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Perry R, Sciolla A, Rea M, Sandholdt C, Jandrey K, Rice E, Yu A, Griffin E, Wilkes M. Modeling the social determinants of resilience in health professions students: impact on psychological adjustment. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2023; 28:1661-1677. [PMID: 37193860 PMCID: PMC10187518 DOI: 10.1007/s10459-023-10222-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/11/2022] [Accepted: 03/05/2023] [Indexed: 05/18/2023]
Abstract
Stressors inherent to training and stemming from the learning environment are associated with high rates of burnout, depression, and mental health problems in health professions students (HPS). There is evidence that disadvantaged or stigmatized groups are particularly affected. These problems not only impact students after graduation but may also have detrimental effects on patient outcomes. Resilience, conceptualized as the process of adapting well in the face of adversity, has inspired an increasing number of interventions aimed at addressing those problems in HPS. These interventions have mostly targeted individual students and their psychological traits while ignoring social and structural factors that may enhance or undermine individual resilience. To address this gap in the literature, the authors reviewed the evidence for psychosocial determinants of resilience and proposed a model inspired by the social determinants of health literature and the "upstream-downstream" metaphor. In this theoretical paper, the authors propose that upstream determinants such adverse childhood experiences and socioeconomic and sociodemographic markers of disadvantage have a direct effect on psychological adjustment and an indirect effect mediated by resilience. Additionally, the authors propose that the institutional downstream drivers of learning environment, social support, and sense of belonging moderate the direct and indirect effects of the upstream determinants on psychological adjustment. Future research should test these hypotheses and gather evidence that may guide the development of interventions. The authors present their model as part of a comprehensive response to recent calls to action to address diversity, equity and inclusion in health professions education.
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Affiliation(s)
- Ross Perry
- School of Medicine, University of California, Davis, Sacramento, CA, USA
| | - Andres Sciolla
- Department of Psychiatry and Behavioral Sciences, University of California, Davis, Sacramento, CA, USA
| | - Margaret Rea
- School of Medicine, University of California, Davis, Sacramento, CA, USA
| | - Cara Sandholdt
- Betty Irene Moore School of Nursing, University of California Davis, Sacramento, CA, USA
| | - Karl Jandrey
- School of Veterinary Medicine, University of California, Davis , Davis, CA, USA
| | - Elizabeth Rice
- Betty Irene Moore School of Nursing, University of California Davis, Sacramento, CA, USA
| | - Allison Yu
- School of Medicine, University of California, Davis, Sacramento, CA, USA
| | - Erin Griffin
- Washington State University, Elson S. Floyd College of Medicine, Spokane, WA, USA
| | - Michael Wilkes
- School of Medicine, University of California, Davis, Sacramento, CA, USA.
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2
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Williams AA, Bruce MK, Beiriger JW, Kass NM, Littleton EB, Nguyen VT, De La Cruz C, Rubin JP, Losee JE, Goldstein JA. Perceptual Barriers to Becoming a Plastic Surgeon among Underrepresented Medical Students. PLASTIC AND RECONSTRUCTIVE SURGERY-GLOBAL OPEN 2023; 11:e5156. [PMID: 37744671 PMCID: PMC10516381 DOI: 10.1097/gox.0000000000005156] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/03/2022] [Accepted: 06/14/2023] [Indexed: 09/26/2023]
Abstract
Background The field of plastic surgery has experienced difficulty increasing diversity among trainees, despite significant efforts. Barriers to recruitment of underrepresented in medicine (URM) students are poorly understood. This study assesses URM students' exposure to plastic surgery, access to mentors and research opportunities, and the importance of diversity in the field. Methods A survey was designed and distributed to members of the Student National Medical Association over 3 months. Survey data were collected using Qualtrics and descriptive statistics, and logistical regressions were performed using SAS. Results Of the 136 respondents, 75.0% identified as Black (n = 102/136), and 57.4% (n = 66/115) reported a plastic surgery program at their home institution. Of the total respondents, 97.7% (n = 127/130) were concerned about racial representation in plastic surgery, and 44.9% (n = 53/114) would be more likely to apply if there were better URM representation. Most respondents disagreed that there was local (73.4%, n = 58/79) or national (79.2%, n = 57/72) interest in URM recruitment. Students whose plastic surgery programs had outreach initiatives were more likely to have attending (OR 11.7, P < 0.05) or resident mentors (OR 3.0 P < 0.05) and access to research opportunities (OR 4.3, P < 0.05). Conclusions URM students feel there is an evident lack of interest in recruiting URM applicants in plastic surgery. Programs with outreach initiatives are more likely to provide URM students access to mentorship and research opportunities, allowing students to make informed decisions about pursuing plastic surgery.
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Affiliation(s)
- Abraham A. Williams
- From the Department of Plastic Surgery, University of Pittsburgh Medical Center, Pittsburg, Pa
| | - Madeleine K. Bruce
- From the Department of Plastic Surgery, University of Pittsburgh Medical Center, Pittsburg, Pa
| | - Justin W. Beiriger
- From the Department of Plastic Surgery, University of Pittsburgh Medical Center, Pittsburg, Pa
| | - Nicolás M. Kass
- From the Department of Plastic Surgery, University of Pittsburgh Medical Center, Pittsburg, Pa
| | - Eliza Beth Littleton
- From the Department of Plastic Surgery, University of Pittsburgh Medical Center, Pittsburg, Pa
| | - Vu T. Nguyen
- From the Department of Plastic Surgery, University of Pittsburgh Medical Center, Pittsburg, Pa
| | - Carolyn De La Cruz
- From the Department of Plastic Surgery, University of Pittsburgh Medical Center, Pittsburg, Pa
| | - Joseph Peter Rubin
- From the Department of Plastic Surgery, University of Pittsburgh Medical Center, Pittsburg, Pa
| | - Joseph E. Losee
- From the Department of Plastic Surgery, University of Pittsburgh Medical Center, Pittsburg, Pa
| | - Jesse A. Goldstein
- From the Department of Plastic Surgery, University of Pittsburgh Medical Center, Pittsburg, Pa
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3
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Tello C, Goode CA. Factors and barriers that influence the matriculation of underrepresented students in medicine. Front Psychol 2023; 14:1141045. [PMID: 37303920 PMCID: PMC10247986 DOI: 10.3389/fpsyg.2023.1141045] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/09/2023] [Accepted: 04/27/2023] [Indexed: 06/13/2023] Open
Abstract
Despite many initiatives over more than 4 decades, the diversity of United States physicians still does not reflect the diversity of the United States population. The present study undertakes a literature review of the last 30 years to investigate barriers and protective factors underrepresented college students encounter as applicants for medical school. Known barriers that influence matriculation into medical school were analyzed such as academic metrics and test scores. Additionally, elements that are less well studied were investigated such as factors perceived as barriers by underrepresented applicants in addition to protective factors that allow them to persist in their journey in the face of difficulties and adversity.
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Affiliation(s)
- Cynthia Tello
- American University of the Caribbean School of Medicine, Cupecoy, Sint Maarten
- Graduate College of Biomedical Sciences and College of Dental Medicine, Western University of Health Sciences, Pomona, CA, United States
| | - Christine A. Goode
- Graduate College of Biomedical Sciences and College of Dental Medicine, Western University of Health Sciences, Pomona, CA, United States
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Konkwo C, Fitzsousa E, Chan SM, Muhammad M, Anderson N, Reisman A. Revisiting the Exhibits-Medical Student Reflections on Changes to the Institutional Portraiture at a US Medical School. J Gen Intern Med 2022; 37:4209-4215. [PMID: 36131052 PMCID: PMC9708960 DOI: 10.1007/s11606-022-07803-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/07/2021] [Accepted: 09/08/2022] [Indexed: 01/04/2023]
Abstract
BACKGROUND Yale School of Medicine's (YSM) Sterling Hall of Medicine (SHM) has historically been lined with large oil paintings of mostly White men, despite over a century of Black and female enrollment. These spaces can be seen as exclusionary to students underrepresented in medicine, and may result in decreased well-being and adversely affect academic performance. Student-led activism has resulted in recent changes to these walls, including the addition of images of women faculty, and artwork by students, faculty, and staff. OBJECTIVE We aimed to evaluate how recent changes to longstanding historical portraiture in SHM affected students' reflections on being in that space. DESIGN This was a qualitative study based on semi-structured interviews conducted virtually. PARTICIPANTS Second- to fourth-year YSM medical students were interviewed. APPROACH Qualitative interviews were used to gauge students' impressions of how they perceived both the original and updated artwork and portraiture, as well as the overall physical environment. KEY RESULTS Nine interviews were conducted, with interviewees describing the portraiture as reflective of YSM's institutional values. They related this to other aspects of an exclusionary environment, and noted that they created belonging at YSM within smaller communities. Students recognized and expressed appreciation for the changes to the portraiture, particularly the increase in diverse representation, and they noted stark contrasts to the prior space. While they describe positive attitudes regarding changes in SHM's exhibited portraiture and art, they also expressed skepticism about whether these changes were performative or whether they reflected true commitment to reform. CONCLUSIONS This study depicts how the portraiture and physical environment of a medical school affects medical students, and that interventions to reform institutional portraiture can have considerable impact on students' attitudes regarding their medical school experiences.
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Affiliation(s)
- Chigoziri Konkwo
- Yale School of Medicine, 333 Cedar St, New Haven, CT, 06510, USA.
| | - Elizabeth Fitzsousa
- Department of Emergency Medicine, Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - Shin Mei Chan
- Yale School of Medicine, 333 Cedar St, New Haven, CT, 06510, USA
| | | | - Nientara Anderson
- Department of Psychiatry, Yale New Haven Hospital, New Haven, CT, USA
| | - Anna Reisman
- Department of Internal Medicine, Yale School of Medicine, New Haven, CT, USA
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Corwin LA, Ramsey ME, Vance EA, Woolner E, Maiden S, Gustafson N, Harsh JA. Students' Emotions, Perceived Coping, and Outcomes in Response to Research-Based Challenges and Failures in Two Sequential CUREs. CBE LIFE SCIENCES EDUCATION 2022; 21:ar23. [PMID: 35580005 PMCID: PMC9508904 DOI: 10.1187/cbe.21-05-0131] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/24/2021] [Revised: 02/02/2022] [Accepted: 02/08/2022] [Indexed: 06/15/2023]
Abstract
The ability to navigate scientific obstacles is widely recognized as a hallmark of a scientific disposition and is one predictor of science, technology, engineering, and mathematics persistence for early-career scientists. However, the development of this competency in undergraduate research has been largely underexplored. This study addresses this gap by examining introductory students' emotional and behavioral responses to research-related challenges and failures that occur in two sequential research-based courses. We describe commonly reported emotions, coping responses, and perceived outcomes and examine relationships between these themes, student demographics, and course enrollment. Students commonly experience frustration, confusion, and disappointment when coping with challenges and failures. Yet the predominance of students report coping responses likely to be adaptive in academic contexts despite experiencing negative emotions. Being enrolled in the second course of a research-based course sequence was related to several shifts in response to challenges during data collection, including less reporting of confusion and fewer reports of learning to be cautious from students. Overall, students in both the first and second courses reported many positive outcomes indicating improvements in their ability to cope with challenge and failure. We assert that educators can improve research-based educational courses by scaffolding students' research trials, failures, and iterations to support students' perseverance.
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Affiliation(s)
- Lisa A. Corwin
- Department of Ecology and Evolutionary Biology, University of Colorado, Boulder, Boulder, CO 80309
| | - Michael E. Ramsey
- Laboratory for Interdisciplinary Statistical Analysis, Department of Applied Mathematics, University of Colorado, Boulder, Boulder, CO 80309
| | - Eric A. Vance
- Laboratory for Interdisciplinary Statistical Analysis, Department of Applied Mathematics, University of Colorado, Boulder, Boulder, CO 80309
| | | | - Stevie Maiden
- Department of Ecology and Evolutionary Biology, University of Colorado, Boulder, Boulder, CO 80309
| | | | - Joseph A. Harsh
- Department of Biology, James Madison University, Harrisonburg VA 22807
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6
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Johnson M. Research as a Coping Mechanism for Racial Trauma: The Story of One Medical Student. TEACHING AND LEARNING IN MEDICINE 2022; 34:277-284. [PMID: 35723947 DOI: 10.1080/10401334.2021.1939033] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/08/2020] [Revised: 05/07/2021] [Accepted: 05/27/2021] [Indexed: 06/15/2023]
Abstract
Issue: The intersection of being a Black Woman in Medicine is a unique experience that exacerbates racial trauma and can lead to the hypervigilance, withdrawal, and emotional exhaustion that many minority students experience. Yet, there are not enough avenues for medical students like myself to healthily explore and heal from their experiences. I propose that qualitative research mentorship might be one such avenue. Evidence: It was neither my Black identity nor my female identity alone that isolated me: there were a handful of other Black students, and my school had matriculated a class that had equal numbers of men and women. Instead, it was the intersection of being Black and a woman that was unique and specific to me. As the only Black Woman in my cohort of almost 200 people, I took on a research project investigating the experiences of other Black learners. It was not until I sought out and cultivated mentors to guide me through conducting this research that I was positioned as a storyteller and a visionary to encourage future generations of those underrepresented in medicine to heal through sharing their stories and starting a ripple of change. It was empowering specifically because the qualitative research was specific to my experience. These interviews confirmed that my experience was not felt in isolation, and that I was not the only Black student doubting my abilities, qualifications, and right to be in medical school. Implication: Implementing formal qualitative mentorship programs, where medical schools encourage learners to explore some of the difficult and personal parts of their identities that address these intersections and support them, will ultimately make the universities healthier and create belonging for all students. Sharing stories through qualitative research has helped me (a) create positive experiences to achieve personal healing, (b) reveal systemic inequities, explain my individual experiences, and (c) develop agency and power to make change. Research became my most powerful coping tool and it can be just as powerful and healing for other underrepresented in medicine students. The framework I have provided can be used by institutions and faculty who strive to facilitate that healing.
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Affiliation(s)
- Monnique Johnson
- F. Edward Hebert School of Medicine, Uniformed Services University of the Health Sciences, Bethesda, Maryland, USA
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7
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Barbayannis G, Bandari M, Zheng X, Baquerizo H, Pecor KW, Ming X. Academic Stress and Mental Well-Being in College Students: Correlations, Affected Groups, and COVID-19. Front Psychol 2022; 13:886344. [PMID: 35677139 PMCID: PMC9169886 DOI: 10.3389/fpsyg.2022.886344] [Citation(s) in RCA: 29] [Impact Index Per Article: 14.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2022] [Accepted: 04/20/2022] [Indexed: 02/04/2023] Open
Abstract
Academic stress may be the single most dominant stress factor that affects the mental well-being of college students. Some groups of students may experience more stress than others, and the coronavirus disease 19 (COVID-19) pandemic could further complicate the stress response. We surveyed 843 college students and evaluated whether academic stress levels affected their mental health, and if so, whether there were specific vulnerable groups by gender, race/ethnicity, year of study, and reaction to the pandemic. Using a combination of scores from the Perception of Academic Stress Scale (PAS) and the Short Warwick-Edinburgh Mental Well-Being Scale (SWEMWBS), we found a significant correlation between worse academic stress and poor mental well-being in all the students, who also reported an exacerbation of stress in response to the pandemic. In addition, SWEMWBS scores revealed the lowest mental health and highest academic stress in non-binary individuals, and the opposite trend was observed for both the measures in men. Furthermore, women and non-binary students reported higher academic stress than men, as indicated by PAS scores. The same pattern held as a reaction to COVID-19-related stress. PAS scores and responses to the pandemic varied by the year of study, but no obvious patterns emerged. These results indicate that academic stress in college is significantly correlated to psychological well-being in the students who responded to this survey. In addition, some groups of college students are more affected by stress than others, and additional resources and support should be provided to them.
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Affiliation(s)
- Georgia Barbayannis
- Department of Neurology, Rutgers New Jersey Medical School, Newark, NJ, United States
| | - Mahindra Bandari
- Department of Neurology, Rutgers New Jersey Medical School, Newark, NJ, United States
| | - Xiang Zheng
- Rutgers New Jersey Medical School, Newark, NJ, United States
| | - Humberto Baquerizo
- Office for Diversity and Community Engagement, Rutgers New Jersey Medical School, Newark, NJ, United States
| | - Keith W. Pecor
- Department of Biology, The College of New Jersey, Ewing, NJ, United States
| | - Xue Ming
- Department of Neurology, Rutgers New Jersey Medical School, Newark, NJ, United States
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8
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Fleming E, Raskin SE, Brody E. From describing disparities to understanding why disparities exist: Anti-racist methods to support dental public health research. J Public Health Dent 2022; 82 Suppl 1:73-78. [PMID: 35726470 PMCID: PMC9541958 DOI: 10.1111/jphd.12503] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2021] [Revised: 01/05/2022] [Accepted: 01/10/2022] [Indexed: 11/29/2022]
Abstract
Racism is understudied in the oral health literature at the same time that race is overutilized as an explanatory factor in study design. Social and behavioral methodologies offer conceptual models that can be used to include racism in dental public health questions. In addition, interdisciplinary and mixed methods approaches allow for understanding racism as an underlying cause of social and health disparities and exploring solutions that address historical, institutional, social, political, and economic drivers of oral health inequity, while recognizing the limits of measuring racism quantitatively. In a collective acknowledgement of the limitations of conventional methods, there are new opportunities to explore how qualitative and mixed methods research can serve as drivers for both social justice and health equity, while building and sustaining a diverse research workforce that can better close these disparities and offer antiracist solutions to oral health inequities.
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Affiliation(s)
- Eleanor Fleming
- Department of Dental Public health, University of Maryland School of Dentistry, Baltimore, Maryland, USA
| | - Sarah E Raskin
- iCubed Oral Health Core, L. Douglas Wilder School of Government and Public Affairs and Department of Dental Public Health and Policy, School of Dentistry, Virginia Commonwealth University, Richmond, Virginia, USA
| | - Erica Brody
- Health Sciences Library, Virginia Commonwealth University, Richmond, Virginia, USA
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Daher Y, Austin ET, Munter BT, Murphy L, Gray K. The history of medical education: a commentary on race. J Osteopath Med 2021; 121:163-170. [PMID: 33567086 DOI: 10.1515/jom-2020-0212] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
The institution of medicine was built on a foundation of racism and segregation, the consequences of which still permeate the experiences of Black physicians and patients. To predict the future direction of medical inclusivity, we must first understand the history of medicine as it pertains to race, diversity, and equity. In this Commentary, we review material from publicly available books, articles, and media outlets in a variety of areas, including undergraduate medical education and professional medical societies, where we found an abundance of policies and practices that created a foundation of systemic racism in medical training that carried through the career paths of Black physicians. The objective of this Commentary is to present the history of race in the medical education system and medical society membership, acknowledge the present state of both, and offer concrete solutions to increase diversity in our medical community.
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Affiliation(s)
- Yasmeen Daher
- A.T. Still University School of Osteopathic Medicine in Arizona , Mesa , AZ, USA
| | - Evan T Austin
- The University of Arizona College of Medicine , Phoenix , AZ, USA
| | - Bryce T Munter
- The University of Arizona College of Medicine , Phoenix , AZ, USA
| | - Lauren Murphy
- The University of Arizona College of Medicine , Phoenix , AZ, USA.,The Department of Obstetrics and Gynecology , Banner University Medical Center-Phoenix , Phoenix , AZ , USA
| | - Kendra Gray
- A.T. Still University School of Osteopathic Medicine in Arizona , Mesa , AZ, USA.,The University of Arizona College of Medicine , Phoenix , AZ, USA.,The Department of Obstetrics and Gynecology , Banner University Medical Center-Phoenix , Phoenix , AZ , USA
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Perry SP, Wages JE, Skinner-Dorkenoo AL, Burke SE, Hardeman RR, Phelan SM. Testing a Self-Affirmation Intervention for Improving the Psychosocial Health of Black and White Medical Students in the US. THE JOURNAL OF SOCIAL ISSUES 2021; 77:769-800. [PMID: 34924602 PMCID: PMC8680271 DOI: 10.1111/josi.12448] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
Self-affirmation interventions have been shown to mitigate the negative psychological effects of stereotype threat on Black students in secondary and undergraduate education. However, there is currently limited research testing whether Black students in medical schools may also experience the negative influences of stereotype threat. Until now, it has been unclear whether Black (vs. White) students experience a lower sense of belonging in medical school and whether they can benefit from self-affirmation interventions during medical training. With a longitudinal field experiment, we tested (a) whether Black (vs. White) medical students in the US experience decrements in psychological well-being (i.e., fatigue, depression, anxiety), sense of belonging, perceived residency competitiveness, and residency goal stability; and (b) the extent to which a self-affirmation intervention would ameliorate any observed disparities in these outcomes for Black students. With a sample of 234 Black and 182 White medical students across 50 schools in the US, we found that Black students tended to report more fatigue and less belonging than White students; however, the self-affirmation intervention did not significantly influence students' fatigue, depression, anxiety, or belonging. Unexpectedly, Black students in the self-affirmation (vs. control) condition reported lower perceived competitiveness for residency. White students' perceived competitiveness for residency was unaffected by the intervention. Exploratory analyses revealed that Black (vs. White) students were less likely to indicate stable residency goals over time, which may be an indication of threat; however, this racial gap was eliminated with the intervention. We discuss the plausible reasons for these findings and provide recommendations for future work in this area.
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Affiliation(s)
| | | | | | | | - Rachel R Hardeman
- Division of Health Policy & Management, University of Minnesota School of Public Health
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11
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Just in TIME: Trauma-Informed Medical Education. J Racial Ethn Health Disparities 2020; 7:1046-1052. [PMID: 33006111 PMCID: PMC7528708 DOI: 10.1007/s40615-020-00881-w] [Citation(s) in RCA: 21] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2020] [Revised: 09/20/2020] [Accepted: 09/21/2020] [Indexed: 12/22/2022]
Abstract
Numerous organizations implement a trauma-informed approach. This model assists institutions in providing care and education that delivers support to members who have undergone traumatic experiences, and many institutions apply the principles as a universal precaution. Student and trainee experiences in medical education reveal a hidden curriculum that may deliver conflicting messages about the values of an institution, in which equity is promoted, but biased and discriminatory practices are commonplace. Implicit racial bias has been identified in the patient-provider interaction and may also extend its impact on the learner experience. Bias and discrimination inflict trauma on its targets via emotional injury. Applying the principles of the trauma-informed approach, we advocate for trauma-informed medical education (TIME). TIME fosters awareness that students and trainees can experience trauma from a biased system and culture and advocates for the establishment of policies and practices that support learners to prevent further re-traumatization. TIME will serve as a means to deliver just and equitable education.
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12
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Maduakolam E, Madden B, Kelley T, Cianciolo AT. Beyond Diversity: Envisioning Inclusion in Medical Education Research and Practice. TEACHING AND LEARNING IN MEDICINE 2020; 32:459-465. [PMID: 33349086 DOI: 10.1080/10401334.2020.1836462] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
This commentary examines the publications in Teaching and Learning in Medicine's Issue 32(5) from the perspectives of Black, female medical trainees. Its purpose is to demonstrate how including diverse perspectives in general medical education scholarship could prompt reconsideration of basic concepts and the development of richer, more nuanced, and practicable understanding of who medical learners are. An inclusive concept of medical education is a first step toward "culturally responsive universal design for learning," an approach to educational design that views barriers to learning as a systems problem, recognizes racism as a learning barrier, and offers learners multiple means to achieve academic success. Augmenting studies that explicitly target the experiences of trainees and faculty from marginalized racial groups, this commentary aims to establish a vision for what to do educationally with the knowledge that people bring diverse backgrounds and perspectives to their learning.
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Affiliation(s)
- Erica Maduakolam
- Southern Illinois University School of Medicine, Springfield, Illinois, USA
| | - Barra Madden
- Southern Illinois University School of Medicine, Springfield, Illinois, USA
| | - Tatiana Kelley
- Southern Illinois University School of Medicine, Springfield, Illinois, USA
| | - Anna T Cianciolo
- Southern Illinois University School of Medicine, Springfield, Illinois, USA
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13
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Crumb L, Campbell KM, Crowe A, Harris JA, Acheampong C, Little J. Responding to COVID-19: Perspectives on Curricular Changes in a Rural Medical School. South Med J 2020; 113:368-371. [PMID: 32747962 PMCID: PMC8055085 DOI: 10.14423/smj.0000000000001124] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/02/2023]
Abstract
Coronavirus disease 2019 swiftly led to global human devastation, including multiple deaths, sicknesses, and financial reverberations for many individuals and communities. This review provides an overview of rapid decision-making processes that can be used by curriculum leaders and medical school administrators to continue to meet accreditation requirements while attempting to keep medical students safe and prepared for graduation in response to the pandemic health crisis. Coronavirus disease 2019 (COVID-19) rapidly led to global human devastation, including multiple deaths, sicknesses, and financial reverberations across many individuals and communities. As COVID-19 gained its foothold in the United States, medical school administrators, faculty, and students had to undergo rapid change to mitigate the disease spread, putting all parties in dubious situations. Medical school administrators had to make swift and judicious decisions that would best serve the student body and the diverse patient population at clinical sites. Medical schools with students practicing in rural, remote regions with a dearth of healthcare resources have even more complicated decisions to make in these unprecedented times. We provide an overview of rapid decision-making processes that can be used by curriculum leaders and medical school administrators to continue to meet accreditation requirements while attempting to keep medical students safe and prepared for graduation in response to the COVID-19 health crisis.
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Affiliation(s)
- Loni Crumb
- From the Counselor Education Program, Department of Interdisciplinary Professions, East Carolina University, Greenville, North Carolina, Division of Academic Affairs, Brody School of Medicine, East Carolina University, Greenville, North Carolina, and the Office of Student Development and Academic Counseling, Brody School of Medicine, East Carolina University, Greenville, North Carolina
| | - Kendall M Campbell
- From the Counselor Education Program, Department of Interdisciplinary Professions, East Carolina University, Greenville, North Carolina, Division of Academic Affairs, Brody School of Medicine, East Carolina University, Greenville, North Carolina, and the Office of Student Development and Academic Counseling, Brody School of Medicine, East Carolina University, Greenville, North Carolina
| | - Allison Crowe
- From the Counselor Education Program, Department of Interdisciplinary Professions, East Carolina University, Greenville, North Carolina, Division of Academic Affairs, Brody School of Medicine, East Carolina University, Greenville, North Carolina, and the Office of Student Development and Academic Counseling, Brody School of Medicine, East Carolina University, Greenville, North Carolina
| | - Janeé Avent Harris
- From the Counselor Education Program, Department of Interdisciplinary Professions, East Carolina University, Greenville, North Carolina, Division of Academic Affairs, Brody School of Medicine, East Carolina University, Greenville, North Carolina, and the Office of Student Development and Academic Counseling, Brody School of Medicine, East Carolina University, Greenville, North Carolina
| | - Cassandra Acheampong
- From the Counselor Education Program, Department of Interdisciplinary Professions, East Carolina University, Greenville, North Carolina, Division of Academic Affairs, Brody School of Medicine, East Carolina University, Greenville, North Carolina, and the Office of Student Development and Academic Counseling, Brody School of Medicine, East Carolina University, Greenville, North Carolina
| | - Janae Little
- From the Counselor Education Program, Department of Interdisciplinary Professions, East Carolina University, Greenville, North Carolina, Division of Academic Affairs, Brody School of Medicine, East Carolina University, Greenville, North Carolina, and the Office of Student Development and Academic Counseling, Brody School of Medicine, East Carolina University, Greenville, North Carolina
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Steed KS, Kadavakollu S. How to Prepare for the Medical College Admissions Test (MCAT): Six Important Tips for Pre-Medical Students from Rural Areas. MEDICAL SCIENCE EDUCATOR 2019; 29:1147-1153. [PMID: 34786206 PMCID: PMC8566608 DOI: 10.1007/s40670-019-00823-0] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/27/2023]
Affiliation(s)
- Kevin S. Steed
- Department of Biomedical Education, California Health Sciences Universe College of Osteopathic Medicine, 120 North Clovis Avenue, Building 65, Clovis, CA 93612 USA
| | - Samuel Kadavakollu
- Department of Biomedical Education, California Health Sciences Universe College of Osteopathic Medicine, 120 North Clovis Avenue, Building 65, Clovis, CA 93612 USA
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