Addressing Medical School Diversity Through an Undergraduate Partnership at Texas A&M Health Science Center: A Blueprint for Success

Abstract

Imperative to increasing diversity in the physician workforce is increasing the pool of qualified underrepresented minority applicants to medical schools. With this goal in mind, the Texas A&M Health Science Center College of Medicine (A&M College of Medicine) has partnered with Prairie View A&M University (PVAMU), a historically black college and university that is a component of the Texas A&M university system, to develop the undergraduate medical academy (UMA). The UMA was established by legislative mandate in 2003 and is a state-funded program. The authors describe the development of partnership between the A&M College of Medicine and PVAMU, focusing on the key attributes that have been identified for success. The administrative structure of the UMA ensures that the presidents of the two institutions collaborate to address issues of program oversight and facilitates a direct relationship between the dean and associate dean for academic affairs of A&M College of Medicine and the director of the UMA to define the program objectives and structure. The authors delineate the admission process to the UMA, as well as the academic requirements of the program. Students attend lecture series during the academic year and participate in summer programs on the A&M College of Medicine campus in addition to receiving intensive academic counseling and opportunities for tutoring in several subjects. The authors also describe the initial success in medical school admissions for UMA students. This partnership provides a model blueprint that can be adopted and adapted by other medical schools focused on increasing diversity in medicine.

Why are there so few working-class applicants to medical schools? Learning from the success stories

“…summer schools), [8][9][10] combined BS ⁄ MD programmes 11,12 and, recently, bridging courses between 'Black' universities and affiliated medical schools. 13 Although many of these interventions have demonstrated improved recruitment rates to individual medical schools, Black and minority ethnic groups remain under-represented in the US medical workforce. 5,13 In the UK a similar range of initiatives have emerged, but they primarily target individuals from poorer socio-economic backgrounds.…”

“…13 Although many of these interventions have demonstrated improved recruitment rates to individual medical schools, Black and minority ethnic groups remain under-represented in the US medical workforce. 5,13 In the UK a similar range of initiatives have emerged, but they primarily target individuals from poorer socio-economic backgrounds. These include tailored extended degree programmes with adjusted academic entry criteria, such as the Extended Medical Degree Programme (EMDP) at King's College London 14 and the Bachelor of Medicine 6 year widening access programme (BM6) course at the University of Southampton, 15 adjusted academic entry criteria within traditional 5-year courses, 16 access-to-medicine courses, 17 the equivalent of the US pipeline programmes working with students through secondary school (Sheffield Outreach and Access to Medicine Scheme 18 ) and other pre-medical activities, such as summer schools.…”

A Hospitalist mentoring program to sustain interest in healthcare careers in under-represented minority undergraduates

“…[17][18][19] We believe, however, that several aspects of our program are unique. First, we designed HIP to be year-long, rather than a summertime program.…”

“…Many universities have prehealthcare pipeline programs that are designed to provide short-term summer medical experiences, research opportunities, and assistance with the Medical College Admissions Test. [17][18][19] We believe, however, that several aspects of our program are unique. First, we designed HIP to be year-long, rather than a summertime program.…”

Constructing an Online MCAT Preparation Program as an Alternative to On-Site Preparation for Medical School

“…For many years, United States federal and state funds have supported premedical enrichment programs to encourage minority and disadvantaged students to pursue medical careers. Traditional programs have embraced bringing the students to medical school campuses and exposing them to the medical school experience which includes, but is not limited to, meeting the faculty, experiencing medical courses, shadowing of a diverse realm of specialties, and admission advice (Murray-Garcia & Garcia, 2002;Parrish, Daniels, Hester, & Colenda, 2008;McDougle, Way, & Yash, 2008;Blakely & Broussard, 2003;Giordani et al, 2001;Crump, Byrne, & Joshua, 1999;McGlinn, Jackson, & Bardo, 1999;Thomson, Ferry, King, Martinez-Wedig, & Michael, 2003;Lieberman, et al, 2010). This may also be accompanied by intense academic preparation for the Medical College Admissions Test (MCAT), a standardized test of academic preparation for medical school in the United States (McGaghie, 2002).…”