Factors that Influence Underrepresented in Medicine (UIM) Medical Students to Pursue a Career in Academic Pediatrics

Dixon, Gabrina; Kind, Terry; Wright, Joseph L.; Stewart, Nikki; Sims, Alexandra; Barber, Aisha

doi:10.1016/j.jnma.2020.07.014

Cited by 9 publications

(6 citation statements)

References 12 publications

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“…These barriers include educational debt and an overreliance on the use of standardized testing such as the USML Step 1, both of which limit their ability to pursue academic careers and grow the pipeline. 28 , 39 This finding is consistent with education research which has found that beginning as early as high school, disparities in educational outcomes for underrepresented groups are observed on the SAT, a standardized exam often required for college entrance in the U.S. Socioeconomic status correlates with success on the SAT more than it correlates with high school grades. 61 , 62 Another important marker of academic success, wealth, is inherently tied to one’s race when one considers the vast proportion of BIPOC children living in poverty in the United States: 30% of Native American, 31% of Black, 23% of Hispanic, and 10% of Asian children compared to 10% White non-Hispanic children.…”

Section: Discussionsupporting

confidence: 85%

“…Nineteen papers reported on barriers and facilitators to the recruitment, promotion, and retention of BIPOC trainees and faculty (Table 3). [22][23][24][25][26][27][28][29][30][31][32][33][34][35][36][37][38][39][40] These papers used a variety of methods to report their findings including qualitative and quantitative study designs. Most were national in scope (80%) and focused on issues germane to faculty (80%).…”

Section: Barriers and Facilitatorsmentioning

confidence: 99%

“…However, only five of the papers (27%) reported specifically on pediatric and child/adolescent workforce issues. [27][28][29]32,37 Five of the 19 papers reported on the likelihood of recruitment and promotion of BIPOC trainees and faculty. Andriole et al reported that among MD-PhD students, underrepresented minority and Asian students were less likely (adjusted odds ratios 0.68, 95% CI 0.48-0.98, and 0.74, 95% CI 0.60-0.93, respectively) to hold faculty positions following completion of training.…”

Section: Barriers and Facilitatorsmentioning

confidence: 99%

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Diversity in the pediatric research workforce: a scoping review of the literature

et al. 2023

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The purpose of this scoping review is to determine trends in racial and ethnic representation, identify barriers and facilitators to greater diversity, and assess strategies and interventions to advance diversity among those in the pediatric research workforce in the U.S. We conducted a scoping review of PubMed supplemented with the authors’ personal library of papers published from January 1, 2010, to December 31, 2021. To be eligible, papers had to provide original data, be published in English, report information from a U.S. healthcare institution, and report on outcomes of interest relevant to the child health field. The diversity of faculty has modestly increased over the past decade but reflects a worsening representation compared to overall population trends. This slow increase reflects a loss of diverse faculty and has been referred to as a “leaky pipeline.” Strategies to plug the “leaky pipeline” include greater investments in pipeline programs, implementation of holistic review and implicit bias training, development of mentoring and faculty programs targeted to diverse faculty and trainees, alleviation of burdensome administrative tasks, and creation of more inclusive institutional environments. Modest improvements in the racial and ethnic diversity of the pediatric research workforce were identified. However, this reflects worsening overall representation given changing U.S. population demographics. Impact Racial and ethnic diversity in the pediatric research workforce has shown modest increases but worsening overall representation. This review identified barriers and facilitators at the intrapersonal, interpersonal, and institutional levels that impact BIPOC trainees and faculty career advancement. Strategies to improve the pathway for BIPOC individuals include greater investments in pipeline and educational programs, implementation of holistic review admissions and bias training, institution of mentoring and sponsorship, alleviation of burdensome administrative responsibilities, and creation of inclusive institutional climates. Future studies should rigorously test the effects of interventions and strategies designed to improve diversity in the pediatric research workforce.

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Section: Discussionsupporting

confidence: 85%

Section: Barriers and Facilitatorsmentioning

confidence: 99%

Section: Barriers and Facilitatorsmentioning

confidence: 99%

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Diversity in the pediatric research workforce: a scoping review of the literature

et al. 2023

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“…During a month-long clinical elective, participants develop mentoring relationships with UIM residents and faculty at Children's National Hospital, as early mentorship of UIM medical students has been shown to increase their likelihood of pursuing a career in academic medicine. 9 Sessions with institutional leaders highlight the hospital's commitment to enhancing diversity through career development.…”

Section: Minority Senior Scholarship Programmentioning

confidence: 99%

Increasing Pediatric Residency Class Diversity to Improve Patient Outcomes and Address Structural Racism

et al. 2021

Self Cite

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“…Finally, in a study designed to explore the experiences of underrepresented medical students interested in pediatrics, results that highlighted the needs of Black women medical students were wholly ignored. Dixon and colleagues conducted three focus groups at Howard University College of Medicine and George Washington University School of Medicine and Health Sciences ( 40 ) to learn more about students interested in pediatrics. Themes related to mentorship, familial influences, work, debt, and knowledge about the field were discovered because of the study.…”

Section: Resultsmentioning

confidence: 99%

Understanding the Experiences of Black Women Medical Students and Residents: A Narrative Review

Sharp

Hixson

Stumpff

et al. 2022

Front. Public Health

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BackgroundFew research studies examine medical students and residents with intersectional identities. In the emerging literature, data on Black women's experiences may be misrepresented and misinterpreted as studies aggregate data for women, students of color, and Black/African American men. As such, these studies do not account for the nuanced experiences of gendered racism that Black women students and residents may encounter during their medical education.MethodsUsing Crenshaw's intersectionality as an analytical tool, we conducted a narrative review to highlight how Black women medical students and residents are rendered invisible in the current literature on medical education.ResultsThe results generated 13 citations specifically discussing Black women medical students and residents, with only six studies being empirical research.ConclusionWe conclude that 13 articles is inadequate for understanding the experiences of these populations. Without centering Black women or using an intersectional lens, researchers could invalidate the lived experiences of this population and create barriers to the political resources Black women learners need to be successful. Moreover, the lack of intention behind addressing the needs of Black women can be viewed as complicity in the oppressive structures that serve to subjugate them.

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Factors that Influence Underrepresented in Medicine (UIM) Medical Students to Pursue a Career in Academic Pediatrics

Cited by 9 publications

References 12 publications

Diversity in the pediatric research workforce: a scoping review of the literature

Diversity in the pediatric research workforce: a scoping review of the literature

Increasing Pediatric Residency Class Diversity to Improve Patient Outcomes and Address Structural Racism

Understanding the Experiences of Black Women Medical Students and Residents: A Narrative Review

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