Underrepresented Minority Medical Students Research Articles

03:00 PM Abstract No. 344 Bridging the gap: why aren’t underrepresented minorities pursuing careers in interventional radiology?

The purpose of this study was to understand the attitudes and perceptions of underrepresented minority (URM) medical students towards interventional radiology (IR) and to identify the deterrents to pursuing careers in the field. In this IRB-approved prospective study, we surveyed medical students at 4 institutions that have been identified as having a high percentage of URM students. Unweighted descriptive summaries were calculated for all categorical variables. Chi-squared analysis was used to asses for statistically significant differences for categorical variables. To quantify the association between URM status and key survey items, a logistic regression model was constructed in which each dichotomized survey item was regressed on URM status. URM status was defined as students who are Hispanic or Latino, African American, Native American or Multiracial/Other. A total of 353 responses were received. 65.3% were underrepresented minorities (39.2% African American; 19.3% Hispanic or Latino; 0.3% Native American; and 6.5% multiracial or other). Compared to non-URM medical students, URMs were less likely to agree that they understand what interventional radiologists do (OR=0.52, P=0.009) or that they know when to consult IR (OR=0.52, P=0.023). 59.2% indicated that they are not aware of opportunities for exposure to IR. Overall, 13% of all respondents indicated interest in pursuing IR, with no difference in interest between URMs and non-URMs (χ2=0.75; P=0.687). URMs were less likely to agree that long length of training (OR=0.58, P=0.029), or that required diagnostic radiology training (OR=0.52, P=0.042) were deterrents to pursuing IR. URMs were more likely to agree or answer neutrally that radiation exposure is a deterrent to pursuing a career in IR (OR=2.46, P=0.004). URM medical students are less likely to agree that they understand the role of interventional radiologists or when to consult IR and are more likely to consider radiation exposure as a deterrent to pursuing a career in the field. Implementation of targeted programming to increase exposure and education about IR for URMs is essential to increase their recruitment into the specialty.

Racial/Gender Biases in Student Clinical Decision-Making: a Mixed-Method Study of Medical School Attributes Associated with Lower Incidence of Biases.

Accumulating evidence suggests that clinician racial/gender decision-making biases in some instances contribute to health disparities. Previous work has produced evidence of such biases in medical students. To identify contextual attributes in medical schools associated on average with low levels of racial/gender clinical decision-making biases. A mixed-method design using comparison case studies of 15 medical schools selected based on results of a previous survey of student decision-making bias: 7 schools whose students collectively had, and 8 schools whose students had not shown evidence of such biases. Purposively sampled faculty, staff, underrepresented minority medical students, and clinical-level medical students at each school. Quantitative descriptive data and qualitative interview and focus group data assessing 32 school attributes theorized in the literature to be associated with formation of decision-making and biases. We used a mixed-method analytic design with standard qualitative analysis and fuzzy set qualitative comparative analysis. Across the 15 schools, a total of 104 faculty, administrators and staff and 21 students participated in individual interviews, and 196 students participated in 29 focus groups. While no single attribute or group of attributes distinguished the two clusters of schools, analysis showed some contextual attributes were seen more commonly in schools whose students had not demonstrated biases: longitudinal reflective small group sessions; non-accusatory approach to training in diversity; longitudinal, integrated diversity curriculum; admissions priorities and action steps toward a diverse student body; and school service orientation to the community. We identified several potentially modifiable elements of the training environment that are more common in schools whose students do not show evidence of racial and gender biases.

Why It's Unjust to Expect Location-Specific, Language-Specific, or Population-Specific Service from Students with Underrepresented Minority or Low-Income Backgrounds.

In this case we meet Amanda, a medical student of Native and Latin American ethnicity who receives financial aid. Her friends are surprised by her interest in an elite residency program. They suggest, rather, that with her language skills, ethnic background, and interest in social justice, she has a responsibility to work with underserved patient populations. In our commentary, we consider issues raised by the case and explore Amanda's friends' underlying expectations and assumptions that perpetuate the very inequities that the resolution of the case purports to address. We also identify the role of privilege and address the "burden of expectation" that appears to be associated with underrepresented minority (URM) medical students and normative assumptions about their career paths.

Impact of a mentored student clerkship on underrepresented minority diversity in otolaryngology-head and neck surgery.

To describe the impact of a mentored clerkship initiative on underrepresented minority medical students interested in otolaryngology-head and neck surgery (OHNS). Prospective observational study. An outreach effort to recruit underrepresented minority students was initiated in 2008, consisting of either a 3-month research clerkship or a 1-month clinical rotation. Financial assistance and faculty mentorship was provided for students. Upon conclusion of the clerkship, students completed a post-clerkship evaluation form. Students were followed regarding residency applications, match status, and publications. Evaluations were compiled and analyzed. The number of publications resulting from interaction with faculty mentors was calculated. Fifteen students participated in the clerkship from 11 medical schools. Of those, 10 students participated in the clinical clerkship, four in the research clerkship, and one in both clerkships. Evaluation (5-point Likert scale) average scores and comments revealed high student satisfaction with the rotations (4.85), provided individual mentorship (4.85), and provided exposure to academic medicine (4.92). Participants indicated the rotation favorably impacted their decision to apply for OHNS residency training and increased their interest in academic medicine. The participants had an average number of 1.7 publications, with 1.18 publications in OHNS journals. Six publications resulted from direct interaction between students and faculty during the clerkship. Seven students applied for OHNS residency programs, and six matched successfully. Mentored clerkships for underrepresented minority medical students increases interest in applying to OHNS residency training programs and is a successful approach to increasing physician diversity. It provides a pathway to expand research opportunities and increase student interest in academic medicine. NA Laryngoscope, 126:2684-2688, 2016.

The Social and Learning Environments Experienced by Underrepresented Minority Medical Students

To review the literature on the social and learning environments experienced by underrepresented minority (URM) medical students to determine what type of interventions are needed to eliminate potential barriers to enrolling and retaining URM students. The authors searched MEDLINE, PubMed, Ovid HealthStar, and Web of Science, and the reference lists of included studies, published between January 1, 1980, and September 15, 2012. Studies of the learning and social environments and of students' satisfaction, experiences with discrimination or unfair practices, and academic performance or progress, as well as assessments of programs or interventions to improve URM students' academic performance, were eligible for inclusion. The authors identified 28 studies (27 unique data sets) meeting the inclusion criteria. The results of the included studies indicated that URM students experienced less supportive social and less positive learning environments, were subjected to discrimination and racial harassment, and were more likely to see their race as having a negative impact on their medical school experiences than non-URM students. Academic performance on standardized exams was worse, progress less timely, and attrition higher for URM students as well. For URM students, an adverse climate may be decreasing the attractiveness of careers in medicine, impairing their academic performance, and increasing attrition. Improvements to the social and learning environments experienced by URM students are needed to make medicine a more inclusive profession. The current environment of health care reform creates an opportunity for institutions to implement strategies to achieve this goal.

Diversity in academic medicine no. 1 case for minority faculty development today

For the past 20 years, the percentage of the American population consisting of nonwhite minorities has been steadily increasing. By 2050, these nonwhite minorities, taken together, are expected to become the majority. Meanwhile, despite almost 50 years of efforts to increase the representation of minorities in the healthcare professions, such representation remains grossly deficient. Among the underrepresented minorities are African and Hispanic Americans; Native Americans, Alaskans, and Pacific Islanders (including Hawaiians); and certain Asians (including Hmong, Vietnamese, and Cambodians). The underrepresentation of underrepresented minorities in the healthcare professions has a profoundly negative effect on public health, including serious racial and ethnic health disparities. These can be reduced only by increased recruitment and development of both underrepresented minority medical students and underrepresented minority medical school administrators and faculty. Underrepresented minority faculty development is deterred by barriers resulting from years of systematic segregation, discrimination, tradition, culture, and elitism in academic medicine. If these barriers can be overcome, the rewards will be great: improvements in public health, an expansion of the contemporary medical research agenda, and improvements in the teaching of both underrepresented minority and non-underrepresented minority students.

Teaching: Residents in the hospital, mentors in the community

As young physicians embarking on careers, many of us have benefited from exceptional teachers and role models, and we aspire to become equally inspiring mentors. In many institutions, neurology house staff enjoy reputations as outstanding educators of medical students and other physicians-in-training. Neurology residents and fellows, however, may overlook opportunities outside the walls of their institutions to act as mentors and educators in their local communities. It can be difficult to participate in community outreach during training due to time limitations imposed by busy residency or fellowship schedules. A critical first step is to establish meaningful relationships within the community, a process that can be facilitated by collaboration with existing outreach programs. Adopting this strategy, neurology house staff at the University of Pennsylvania have become instrumental in the ongoing success of the School of Medicine's Educational Pipeline—a multi-tiered mentorship program that teaches fundamental principles of medicine and neurology to inner city high school students in Philadelphia. The University of Pennsylvania Medical Pipeline Program began in 1998 as part of Project 3000 by 2000 , an ambitious program launched by the Association of American Medical Colleges, Division of Community and Minority Programs, with the goal of increasing the matriculation of underrepresented minority medical students. Responding to a growing need for knowledgeable clinician-educators and experienced mentors, neurology residents began directing the curriculum of the Pipeline Program in 2005. ### Participants. The Pipeline program has drawn students from three institutions: William L. Sayre, Thomas A. Edison, and Overbrook high schools (figure 1). According to 2005–2006 data from the School District of Philadelphia, 77.8% of Edison students are Latino and 19.3% are African American. The student bodies at Sayre and Overbrook are 98.5% and 98.8% African American, respectively. Additionally, 84.5% of Edison students, 61.7% of Sayre students, and 70.7% of Overbrook students were eligible for the …

Achieving Diversity in Academic Internal Medicine: Recommendations for Leaders

Achieving Diversity in Academic Internal Medicine: Recommendations for Leaders

The Johns Hopkins Geriatric Summer Scholars Program: A Model to Increase Diversity in Geriatric Medicine

The Division of Geriatric Medicine and Gerontology at the Johns Hopkins University strives to create a workforce that represents the racial, ethnic, and sex diversity of U.S. society. To that end, the division has developed a summer program for underrepresented minority first-year medical students to expose them to geriatric medicine and research. The ultimate aim of this initiative is to recruit students to academic medicine, specifically geriatric medicine, where they are drastically underrepresented. Nineteen students participated in the program from the summer of 2002 to the summer of 2004. The participants have continued on to win seven other research fellowships, participate in the National Institute on Aging Technical Assistance Workshop, and present at four national conferences, including the American Geriatrics Society conference and the Gerontological Society of America meeting. One of the students, who is completing medical school in May 2005, is returning to begin the internal medicine residency program at Johns Hopkins Bayview, where the majority of the geriatric faculty practice medicine. Another student who is also graduating is obtaining her Masters in Public Health with a concentration in epidemiology from the Johns Hopkins Bloomberg School of Public Health before starting residency. This article describes the outcomes of the first 3 years of the program, with an emphasis on curriculum development and the recruitment and retention of underrepresented minority medical students.

Attitudes and Opinions of Under-represented Minority Medical Students Regarding Emergency Medicine as a Potential Future Career Choice

Attitudes and Opinions of Under-represented Minority Medical Students Regarding Emergency Medicine as a Potential Future Career Choice

Do Underrepresented Minority Medical Students Differ From Nonminority Students in Problem-Solving Ability?

Background: In medical education, examinations must assess a logical progression toward problem-solving skills. Differences in cognitive development between underrepresented minority students (URMs) and non-URMs may affect examination performance and subsequent attrition rates. Purpose: The authors investigated URM and non-URM performances by retrospectively analyzing success rates on exam items of differing cognitive demand. Method: Mean correct responses to exam items classified as Recall, Interpretation, or Problem-Solving questions were calculated. Both URM and non-URM groups were stratified by grade point average (GPA) and scores on the Medical College Admission Test (MCAT). Differences were investigated with analysis of variance and general linear models. Results: For all students, performance levels decreased as the cognitive demands of the exam items increased. When stratified by GPA and MCAT score, several important differences were found between URM and non-URM performance. Conclusions: Because cognitive measures fail to account for the majority of performance differences, noncognitive attributes must contribute to the poorer performance of URMs.

The effects of differently weighting interview scores on the admission of underrepresented minority medical students.

Seeking to admit medical students who will later practice medicine in underserved areas, but faced with the national debate over affirmative action programs, the authors evaluate the effects that giving different weightings to academic and interview scores have upon the acceptance or rejection of certain applicants. The authors reviewed the admission records of 439 applicants to Texas A&M University College of Medicine in 1996-97. They compared the applicants actually admitted (accepted under a formula that equally weighted the two scores) with applicants who would have been admitted if the formula had weighted the interview scores at either 60% or 70% and the academic scores at either 40% or 30%. Weighting the academic score at 40% and the interview score at 60% produced little change in the make-up of the admissions. Weighting the academic score at 30% and the interview score at 70%, however, would have resulted in offers of acceptance to three additional underrepresented minority applicants, two of whom were disadvantaged students. Readjusting the weights of the criteria by which applicants are offered admission to medical schools may help meet the goal of educating doctors who will practice in underserved communities. More research must be done to explore other adjustments to admission criteria.

The effects of differently weighting interview scores on the admission of underrepresented minority medical students

PURPOSE: Seeking to admit medical students who will later practice medicine in underserved areas, but faced with the national debate over affirmative action programs, the authors evaluate the effects that giving different weightings to academic and interview scores have upon the acceptance or rejection of certain applicants. METHOD: The authors reviewed the admission records of 439 applicants to Texas A&M University College of Medicine in 1996-97. They compared the applicants actually admitted (accepted under a formula that equally weighted the two scores) with applicants who would have been admitted if the formula had weighted the interview scores at either 60% or 70% and the academic scores at either 40% or 30%. RESULTS: Weighting the academic score at 40% and the interview score at 60% produced little change in the make-up of the admissions. Weighting the academic score at 30% and the interview score at 70%, however, would have resulted in offers of acceptance to three additional underrepresented minority applicants, two of whom were disadvantaged students. CONCLUSION: Readjusting the weights of the criteria by which applicants are offered admission to medical schools may help meet the goal of educating doctors who will practice in underserved communities. More research must be done to explore other adjustments to admission criteria.