Professional identity formation for underrepresented in medicine learners

Trevino, Robert L.; Poitevien, Patricia

doi:10.1016/j.cppeds.2021.101091

Cited by 8 publications

(8 citation statements)

References 51 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…24 Distribution of care for marginalized and minoritized patients is uneven. 21,30,32 • Institute a community engagement or community service graduation requirement.…”

Section: Harms Of the Minority Tax Actions To Mitigate The Minority Taxmentioning

confidence: 99%

See 1 more Smart Citation

Minority Tax on Medical Students: A Review of the Literature and Mitigation Recommendations

Betancourt,

Baluchi,

Dortche

et al. 2024

Fam Med

View full text Add to dashboard Cite

Background and Objectives: Accreditation standards for MD- and DO-granting institutions require medical schools to recruit a diverse student body and educate students about diverse groups of patients. The minority tax is a summary of responsibilities assigned to racial and ethnic underrepresented faculty to achieve diversity, equity, and inclusion in medical institutions in addition to their typical academic workload. This article provides a narrative review of medical students’ experiences of the minority tax and recommendations on how medical educators can support an equitable learning environment by eliminating the minority tax. Methods: We searched the PubMed, Web of Science, and Scopus databases, Google Scholar, and medical society websites, blogs, and fora for terms, including minority tax, medical students, and undergraduate medical education. We included publications if they discussed the underrepresented in medicine medical students’ experiences of the minority tax. Results: Our search yielded six peer-reviewed original research articles and six publications of commentaries, opinion pieces, or news pieces. Students who were underrepresented in medicine reported spending more hours on diversity efforts compared with students who were not underrepresented; moreover, students reported that they had to sacrifice academic excellence in order to fulfill these additional diversity duties. Conclusions: The minority tax among medical students constitutes an unequitable and unjust barrier to career advancement, and it likely represents an early cause of attrition in the pipeline of underrepresented in medicine academic faculty. Medical educators can enact specific recommendations to eliminate or mitigate the minority tax experience for medical students.

show abstract

“…24 Distribution of care for marginalized and minoritized patients is uneven. 21,30,32 • Institute a community engagement or community service graduation requirement.…”

Section: Harms Of the Minority Tax Actions To Mitigate The Minority Taxmentioning

confidence: 99%

“…The student burden of peer mentorship, 22,28,32 lack of identity concordant mentors, 23,28,30,32 and lack of mentors with URiM mentorship skills are unequal. 6 • Hire faculty from URiM backgrounds and support their time for mentorship.…”

Section: Harms Of the Minority Tax Actions To Mitigate The Minority Taxmentioning

confidence: 99%

Minority Tax on Medical Students: A Review of the Literature and Mitigation Recommendations

Betancourt,

Baluchi,

Dortche

et al. 2024

Fam Med

View full text Add to dashboard Cite

show abstract

“…Antai (turbūt neatsitiktinai), imta tyrinėti farmacijos studentų savivertė, ją lyginant su kitų medicinos specialybių studentais [15,16]. Tyrėjų dėmesį patraukė ir geriatrinės medicinos darbuotojų profesinės tapatybės ypatumai [17], JAV mokslininkai pabrėžia, kad pavojinga profesinę tapatybę išskaidyti, nukrypti nuo esmės ar per daug ją stereotipizuoti [18]. Kanados tyrėjai GPT kontekste nustatė religinių (katalikybės) nuostatų svarbą, ypač aktyviai pasireiškiančių paliatyviosios medicinos srityje [19].…”

Section: Tyrimo Rezultataiunclassified

Gydytojo Profesinės Tapatybės Vaidmuo, Optimizuojant Terapinę Veiklą

Šeduikienė

2022

Health Sciences

View full text Add to dashboard Cite

Tyrimo tikslas – aptarti prielaidą, kad nuolat tobulinant gydytojo profesinę tapatybę (GPT) ir atsižvelgiant į psichologinius tipus, galima daugeliu aspektų pagerinti gydytojų terapinę veiklą. Tyrimo medžiaga ir metodai: PubMed ir Google Scolar duomenų bazėse pagal raktažodžius rastų mokslo publikacijų nagrinėjimas, temų grupavimas, interpretavimas ir apibendrinimas. Rezultatai. Apžvelgti tyrimai atskleidė, kad nuolat atnaujinama GPT optimizuoja terapinę veiklą ir gerina darbuotojų darbinę situaciją, kuri dėl sparčiai kintančių ir dažnai nepalankių sąlygų ėmė kelti sunkiai įveikiamus iššūkius. Kintantis darbo pobūdis ženkliai koreguoja GPT turinį, reikalinga tobulesnė darbo reguliavimo strategija, kuri galėtų apsaugoti gydytojus ne tik nuo nerimo, stresinių būsenų, perdegimų ar depresijos, ypač jaunesniame amžiuje, bet ir nuo profesinės tapatybės praradimo. Reagavimas tinkamu laiku į pokyčius, nuolatinis profesinis tobulėjimas ir adekvačios GPT išlaikymas daugeliu atžvilgių gali pagerinti savijautą bei terapinę veiklą. Gydytojų veiklos sėkmę galima pagerinti atsižvelgus į psichologinius tipus, nes jiems atitinkant asmenybės prigimtį, gydymo padaliniuose kuriasi tinkamesnė bendravimo atmosfera, gerėja psichosocialinis klimatas bei savijauta. Atlikta analizė parodė, kad norint išlaikyti kuo pozityvesnį požiūrį į gydytojo darbą sparčiai kintančiomis sąlygomis ir ypač, esant pandeminei situacijai, kartu su kompetencijos kėlimu pravartu nuolat stiprinti GPT ir atsižvelgti į psichologinį tipą, profesionalumo siekimą laikant svarbiausiu gydytojo savikūros tikslu.

show abstract

“…This faculty group must rapidly switch roles between participating clinicians and simulation educators during scenarios and likely also experience bidirectional impacts from and back to their clinical roles. Modifications may also be necessary to ensure the model is both inclusive and adaptable-especially for clinicians and students underrepresented in medicine, including clinicians with minoritised ethnic backgrounds who must negotiate challenges to PIF differing in scale and nature from those faced by non-minoritised groups [19,38,81,[83][84][85][86].…”

Section: Future Directionsmentioning

confidence: 99%

Wearing hats and blending boundaries: harmonising professional identities for clinician simulation educators

2022

View full text Add to dashboard Cite

Many clinicians working in healthcare simulation struggle with competing dual identities of clinician and educator, whilst those who harmonise these identities are observed to be highly effective teachers and clinicians. Professional identity formation (PIF) theories offer a conceptual framework for considering this dilemma. However, many clinician simulation educators lack practical guidance for translating these theories and are unable to develop or align their dual identities.An unusual experience involving the first author’s suspension of disbelief as a simulation facilitator sparked a novel reflection on his dual identity as a clinician and as a simulation educator. He re-framed his clinician and simulation ‘hats’ as cooperative and fluid rather than competing and compartmentalised. He recognised that these dual identities could flow between clinical and simulation environments through leaky ‘blended boundaries’ rather than being restricted by environmental demarcations.This personal story is shared and reflected upon to offer a practical ‘hats and boundaries’ model. Experimenting with the model in both clinical and simulation workplaces presents opportunities for PIF and alignment of dual identities. The model may help other clinician simulation educators navigate the complexities of merging their dual identities.

show abstract

Professional identity formation for underrepresented in medicine learners

Cited by 8 publications

References 51 publications

Minority Tax on Medical Students: A Review of the Literature and Mitigation Recommendations

Minority Tax on Medical Students: A Review of the Literature and Mitigation Recommendations

Gydytojo Profesinės Tapatybės Vaidmuo, Optimizuojant Terapinę Veiklą

Wearing hats and blending boundaries: harmonising professional identities for clinician simulation educators

Contact Info

Product

Resources

About