Strategies for Achieving Diversity through Medical School Admissions

Capers, Quinn; McDougle, Leon; Clinchot, Daniel M.

doi:10.1353/hpu.2018.0002

Cited by 79 publications

(59 citation statements)

References 5 publications

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“…Many medical schools currently use holistic admissions processes, pipeline and outreach programs, and other initiatives to increase the number of students from underrepresented minority groups. 2 , 3 However, even with an increase in the number of schools that are addressing issues regarding poor and underserved communities, health disparities, and social factors associated with health, 4 the increase in the number of African American students, especially male students, remains slow. 5 Although the opening of additional medical schools may have created additional opportunities for students from minority groups to begin their medical educations, to our knowledge, none of the nearly 30 new medical schools that have opened since 2000 were located at historically Black colleges or universities.…”

Section: Introductionmentioning

confidence: 99%

Projected Estimates of African American Medical Graduates of Closed Historically Black Medical Schools

et al. 2020

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Key Points Question What are the projected estimates of the number of African American students who would have graduated from historically Black medical schools that were closed during the period surrounding the publication of the 1910 Flexner report? Findings In this economic evaluation of 13 historically Black medical schools that were closed and 4 historically Black medical schools that remained open after the 1910 Flexner report, an extrapolation based on data from the medical schools that remained open indicated that 5 of the closed medical schools might have collectively provided training to an additional 35 315 graduates by 2019. If these 5 closed schools had remained open, they could have produced a 29% increase in the number of graduating African American physicians in 2019 alone. Meaning The study’s findings suggest that consideration should be given to the creation of medical education programs at historically Black colleges and universities in an effort to increase the number of African American graduates from medical schools and the number of African American physicians in the workforce.

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Section: Introductionmentioning

confidence: 99%

Projected Estimates of African American Medical Graduates of Closed Historically Black Medical Schools

et al. 2020

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“…Program directors can apply published strategies for minimizing implicit bias into rank meetings, and consider adding diversity as a metric in ranking spreadsheets and rubrics. 33 Finally, because selection committee activities may be conducted virtually as well, it is important to consider how virtual interactions may change the usual consensus processes. Literature regarding group decision-making in clinical competency decisions may be relevant to rank meeting discussions.…”

Section: Considerations For Rank Order Determinationmentioning

confidence: 99%

Reimagining Residency Selection: Part 3—A Practical Guide to Ranking Applicants in the Post-COVID-19 Era

Jordan

Sternberg

Haas

et al. 2020

Journal of Graduate Medical Education

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“…2 There are myriad barriers to entry into medicine that exist for URM candidates. [8][9][10][11][12] One such barrier is a lack of mentorship opportunities connecting students and URM medical professionals to assist in navigating the complicated educational and application processes.…”

Section: Introductionmentioning

confidence: 99%

The Benefits of Being a “Buddy”: Exploring the Medical Student Experience As Mentor to Minority High-School Students

2021

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serves to introduce underrepresented minority (URM) high-school students to careers in health care as well as introducing URM high-school students to medical student mentors. Each month, medical students and their student mentees connect through a variety of activities on the medical college campus. While the program has significant benefit for the mentees, it also provides professional development opportunities for the medical students as mentors. Many researchers have written on the value of mentored relationships between medical students and established physicians; however, exploring the benefits of medical student mentorship has yet to be discussed in the literature. Objectives: The primary objectives of this study are to understand medical student perceptions of being a mentor and describe the contributions to their medical education. Methods: Semistructured interviews were conducted with student mentors regarding their experiences serving in this program. These interviews were inductively coded for significant ideas, themes, and patterns. Results: A series of 12 research interviews were conducted with medical students who have participated in The Aspiring Doctors program for at least three semesters. Major themes that emerged from the analysis include the following: the importance of guidance in medicine through person-to-person mentoring, and identification of future career aspirations. Summary/Conclusions: Medical student mentors found this program to be a valuable addition to their educational experience. Mentoring URM high-school students offers pre-clinical medical students the opportunity to connect with their community and envision themselves serving as physicians in underresourced communities. Simultaneously, it provides a meaningful way of paying-it-forward during their education. Further studies can be done to track the outcomes of the medical students with respect to their designations stated while participating in this program, the role of mentorship on professional identity development, and possible effects on preventing/mitigating burnout.

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Strategies for Achieving Diversity through Medical School Admissions

Cited by 79 publications

References 5 publications

Projected Estimates of African American Medical Graduates of Closed Historically Black Medical Schools

Projected Estimates of African American Medical Graduates of Closed Historically Black Medical Schools

Reimagining Residency Selection: Part 3—A Practical Guide to Ranking Applicants in the Post-COVID-19 Era

The Benefits of Being a “Buddy”: Exploring the Medical Student Experience As Mentor to Minority High-School Students

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