Recruiting American Indian/Alaska Native Students to Medical School: A Multi-Institutional Alliance in the U.S. Southwest

Ballejos, Marlene P.; Olsen, Polly; Price-Johnson, Tanisha; Garcia, Cindy; Parker, Tassy; Sapién, Robert; Romero-Leggott, Valerie

doi:10.1097/acm.0000000000001952

Cited by 9 publications

(19 citation statements)

References 6 publications

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“…The program budgets ranged widely from $2,600 (2007 dollars) for a student-run, specialty-specific initiative, to $25,000 (2018 dollars) for a two-day workshop, to several million dollars for a comprehensive collection of PPs. 30 , 34 , 47 , 49 , 65 The University of Illinois at Chicago’s Urban Health Program is funded by the state and seven university colleges to amass an approximately $4.3 million budget (2012 dollars) that serves hundreds of preschool through graduate school students annually. 47 The state’s financial contribution was tied to metrics that demonstrated success in supporting UIM students matriculation to the health professions.…”

Section: Infrastructure and Framework For Implementing Pathway Programsmentioning

confidence: 99%

“…Most PPs aim to support and facilitate educational and healthcare career advancement for UIM racial and ethnic groups. 1 9 , 27 , 30 , 31 , 35 , 38 , 41 , 47 – 50 , 52 , 56 – 58 , 60 , 66 , 67 Few programs share their participant selection criteria in detail and rarely state race/ethnicity criteria. 30 Commonly, programs used proxy criteria for race/ethnicity including being from educationally/economically disadvantaged backgrounds.…”

Section: Infrastructure and Framework For Implementing Pathway Programsmentioning

confidence: 99%

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Physician Pipeline and Pathway Programs: An Evidence-based Guide to Best Practices for Diversity, Equity, and Inclusion from the Council of Residency Directors in Emergency Medicine

Parsons

Caldwell

Alvarez

et al. 2022

WestJEM

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Improving the diversity and representation in the medical workforce requires intentional and deliberate efforts to improve the pipeline and pathway for underrepresented in medicine (UIM) applicants. Diversity enhances educational experiences and improves patient care and outcomes. Through a critical review of the literature, in this article we offer evidence-based guidelines for physician pipeline and pathway programs (PP). Recommendations are provided regarding considerations on the types of programs and surrounding implementation to ensure a sound infrastructure and framework. We believe this guide will be valuable for all leaders and faculty members seeking to grow the UIM applicant pool in our efforts to advance diversity, equity, and inclusion within medicine.

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Section: Infrastructure and Framework For Implementing Pathway Programsmentioning

confidence: 99%

Section: Infrastructure and Framework For Implementing Pathway Programsmentioning

confidence: 99%

Physician Pipeline and Pathway Programs: An Evidence-based Guide to Best Practices for Diversity, Equity, and Inclusion from the Council of Residency Directors in Emergency Medicine

Parsons

Caldwell

Alvarez

et al. 2022

WestJEM

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“…"I think another limitation is, um, many of our home communities are, um, poverty stricken and just like the sheer, um, like, the, you know the, the amount of, um, money it's going to take complete medical school." Not only did students communicate a lack of financial security in going to college, but also a lack of information about existing financial assistance programs [15][16][17][18][19][20][21][22][23][24][25].…”

Section: Exposure To Educationmentioning

confidence: 99%

Perspectives from Students in the Native American Summer Research Internship Program

Jones¹,

Kamimura²,

S³

et al. 2019

Divers Equal Health Care

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Objective: The aim of this study is to explore the perceptions of American Indian/Alaska Native (AI/AN) undergraduate students by examining Science, Technology, Engineering, and Math (STEM) experiences and identifying potential challenges or barriers to visualizing careers in science and health. This study is important because it provides narratives from AI/AN people, who have been historically marginalized in research.Methods: Focus group discussions about health disparities in AI/AN communities and access to biomedical science education and employment were run with AI/AN undergraduates from the United States of America who were participating in an internship program at the University of Utah during Summer 2018. Results:The main themes touched on were lack of education and resources, limited academic mentorship, and misconceptions about health disparities in AI/AN communities. Students identified forces that work to limit indigenous representation in the biomedical workforce, which included limited exposure to quality education, lack of support and encouragement from academic advisors, lack of mentorship, navigating the cultural significance of the human body in settings where the body is used for medical instruction, and being disconnected geographically from their land and community. Students expressed that it was difficult to maintain both a scientific and tribal identity, highlighting the violent history that western-led research efforts have had with AI/AN people and the misconceptions about indigenous individuals and their health. Conclusions:It is vital that AI/AN people have a more proportionate rate of biomedical professionals and physicians because these healthcare professionals will provide more culturally competent care for AI/AN people than the general population.

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“…2 Efforts have been made to address some of the underlying problems, for example, by creating American Indian and Alaska Native–specific pathway programs. 13 , 20 Recognition of the pervasiveness of racism across the entire academic and research enterprise has even led to calls to move beyond traditional ways of thinking based on prima facie assumptions of meritocracy in the academy. 21 , 22 Simultaneously, there is movement toward integration of antiracism in graduate medical education to combat institutionalized barriers underlying current inequities in medical training.…”

Section: Introductionmentioning

confidence: 99%

Representation of American Indian and Alaska Native Individuals in Academic Medical Training

et al. 2022

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Key Points Question How does representation of American Indian and Alaska Native individuals at specific stages of academic medical training compare with representation of their White counterparts? Findings This cross-sectional study including 1.35 million American Indian and Alaska Native and White individuals in each stage of the 2018-2019 academic medical training continuum found that, compared with their White peers, American Indian and Alaska Native individuals had 63% lower odds of applying to medical school compared with the general US population and 48% lower odds of holding a full-time faculty position postresidency. Meaning These findings suggest there are distinct stages in academic medical training for targeted policy and program changes to increase the representation of American Indian and Alaska Native individuals.

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Recruiting American Indian/Alaska Native Students to Medical School: A Multi-Institutional Alliance in the U.S. Southwest

Abstract: Standardized evaluation of future PAWs will identify best practices for recruiting AI/AN students to medical school, and future initiatives will include more robust measures of success.

Cited by 9 publications

References 6 publications

Physician Pipeline and Pathway Programs: An Evidence-based Guide to Best Practices for Diversity, Equity, and Inclusion from the Council of Residency Directors in Emergency Medicine

Physician Pipeline and Pathway Programs: An Evidence-based Guide to Best Practices for Diversity, Equity, and Inclusion from the Council of Residency Directors in Emergency Medicine

Perspectives from Students in the Native American Summer Research Internship Program

Representation of American Indian and Alaska Native Individuals in Academic Medical Training

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