Differences in Coaching Needs Among Underrepresented Minority Medical Students

Abstract

Background and Objectives: 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. Methods: 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. Conclusions: 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.

Addressing the Covid-19 Burden on Medical Education and Training: The Role of Telemedicine and Tele-Education During and Beyond the Pandemic

“…Medical students belonging to racial, ethnic and linguistic minority groups face unique challenges due to systemic barriers (61,62). A 2019 American study showed that white students were more likely to have grading disparities favoring them than minority groups (62).…”

“…Of particular concern is isolation and separation from trusted family and friends due to quarantine measures (68). Medical students are particularly reluctant to discuss sexual orientation, thereby raising concerns over their ability to seek help (61). Confidential telehealth services have sprung up worldwide and may assist students from minority groups.…”

“…Considering increasing reports of mental health consequences of the pandemic on medical students and trainees, telemedicine can be harnessed to provide constant support to these individuals and resultantly safeguard our future generations of medical professionals from longer-term sequelae. Confidentiality would be crucial to such a system, as many individuals, particularly those from minority groups, are reluctant to share their vulnerabilities (61). Additionally, training psychologists and psychiatrists involved in this service about unique demands of different groups will be critical to providing personalized care (74).…”

Measurement of American Indian and Alaska Native Racial Identity Among Medical School Applicants, Matriculants, and Graduates, 1996-2017

“…It could be for legal/ biological reasons or for sociocultural reasons related to shared sacred traditions, languages, places, and history as Indigenous people. 23,24 Interestingly, some students changed their racial/ethnic identity between applications. Efforts were made to reduce the likelihood of this measurement error by resolving inconsistencies in records when applicants changed their race/ethnicity, and all but 147 of these cases were resolved.…”

Findings Associated With a Novel Program Designed to Support Indigenous Faculty Members of U.S. Health Professions Schools

“…Matching each Indigenous faculty member with a coach providing additional tailored support may have been helpful. This coaching approach is now being used in recognition of culturally diverse students (Najibi et al, 2019), and using the same approach with faculty may be beneficial, though this deserves further study. Certainly, more support for faculty collaboration is also needed, but providing this support will depend on developing and retaining Indigenous faculty in the U.S. and elsewhere.…”