other medical specialties. Minority participants especially noted a lack of radiology presence in mainstream media, so students have few preconceived biases. A failure to organically connect with the mostly White male radiologists because of a lack of shared background was a major barrier. Finally, participants described a hidden curriculum that pushes minority medical students away from specialty fields like radiology and toward primary care fields to address underserved communities and health care disparities. Women and historically underrepresented minority medical students perceive major barriers to choosing a career in radiology. Radiology departments must develop sophisticated multilevel approaches to improve diversity.

31405 Addressing barriers to diversity: Introducing underrepresented minority students to dermatologic careers and resources

When subclassified into specialties, dermatology is considered the second least diverse field of all medical specialties offered. Some multifactorial barriers cited include lack of exposure to the field and lack of mentorship for underrepresented minority medical students. Over the course of three months, presentations consisting of general information about the field of dermatology and resources that aid minority students who wish to pursue this specialty were given to Minority Association of Pre-Medical Students (MAPS) college chapters.

ICRE Top Research Abstracts

ICRE Top Research Abstracts

MP12-15 THE ACADEMIC FRONT LINE: EVALUATING THE IMPACT OF ANTI-RACISM SERVICE ON BLACK MEDICAL STUDENTS PURSING UROLOGY AND SURGICAL SPECIALTIES

You have accessJournal of UrologyEducation Research II (MP12)1 Sep 2021MP12-15 THE ACADEMIC FRONT LINE: EVALUATING THE IMPACT OF ANTI-RACISM SERVICE ON BLACK MEDICAL STUDENTS PURSING UROLOGY AND SURGICAL SPECIALTIES Cheyenne Williams, Tasha Posid, Alicia Scimeca, Dinah Diab, and Cheryl Lee Cheyenne WilliamsCheyenne Williams More articles by this author , Tasha PosidTasha Posid More articles by this author , Alicia ScimecaAlicia Scimeca More articles by this author , Dinah DiabDinah Diab More articles by this author , and Cheryl LeeCheryl Lee More articles by this author View All Author Informationhttps://doi.org/10.1097/JU.0000000000001985.15AboutPDF ToolsAdd to favoritesDownload CitationsTrack CitationsPermissionsReprints ShareFacebookLinked InTwitterEmail Abstract INTRODUCTION AND OBJECTIVE: Historically, underrepresented physicians shoulder disproportionate academic service related to diversity and inclusion (DI) initiatives, but this is not well-reported among students. As racial representation among urology trainees continues to lag behind other specialties, it is critical to understand competing interests experienced by underrepresented minority medical students and how this may impact their academic trajectories. We analyzed the perceived impact of DI service following the summer 2020 movements for racial justice on Black medical students interested in urology and surgical specialties. METHODS: A 39-item survey was distributed between August 2020-November 2020 to Student National Medical Association, a Black medical student organization. Survey items measured specialty interest, a validated racial discrimination score, time commitments to academic and DI efforts before vs after June 2020, and perceived impact of DI service on student wellness and academic performance. Survey responses were compared between students interested in urology vs. other surgical fields and all surgical fields vs. non-surgical fields. RESULTS: We evaluated surveys of 400 students from 105 medical schools. Participants were 53% female, 97.2% Black, and had a mean age of 24.6 years. 29.6% (118/400) of students indicated interested in surgical specialties, with 14.7% (17/118) of students reporting interest in urology. Responses from students pursuing urology were comparable to those of students pursuing other surgical fields. Students interested in surgical specialties more frequently reported that participation in DI activities had a negative impact on their academic performance and said that it prevented them from pursuing other, non-DI involvement (p=0.003) (Table 1). CONCLUSIONS: Black medical students are heavily engaged in institutional service for racial justice. This service has a more negative perceived impact on the academic performance of Black students pursuing urology and surgical specialties. As we seek to recruit a diverse urology workforce, these results warrant exploration of interventions to acknowledge and reward DI service and ultimately ameliorate the “minority tax” on Black trainees. Source of Funding: N/A © 2021 by American Urological Association Education and Research, Inc.FiguresReferencesRelatedDetails Volume 206Issue Supplement 3September 2021Page: e194-e194 Advertisement Copyright & Permissions© 2021 by American Urological Association Education and Research, Inc.MetricsAuthor Information Cheyenne Williams More articles by this author Tasha Posid More articles by this author Alicia Scimeca More articles by this author Dinah Diab More articles by this author Cheryl Lee More articles by this author Expand All Advertisement Loading ...

Microaggressions in Medicine.

Microaggressions are behaviors that stem from implicit bias and occur at an interpersonal level. In medicine, microaggressions may be encountered both in training and clinical practice. Although often unintentional or unconscious by the offender, microaggressions are harmful to the health and safety of women and underrepresented minority (URM) medical students, residents, physicians, other providers, and patients. This article aims to define microaggressions, present example scenarios, and provide discourse regarding microaggressions within the framework of medicine.

The Design and Preliminary Experience with a Virtual Diversity Visiting Student Acting Internship in Radiology for Underrepresented Minority Medical Students

Benefits of a diverse physician workforce are numerous and the impact of a lack of diversity has been highlighted with the COVID-19 pandemic. Despite the commitment of professional societies such as the American College of Radiology to diversity in Radiology, the field and its residency training programs remain the least diverse. With COVID-19 related suspension of in-person medical student rotations, our Department of Radiology redesigned and implemented a virtual radiology internship for underrepresented minority (URM) medical students. A four-week virtual radiology internship was designed to provide clinical exposure to radiology and to allow students to gain an understanding of what a career in radiology entails. Course design included videoconference patient care sessions, didactic lectures, online modules, mentoring, and extra-clinical curriculum. Feedback from students was collected using online surveys assessing pre- and postcourse attitudes and understanding of a career in radiology and the students' perceived aptitude for such a career, as well as course component evaluation. Three participants were enrolled in the inaugural clerkship. All noted exceptional educational course content and ample opportunities to build connections with faculty and residents-with mentoring seen as the highlight of the course. All indicated a significant shift in perception of the field and in declaring interest in pursuing a career in radiology. Virtual radiology internship for URM students is a feasible paradigm to address potential impediments to diversification of the specialty by both engaging interested URM medical students in a career in radiology and arming them with the tools for a successful application to radiology residency.

Building an Equitable Surgical Training Pipeline: Leadership Exposure for the Advancement of Gender and Underrepresented Minority Equity in Surgery (LEAGUES)

Underrepresented minority (URM) medical students face many educational challenges. Barriers include lack of equitable representation, scarce mentorship, and the effects of systemic racism. For students interested in diversity and health equity, perceptions of surgical culture may discourage pursuing surgical specialties. We describe a national pilot for a novel surgical pipeline program, Leadership Exposure for the Advancement of Gender and Underrepresented Minority Equity in Surgery (LEAGUES), which utilizes early exposure, mentorship, and community building to empower URM students in pursuit of academic surgical careers. A 4-week virtual program included pairing students with faculty research mentors, virtual skills sessions, and seminars on leadership, advocacy, and career development. Participants underwent semi-structured interviews before and after participation, assessing experiences with mentorship and research, interest in surgery, career aspirations, and perceived barriers to career goals. Department of Surgery, Michigan Medicine, Ann Arbor, Michigan. Rising second-year medical students. All 3 participants were Latinx; 2 were first-generation college students. Participants had no surgical mentorship and limited research exposure, citing a desire to learn research methodology, connect with mentors, and build towards a career working with underserved communities as motivating factors for participation. Perceived barriers to a surgical career included surgical culture, burnout, and lack of research expertise or academic network necessary for success. At completion of the program, participants described several themes: (1) new positive perspective on academic surgical culture, (2) interest and confidence in research, (3) hope for improving health disparities, (4) networking and longitudinal mentorship connections contributing to a sense of surgical community, and (5) eagerness to share resources with colleagues at their home institutions. LEAGUES program participants acquired tools and motivation to pursue careers in surgery, and established valuable longitudinal network and mentor relationships. LEAGUES is a novel model for national surgical pipeline programs.

National trends in gender and ethnicity in dermatology training: 2006 to 2018

To the Editor: Sex and race concordance between physicians and patients is associated with improved perceptions of clinical care.1Street R.L. O'Malley K.J. Cooper L.A. Haidet P. Understanding concordance in patient-physician relationships: personal and ethnic dimensions of shared identity.Ann Fam Med. 2008; 6: 198-205Crossref PubMed Scopus (341) Google Scholar In 2017, 48.9% and 64.5% of dermatology attendings and residents, respectively, were female.2Bae G. Qiu M. Reese E. Nambudiri V. Huang S. Changes in sex and ethnic diversity in dermatology residents over multiple decades.JAMA Dermatol. 2016; 152: 92-94Crossref PubMed Scopus (41) Google Scholar Academic dermatology leadership positions are underrepresented in sex and ethnic diversity.3Jayakumar K.L. Lipoff J.B. Trends in the dermatology residency match from 2007 to 2018: implications for the dermatology workforce.J Am Acad Dermatol. 2019; 80: 788-790Abstract Full Text Full Text PDF PubMed Scopus (4) Google Scholar,4McDonald T.C. Drake L.C. Replogle W.H. Graves M.L. Brooks J.T. Barriers to increasing diversity in orthopaedics: the residency program perspective.JB JS Open Access. 2020; 5: e0007PubMed Google Scholar We examined sex and ethnicity trends of dermatology residents and fellows compared to other medical and surgical trainees. Demographics of dermatology residents and fellows and other of medical/surgical trainees were obtained from the Accreditation Council for Graduate Medical Education annual census, 2006 to 2018. Underrepresented minority (URM) was defined as Black/African American, Hispanic, or Native American. A 2-sample z-test was used to compare sex and ethnicity proportions in 2006 and 2018 (α level, <.05). Female representation in dermatology residency was stable at approximately 60% (Supplemental Table I; available via Mendeley at https://doi.org/10.17632/m3hs3dyr2n.1), and the overall residency census national average increased from 44% to 46% (P < .01) during the study period. Proportions of women in procedural dermatology and dermatopathology increased from 27% to 44% and from 46% to 54%, respectively (P > .05) (Fig 1). Female representation increased in all fellowship comparator groups; however, proportions of female fellows were consistently less than those of corresponding residencies in internal medicine, plastic surgery, and general surgery (Supplemental Table II; available via Mendeley at https://doi.org/10.17632/m3hs3dyr2n.1). All fields trended toward a narrowing of residency-fellowship gender gaps. Average URM representation in the overall residency national census increased from 12.5% in 2006 to 13.6% in 2018 (P < .05) (Supplemental Table I). URM representation in dermatology residency and fellowship increased from 8.2% to 9.3% and decreased from 9.5% to 3.1% (P > .05), respectively. URM representation in dermatology residency was consistently below the national average (Fig 2). URM residency-fellowship disparities persist in other fields (Supplemental Table II); however, only dermatology experienced a downward trend of URM fellowship representation over time. This study is limited by use of self-reported data and unknown rates of fellowship application by candidates of differing gender/ethnicity. We did not have access to pediatric dermatology fellowship data or total number of dermatology residency/fellowship positions. Our study showed significant narrowing of female residency-fellowship gaps and persistent URM dermatology residency underrepresentation and residency-fellowship gaps compared to the national average. Physician diversity is essential in addressing health care disparities.5Pritchett E.N. Pandya A.G. Ferguson N.N. Hu S. Ortega-Loayza A.G. Lim H.W. Diversity in dermatology: roadmap for improvement.J Am Acad Dermatol. 2018; 79: 337-341Abstract Full Text Full Text PDF PubMed Scopus (50) Google Scholar Lack of URMs in leadership positions, mentorship, racism, and implicit bias have been cited as barriers for URMs pursuing subspecialties. Female and URM residents should be encouraged to seek mentorship from leaders of concordant and discordant gender and ethnicity. Mentorship programs, through the American Academy of Dermatology and Women's Dermatologic Society, which support URM medical students interested in pursuing dermatology and female resident dermatologists pursuing subspecialties, likely contributed to some of the upward trends observed. The Perry and student to resident institutional vehicle for excellence initiatives, Nth Dimension programs, and near-peer mentors have been successful in encouraging URMs to apply for competitive fields, subspecialties, and academic faculty positions. Similar initiatives should be adopted for dermatology. Early exposure of URMs to dermatology, updated curricula including skin of color topics, and rethinking residency selection criteria are also essential.5Pritchett E.N. Pandya A.G. Ferguson N.N. Hu S. Ortega-Loayza A.G. Lim H.W. Diversity in dermatology: roadmap for improvement.J Am Acad Dermatol. 2018; 79: 337-341Abstract Full Text Full Text PDF PubMed Scopus (50) Google Scholar Our study highlights positive trends for women in dermatology residency/fellowships and significant deficiencies in URM representation in dermatology residency/fellowships. Increased efforts are needed to understand barriers to pursuing subspecialties and initiatives taken to promote mentorship and guidance to underrepresented groups. None disclosed.

Evaluation of Racial Microaggressions Experienced During Medical School Training and the Effect on Medical Student Education and Burnout: A Validation Study

IntroductionMicroaggressions in the learning environment have been documented at various levels of medical training. However, there is lack of data detailing the prevalence and effects of racial microaggressions in medical school. This limits interventions that might improve the learning environment for underrepresented minority medical students (URMMS). This study describes the creation and validation of a survey instrument characterizing the experience of microaggressions in medical school and their impact on medical student education and burnout. MethodsAn anonymous survey instrument was adapted for medical students from the validated Racial and Ethnic Microaggressions Scale (REMS) and distributed to the national listservs of the Student National Medical Association (SNMA), Latino Medical Student Association (LMSA), and the Asian Pacific American Medical Student Association. Responses were categorized into two cohorts: under-represented minority (URM) and non-URM based on self-reported race or ethnicity. ResultsA total of 217 responses were collected from medical students across the United States, with 148 (68.2%) students identifying as URM. URM respondents were significantly (p < 0.05) more likely to report experiencing race-related microaggressions during medical school (55% vs 31%), and to report that these microaggressions contributed to feelings of burnout (62% vs 29%) and compromised learning (64% vs 49%). URM students were significantly less likely to feel that adequate resources were available to address microaggressions (26% vs 39%, p < 0.05). ConclusionsOur results suggest that microaggressions experienced by URMMS can be evaluated using an adapted REMS. Additionally, the experience of microaggressions negatively impact the learning environment, and students feel the availability of sufficient resources to address microaggressions and their effects are lacking. Further research is needed to evaluate microaggressions and their impact on a larger scale. This should be followed by interventions to minimize the frequency and impact of these microaggressions.

18713 A comparison study of preclinical and clinical underrepresented minority medical students perceptions of dermatology

Background and Objective: Medical students have limited exposure to dermatology during their medical education. Given the dearth of dermatologists from groups underrepresented in medicine (UIM), medical schools at Historically Black Colleges and Universities could be important resources for recruitment of medical students into the specialty, especially if they provide early exposure to the content and value of dermatology. The purpose of this study was to compare preclinical UIM medical students’ perception of dermatology to UIM medical students who have completed the core clinical clerkships.

Assessing the Female and Underrepresented Minority Medical Student Experience in the Urology Match: Where Do We Fall Short?

ObjectiveTo better understand the experiences of female and underrepresented minority (URM) medical students pursuing urology and determine if discrimination was perceived at any point during the application process. MethodsAfter the rank list submission deadline (January 2, 2020), we emailed an anonymous survey to all 353 applicants to our institution for the 2020 AUA Residency Match (80.0% of applicants nationally). The survey inquired about their experiences pursuing urology and the residency match process. Ordinal regression models were used to identify any significant predictors of survey responses. ResultsOne hundred ninety applicants (136 male [72%], 54 female [28%]) completed the survey. A significantly higher percentage of females vs males noted discrimination (odds ratio: 2.53; confidence interval: 1.37-4.74, Fig. 1). URM students also reported higher frequencies of discrimination than non-URM students (odds ratio: 2.27; confidence interval: 1.07-4.83). Thirty-two percent of respondents tested positive on the Maslach Burnout Inventory; we did not identify any predictors of burnout. Higher proportions of female residents, faculty and leadership at a particular program had a more favorable impact on the rank lists of female applicants compared with males. Higher proportions of URM residents, faculty and leadership at a particular program had a more favorable impact on the rank lists of URM applicants compared with non-URM. ConclusionOur collective findings suggest that URM and female medical students have less favorable experiences interacting with urology trainees and faculty than do their nonminority and male counterparts. Higher percentages of female and URM urology residents and faculty promote effective recruitment of female and URM applicants.

From Intention to Action: Operationalizing AGA Diversity Policy to Combat Racism and Health Disparities in Gastroenterology

From Intention to Action: Operationalizing AGA Diversity Policy to Combat Racism and Health Disparities in Gastroenterology

716 Supporting diversity in skin science: Development of a summer curriculum for underrepresented minority medical students

Diversity in the scientific workforce fosters innovation, improves research quality, increases the likelihood of generalizable findings, and builds public trust. Despite a recent commitment to diversity in dermatology, gender, racial and ethnic diversity in skin science is still lacking. We developed a 6-week summer curriculum for underrepresented minority (URM) medical students conducting research with a faculty mentor in our department. The curriculum goals were to: create a supportive environment for URM students to develop research mentorship relationships, expose URM students to the breadth of research in dermatology, and facilitate acquisition of skills needed for academic success. The curriculum consisted of a weekly lunch seminar series led by faculty; peer mentoring with residents; and an informational career panel. Students attended resident didactics, and networking events were held to facilitate mentoring. All students completed program evaluations. Seven URM students (6 rising MS2s, and 1 rising MS4) from 5 medical schools participated (5 female, 5 black, 2 Hispanic, 1 Native American, 3 bi-racial). Two students received Dermatology Foundation Diversity Supplement awards and 2 received departmental funding designated for URM students. 5/7 reported having an academic mentor and 4/7 reported having a dermatology mentor at their home institutions. Upon program completion, students reported improved understanding of dermatology research and careers in dermatology, and feeling better prepared to read an article, give a presentation and write an academic paper. 4/7 reported financial constraints and affordable housing as the primary barrier to program participation. All were extremely likely to continue their mentoring relationship with their assigned mentors. We report an initiative aimed at supporting and cultivating racial and ethnic diversity in investigative dermatology. Longitudinal data are needed to understand the impact and long-term outcomes of this initiative.

Orthopaedic Faculty and Resident Racial/Ethnic Diversity is Associated With the Orthopaedic Application Rate Among Underrepresented Minority Medical Students.

Orthopaedic surgery is among the least diverse fields in all of medicine. To promote the recruitment of minorities, a commonly proposed strategy is to increase the exposure of minority medical students to orthopaedic surgeons and residents who are minorities themselves. This study examines the degree to which the racial/ethnic diversity of the orthopaedic faculty and residency program influences underrepresented in medicine (URM) medical students at that institution to pursue a career in orthopaedics. Using data provided by the Association of American Medical Colleges, we identified all US medical schools that were affiliated with an orthopaedic department and an orthopaedic residency program (n = 110). For each institution, data were collected on URM representation among the orthopaedic faculty and residents (2013 to 2017), as well as the proportion of URM medical students who applied to an orthopaedic residency program (2014 to 2018). The association between institutional factors and the URM medical student orthopaedic application rate was then assessed. Of 11,887 URM students who graduated from medical school during the 5-year study period, 647 applied to an orthopaedic residency program (5.4%). URM students who attended medical school at institutions with high URM representation on the orthopaedic faculty were more likely to apply in orthopaedics (odds ratio 1.27, 95% confidence interval 1.04 to 1.55, P = 0.020), as were URM students at institutions with high URM representation in the residency program (odds ratio 1.45, 95% confidence interval 1.17 to 1.79, P < 0.001). The benefits of a diverse orthopaedic workforce are widely acknowledged. In this study, we found that increased URM representation among the orthopaedic faculty and residents was associated with a greater likelihood that URM medical students at that institution would apply in orthopaedics. We also suggest a set of strategies to break the cycle and promote the recruitment of minorities into the field of orthopaedic surgery.

Admissions Is Not Enough: The Racial Achievement Gap in Medical Education.

The achievement gap is a disparity in academic and standardized test performance that exists between White and underrepresented minority (URM) students that begins as early as preschool and worsens as students progress through the educational system. Medical education is not immune to this inequality. URM medical students are more likely to experience delayed graduation and course failure, even after accounting for science grade point average and Medical College Admission Test performance. Moreover, URM students are more likely to earn lower scores on licensing examinations, which can have a significant impact on their career trajectory, including specialty choice and residency competitiveness. After the release of preliminary recommendations from the Invitational Conference on USMLE Scoring (InCUS) and public commentary on these recommendations, the National Board of Medical Examiners and Federation of State Medical Boards announced that the United States Medical Licensing Examination (USMLE) Step 1 would transition from a 3-digit numeric score to pass/fail scoring. Given that another of InCUS's recommendations was to "minimize racial demographic differences that exist in USMLE performance," it is paramount to consider the impact of this scoring change on URM medical students specifically. Holistic admissions are a step in the right direction of acknowledging that URM students often travel a further distance to reach medical school. However, when residency programs emphasize USMLE performance (or any standardized test score) despite persistent test score gaps, medical education contributes to the disproportionate harm URM students face and bolsters segregation across medical specialties. This Perspective provides a brief explanation of the achievement gap, its psychological consequences, and its consequences in medical education; discusses the potential effect of the Step 1 scoring change on URM medical students; and provides a review of strategies to redress this disparity.

3:09 PM Abstract No. 209 Diversity in interventional radiology: motivations and deterrents to interventional radiology among female and underrepresented minority medical students

Interventional radiology (IR) has low representation of female and underrepresented minorities (URM). The purpose of this study is to determine the level of interest among female and URM medical students (MS) in IR and to assess the motivations and deterrents from choosing IR as a career. The study was reviewed by the IRB and deemed exempt. A 19-item survey link was sent to matriculates of 5 medical schools that varied by region, public/private, class size, and NIH research ranking. Participants were incentivized with an opportunity to receive 1 of 10 $50 Amazon gift cards. Data were collected using REDCap from October 2018 to January 2019. Analyses were conducted using generalized linear mixed modeling nesting by medical school assuming a binomial distribution with SAS GLIMMIX. Female MS 16% (56/346) were less likely to consider IR as compared to male MS 27% (69/258). American Indian or Alaskan Native 43% (3/7), Hispanic, Latin, or Spanish origin 27% (16/59), Asian American 27% (36/133), black or African American 21% (5/24), white 18% (70/385) MS were interested in IR. Female MS compared to male MS indicated female mentorship as a strong motivator for both those interested in IR (3.5 vs. 1.8, P <0.01) and those not interested in IR (3.4 vs. 1.8, P <0.01). MS not interested in IR indicated that lack of ethnic diversity was a greater deterrent compared to those interested in IR (1.9 vs. 1.4, P = 0.04). Lack of gender diversity was not a great deterrent for IR interested and not interested groups, 2 vs. 1.4 respectively (P = 0.09). However, only 18% (9/50) female MS interested in IR reported adequate gender specific IR mentorship and even less of URM MS interested in IR 4% (1/19) reported adequate ethnicity/race specific mentorship at their schools. Fewer female MS seriously considered IR and indicated female mentorship was a significant motivator in choosing IR. There is a lack of adequate female gender and URM ethnicity/race specific mentorship. Lack of ethnic diversity in training was a significant deterrent for MS not interested in IR. IR specialty needs to increase female and URM IR/mentors which may help to recruit female and URM MS.

Lifting as We Climb: The Development of a Support Group for Underrepresented Minority Medical Students

Lifting as We Climb: The Development of a Support Group for Underrepresented Minority Medical Students

Race and Gender in the Obstetrics and Gynecology Clerkship: A Mixed Methods Assessment

OBJECTIVE: To assess perceptions of the obstetrics and gynecology (OBGYN) clerkship and to observe if either race or gender informs selection of specialty. METHODS: A prospective cross-sectional study was performed among third and fourth year medical students from February-June 2018. Respondents completed an anonymous and confidential online survey examining their perceptions of the field, the clinical clerkship itself and the potential influence of race and gender during the clerkship. Qualitative responses were coded in an iterative process to evaluate for specific themes. Categorical variables were analyzed using the χ2 test. A p-value of less than 0.05 was considered statistically significant. RESULTS: 123 out of 229 (53.7%) medical students responded to the survey. Students were more likely to consider OBGYN as a career choice upon completion of the clerkship compared to before (44.9% vs 31.7%, p=0.03). Eleven percent (11%) of respondents reported race personally affecting their clerkship experience whereas 66% identified gender to be a personal influencer on clerkship experience. Male and under-represented minority (URM) students delineated more negative clinical interactions along with fewer meaningful educational experiences on the clerkship due to a perceived lack of cultural inclusivity. The lack of both racial and gender diversity of faculty, residents and ancillary staff was perceived as fostering an environment of discomfort due to displays of both unconscious and conscious bias. CONCLUSION: Male and URM medical students have disparate experiences on the OBGYN clerkship as compared those who are female or white, with the racial/gender composition of the clinical environment being contributory.

Differences in Coaching Needs Among Underrepresented Minority Medical Students.

Little is known about how the academic coaching needs of medical students differ between those who are racially, ethnically, and socially underrepresented minority (RES-URM) and those who represent the majority. This single-site exploratory study investigated student perceptions and coaching needs associated with a mandatory academic coaching program, and coaches' understanding of and preparedness to address these potentially differing needs. Coaching needs of second- and third-year medical students were assessed using two initial focus groups and two validation focus groups, one consisting of RES-URM students and the other majority medical students. Coaches were assessed using a cross-sectional self-administered survey designed to determine their perceptions of differing coaching needs of students Results: Seven themes emerged from the student focus groups. Three of these reflected the coaching relationship, and four reflected the coaching process. RES-URM students expressed stress around sharing vulnerability that was not expressed among majority students. Sixty-eight percent of coaches expressed that RES-URM students would not have differing needs of their coaches. Coaches self-rated as being somewhat (45%), moderately (29%), or very (13%) skilled at coaching RES-URM students. RES-URM students cite different coaching needs than majority students that most coaches do not recognize. Faculty and program development regarding these unique needs is warranted.