The MD–MEd Joint-Degree Program at Vanderbilt University: Training Future Expert Medical Educators

Sullivan, William M.; DeVolder, Jacob; Bhutiani, Monica; Neal, Kristen W.; Miller, Bonnie M.

doi:10.1097/acm.0000000000001497

Cited by 8 publications

(7 citation statements)

References 6 publications

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“…Examples of dual degrees include MD/MBA programs (Ackerly et al, 2011;Patel et al, 2014) and combined MD/MPH degrees in topics such as public policy, law, biomedical engineering, arts, bioethics, public health and epidemiology (Alamri, 2018). The majority of graduates of joint medical degree programs reportedly enters the clinical workforce upon graduation (Brass et al, 2010;Jeffe & Andriole, 2011;Patel et al, 2014;Sullivan et al, 2017).…”

Section: Dual Degreesmentioning

confidence: 99%

Flexibility in primary medical programs: A scoping review

Barrett

Cheshire²,

Woodward‐Kron³

2022

FoHPE

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Introduction: Students and universities increasingly seek flexibility in learning options, however terms such as flexible are not consistently defined in the medical education literature. This review aimed to 1) propose a definition for flexibility in medical education and 2) create a typology of contemporary examples of how flexibility has been operationalised in medical education. Method: A systematic scoping review of papers published in English since 2009 was undertaken. The focus was on papers reporting initiatives to create flexibility in primary medical programs. Results: Based on review of 1,641 search returns and 140 full-text articles, two interconnected concepts were identified: flexibility and individualisation. Flexibility describes mechanisms that allow students choice in how they allocate time and resources to meet the requirements of their course, including time-variable progression, acceleration, deceleration, articulated degree entry and exit options, and pedagogical approaches that reduce time required in classrooms. Individualisation describes options that enable student-driven direction, extension or expansion of medical education into special interest areas, including dual degrees, breadth subjects, curriculum tracks, elective service-learning pathways, electives and selectives. Conclusions: Though not always clearly defined as such, international medical education literature describes a rich variety of flexibility and individualisation initiatives. While the constructs of flexibility and individualisation are interconnected, they can assist curriculum designers to differentiate between the mechanisms that enable flexibility in how students meet course requirements and the mechanisms that enable individual choice in what students study. Flexibility and individualisation initiatives target different needs, including both students’ needs and medical workforce needs; they also suggest different institutional and financial implications. Consensus on and consistent use of common terminology about flexibility and individualisation initiatives will improve the “searchability” and synthesis of research on such initiatives and their impacts and enablers, as well as encourage further research, publication and synthesis of outcomes of such initiatives.

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Section: Dual Degreesmentioning

confidence: 99%

Flexibility in primary medical programs: A scoping review

Barrett

Cheshire²,

Woodward‐Kron³

2022

FoHPE

View full text Add to dashboard Cite

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“…Programs to enhance the diversity of the clinical health care and research workforce [9][10][11][12][13][14] may begin as early as middle school and include academic and summer research opportunities. These summer academic and research skill development experiences [15] have been associated with increased STEM PhD program enrollment.…”

Section: Introductionmentioning

confidence: 99%

Preparing historically underrepresented trainees for biomedical cancer research careers at Huntsman Cancer Institute/University of Utah Health

López

Rodríguez

Hawes

et al. 2021

Medical Education Online

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Given the well-documented inequities in health care outcomes by race, ethnicity, and gender, many health career pipeline programs have focused on supporting the development of a diverse and inclusive workforce. The State of Utah, is vast, but sparsely populated outside the Salt Lake City metropolitan area. More than 96% of our nearly 85,000 square miles is designated rural (<100 people/square mile) or frontier (<7 people/square mile). The Salt Lake City area is home to the Hunsman Cancer Institute, the only NCI-designated Comprehensive Cancer Center in the region, also noted the limited diversity in the biomedical cancer research workforce. Our primary objective was to increase the number of underrepresented trainees who pursue higher education with the goal of a career in cancer research. PathMaker is a regional, competitive pipeline program that nurtures high school or undergraduate trainees from historically underrepresented backgrounds towards a career in cancer research. Our faculty and staff team collaboratively developed a cohort model curriculum that increased student awareness of research career options; provided academic and professional development, cultural and social support, evolutionary success strategies, active mentorship, and leadership skill development; and fostered an environment of continuous evaluation and improvement. Since pilot program initiation in May 2016, the PathMaker Research Program (PathMaker) has engaged a total of 44 underrepresented trainees in cancer research labs at Huntsman Cancer Institute, the majority still in college. Eleven trainees graduated college: five employed in STEM, one pursuing a PhD in STEM; two in medical school, and three are lost to follow-up. Alumni report high levels of satisfaction with PathMaker and will be followed and supported for academic success. PathMaker is a replicable model to increase diversity and inclusion in the biomedical cancer research workforce.

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“…[9][10][11] University-based, diversity-focused pipeline programs can support racial/ethnic diversity in the medical workforce. 12 The majority of these programs [13][14][15][16][17][18][19][20] are research-focused summer programs that target BACKGROUND AND OBJECTIVES: The University of Utah (UU) serves an increasingly diverse state and houses the only public medical school, dental school, and college of pharmacy in the state. Utah's diversity in the health professions lags behind the diversity of its general population, and the nation.…”

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confidence: 99%

Exceeding Expectations: Students Underrepresented in Medicine at University of Utah Health

Bliss

Wood

Martineau

et al. 2020

Fam Med

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Background and Objectives: The University of Utah (UU) serves an increasingly diverse state and houses the only public medical school, dental school, and college of pharmacy in the state. Utah’s diversity in the health professions lags behind the diversity of its general population, and the nation. Methods: The Health Sciences Learning, Engagement, Achievement, and Progress (HS-LEAP) Program is a 4-year undergraduate pipeline program intended to increase racial and ethnic diversity in the health professions, specifically focused on students underrepresented in medicine (URM). Each student self-identified and submitted demographics at the time of enrollment. We followed students to successful engagement in their profession of choice; we compared graduation and postgraduation outcomes to non-HS-LEAP students at UU from 2005-2016. Results: Almost 80% of HS-LEAP students are from communities underrepresented in medicine: 41% Latinx, 28% Asian, 7% Black, 2% American Indian/Alaskan Native, and 1% Pacific Islander. HS-LEAP students had lower ACT scores upon undergraduate enrollment, higher grade point averages in their first semester of college, higher fall-to-fall first-year retention rates, and higher 6-year graduation rates when compared to non-HS-LEAP UU students. Students who completed HS-LEAP attended graduate school at twice the rate of students who participated in HS-LEAP, the majority in the health professions. Conclusions: The HS-LEAP program is associated with increased URM success in undergraduate programs and elevated participation in graduate programs in medicine, dentistry, pharmacy, physician assistant, nursing, and public health. Similar programs, with continuous assessment and evaluation, could be adopted in other locations to improve the representation of these groups in health professions.

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The MD–MEd Joint-Degree Program at Vanderbilt University: Training Future Expert Medical Educators

Cited by 8 publications

References 6 publications

Flexibility in primary medical programs: A scoping review

Flexibility in primary medical programs: A scoping review

Preparing historically underrepresented trainees for biomedical cancer research careers at Huntsman Cancer Institute/University of Utah Health

Exceeding Expectations: Students Underrepresented in Medicine at University of Utah Health

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