The Design and Preliminary Experience with a Virtual Diversity Visiting Student Acting Internship in Radiology for Underrepresented Minority Medical Students

Dodelzon, Katerina; Belfi, Lily M.; Schweitzer, Andrew D.; Lamparello, Nicole A.; Legasto, Alan C.; McGinty, Geraldine; Spottswood, Stephanie E.; Min, Robert J.; Babagbemi, Kemi

doi:10.1016/j.acra.2021.02.021

Cited by 10 publications

(6 citation statements)

References 18 publications

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“…The feedback we obtained allowed us to develop multiple recommendations for successful virtual rotations. Both our results and those of other studies have suggested that the main priority for virtual rotations should be providing high-quality interactions between students and members of the residency program 10 , 17 , 18 . This was best accomplished during our rotation through small group sizes, mentoring and resident-only social activities, dedicated didactic sessions, and student case presentations.…”

Section: Discussionsupporting

confidence: 78%

“…Finally, the virtual rotation has been completed by a relatively small number of participants to date, which limits the sample size of this study. Virtual rotations are a novel offering necessitated by the COVID-19 pandemic, and a few studies reporting on them to date have been subject to similar limitations [9][10][11]16,19,20 . However, further investigations among larger cohorts with longi-tudinal follow-up will be necessary.…”

Section: Discussionmentioning

confidence: 99%

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Implementation and Evaluation of a Formal Virtual Medical Student Away Rotation in Orthopaedic Surgery During the COVID-19 Pandemic

et al. 2021

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Introduction: Away rotations are a valuable experience for medical students when applying for residency. In light of the coronavirus disease 2019 pandemic, there has been significant interest in the development of virtually based substitutes. This study evaluates the utility of a formal virtual fourth-year medical student away rotation in orthopaedic surgery by surveying participants and provides recommendations for success. Methods: A 2-week virtual orthopaedic elective was offered to fourth-year medical students in lieu of traditional in-person away rotations. The course consisted of multiple components such as subspecialty case-based didactics, “happy hours” with residents, assigned resident mentors, student case presentations, and observation of resident lectures. After course completion, anonymous surveys were administered to participants to evaluate the rotation. Results: Twenty-three of 24 participating students (96%) completed the student survey, and 22 of 24 participating faculty and residents (82%) completed the resident/faculty survey. Most students were very (87%) or somewhat (9%) satisfied with their experience and found the rotation to be a very (35%) or somewhat useful (61%) substitute for an in-person rotation. Students indicated that the rotation very (91%) or somewhat positively (9%) influenced their perception of the program. All students indicated that the rotation was very educational. Most students (91%) reported that the rotation was very useful for learning about the program and culture, with subspecialty didactics and happy hours most useful. Faculty and residents indicated that the rotation was useful for getting to know the students (17% “very useful” and 83% “somewhat useful”) and for assessing student characteristics, such as knowledge base and communication skills. Conclusions: A formal virtual orthopaedic surgery away rotation can be a valuable experience for medical students which provides educational value, insight into program culture, and an opportunity to demonstrate interest in the program. The curriculum and recommendations presented in this study can be used as a preliminary template for others interested in creating successful virtual rotations.

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Section: Discussionsupporting

confidence: 78%

Section: Discussionmentioning

confidence: 99%

Implementation and Evaluation of a Formal Virtual Medical Student Away Rotation in Orthopaedic Surgery During the COVID-19 Pandemic

et al. 2021

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“…35 Visiting clerkships or even intentionally curated virtual experiences can increase exposure of URiM students to training programs. 46 While intentional mission statements articulating commitment to diversity, equity, and inclusion are important for URiM students, our review demonstrates that concrete actions to actualize this mission are paramount. Interacting with URiM faculty and trainees can be a powerful avenue to discuss opportunities within the program and address URiM-specific concerns.…”

Section: Discussionmentioning

confidence: 95%

Interventions Associated With Racial and Ethnic Diversity in US Graduate Medical Education

et al. 2023

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ImportanceRacially and ethnically minoritized individuals remain underrepresented in graduate medical education relative to their proportion in the population. While many programs and initiatives have been developed to address this problem, there is little consensus regarding strategies that work to improve representation across specialties.ObjectiveTo examine and synthesize evidence-based practices that have been used to increase the proportions of underrepresented in medicine (URiM) trainees at US residency and fellowship programs.Evidence ReviewThe authors searched PubMed, Google Scholar, Embase, PsycInfo, ERIC, Cochrane Reviews, Cochrane Trials, CINAHL, Scopus, and PROSPERO electronic databases to identify relevant studies published through January 2022. They screened all titles and abstracts for relevance and read full-text articles to identify articles reporting reliable data describing the outcomes of interventions to improve racial and ethnic diversity among trainees.FindingsTwenty-seven articles were included in this review. Two studies reported on fellowship programs. The most common interventions included holistic review (48%), decreased emphasis on United States Medical Licensing Examination Step 1 scores (48%), and explicit institutional messaging regarding the importance of diversity (37%). A combination of interventions was associated with an increased number of URiM applicants, interviewees, and matriculants across various medical and surgical specialties.Conclusions and RelevanceIn this scoping review, approaches and interventions associated with increased diversity in residency and fellowship programs were identified. Continued efforts are necessary to sustain such efforts and assess long-term outcomes.

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“…We identified challenges related to residency matching, including unequal access to clerkship experiences amid COVID and implicit bias encountered during online residency interviews. 53,57,78 Finally, medical students from low-resource areas experienced greater likelihood of illness, burden for caregiving, loss of loved ones, isolation, and mental health challenges. They were required to engage in more high-risk activities, such as service sector work and public transportation, and they experienced more unemployment and financial devastation related to the pandemic.…”

Section: Resultsmentioning

confidence: 99%

Questions of Well-Being and Inclusion in Online Undergraduate Medical Education During COVID-19: A 2-Phased Focused Scoping Review

MacLeod¹,

Cameron²,

Luong³

et al. 2022

Academic Medicine

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PurposeUndergraduate medical education (UGME) was transformed by the rapid move to online curriculum delivery during the COVID-19 pandemic. Most research on online UGME has focused on measuring its effectiveness. However, medical educators also require evidence regarding its implications with respect to well-being and inclusion. MethodTo explore online learning transition, particularly the effect on well-being and inclusion, this 2-phased focused scoping review employed a revised Joanna Briggs Institute approach: (1) developing review questions and objectives; (2) determining eligibility criteria; (3) developing the search strategy; (4) extracting, analyzing, and discussing findings; (5) drawing conclusions; and (6) discussing implications for practice and further research. ResultsThe review ultimately included 217 articles, of which 107 (49%) explored student and staff well-being during online UGME, 64 (30%) focused on inclusion in this context, and 46 (21%) examined both well-being and inclusion. Additionally, 137 of included articles (63%) were research/evaluation, 48 (22%) were descriptive, and 32 (15%) were opinion. Of the 137 research/ evaluation studies, 115 (84%) were quantitative, 10 (7%) were qualitative, 8 (6%) were mixed methods, and 4 (3%) were Reviews. Among these research/ evaluation studies, the most commonly used data collection method was surveys (n = 120), followed by academic tests (n = 14). Other methods included interviews (n = 6), focus groups (n = 4), written reflections (n = 3), user data (n = 1), and blood tests (n = 1). ConclusionsImportant questions remain regarding the safety and inclusiveness of online learning spaces and approaches, particularly for members of historically excluded groups and learners in lowresource settings. More rigorous, theoretically informed research in online medical education is required to better understand the social implications of online medical education, including more in-depth, qualitative investigations about well-being and inclusion and more strategies for ensuring online spaces are safe, inclusive, and supportive.

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The Design and Preliminary Experience with a Virtual Diversity Visiting Student Acting Internship in Radiology for Underrepresented Minority Medical Students

Cited by 10 publications

References 18 publications

Implementation and Evaluation of a Formal Virtual Medical Student Away Rotation in Orthopaedic Surgery During the COVID-19 Pandemic

Implementation and Evaluation of a Formal Virtual Medical Student Away Rotation in Orthopaedic Surgery During the COVID-19 Pandemic

Interventions Associated With Racial and Ethnic Diversity in US Graduate Medical Education

Questions of Well-Being and Inclusion in Online Undergraduate Medical Education During COVID-19: A 2-Phased Focused Scoping Review

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