Evaluation of Racial Microaggressions Experienced During Medical School Training and the Effect on Medical Student Education and Burnout: A Validation Study

Chisholm, Leah; Jackson, Kianna; Davidson, Heather; Churchwell, André L.; Fleming, Amy; Drolet, Brian C.

doi:10.1016/j.jnma.2020.11.009

Cited by 49 publications

(60 citation statements)

References 8 publications

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“…The SNMA was chosen due to its role as a governing body for underrepresented minority medical students. SNMA facilitated the survey distribution through their weekly digest listserv [ 23 , 24 ]. In addition, the survey was distributed to leaders of the Organization of Student Representatives (OSR) and to the Association of American Medical College (AAMC).…”

Section: Methodsmentioning

confidence: 99%

Symptoms of Depression and Anxiety Among Black Medical Students: the Role of Peer Connectedness and Perceived Discrimination

Milam

Oboh

Brown

et al. 2021

J. Racial and Ethnic Health Disparities

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This study examined the association between discrimination, peer connectedness, and mental health symptoms among Black medical students. Data were collected from a convenience sample of Black medical students via an anonymous electronic questionnaire ( n = 733) in year 2020. The Patient-Reported Outcomes Measurement Information System Depression and Anxiety forms were used to measure depression and anxiety symptoms. Structural equation modeling was used to examine the association between discrimination, peer connectedness, and mental health symptoms (Mplus 7.3). The majority of the participants were female (80%), approximately 40% were third or fourth year medical school students, and 13% had a clinical diagnosis of depression/anxiety before medical school. About half of the students reported being watched more closely than their classmates, and 66% reported feeling the need to work twice as hard as others to get the same treatment or evaluation. The majority of students reported that their peers were supportive of their academic success (60.7%), and 53% reported that students often or always invited them to social outings. The mean T-score for depressive symptoms was 53.6 (SD = 7.8), and the mean T-score for anxiety symptoms was 58.6 (SD = 8.4). Overall, findings indicated a high prevalence of anxiety and depression symptoms among Black medical students, and increased discrimination was associated with more mental health symptoms among males. Additionally, increased peer connectedness was associated with fewer symptoms of anxiety among males and females and fewer depressive symptoms among females. Addressing discrimination among medical students may improve mental health among Black medical students. Supplementary Information The online version contains supplementary material available at 10.1007/s40615-021-01157-7.

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Section: Methodsmentioning

confidence: 99%

Symptoms of Depression and Anxiety Among Black Medical Students: the Role of Peer Connectedness and Perceived Discrimination

Milam

Oboh

Brown

et al. 2021

J. Racial and Ethnic Health Disparities

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“…In addition, microaggressions, overt acts of discrimination, and other manifestations of bias and/or discrimination still occur in clinical settings against students from marginalized groups. 35,36 The CD, with support from departmental and medical school education leadership, is crucial in implementing strategies to maintain equitable, fair clerkship experiences for all students. Of particular note, CDs should also work to promote diversity, equity, and inclusion by reviewing and ensuring diverse representation (without stereotypes) in teaching and assessment materials.…”

Section: Diversity Equity and Inclusionmentioning

confidence: 99%

Expectations of and for Clerkship Directors 2.0: A Collaborative Statement from the Alliance for Clinical Education

Morgenstern

Roman

DeWaay

et al. 2021

Teaching and Learning in Medicine

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This article presents an update of the collaborative statement on clerkship directors (CDs), first published in 2003, from the national undergraduate medical education organizations that comprise the Alliance for Clinical Education (ACE). The clerkship director remains an essential leader in the education of medical students on core clinical rotations, and the role of the CD has and continues to evolve. The selection of a CD should be an explicit contract between the CD, their department, and the medical school, with each party fulfilling their obligations to ensure the success of the students, the clerkship and of the CD. Educational innovations and accreditation requirements have evolved in the last two decades and therefore this article updates the 2003 standards for what is expected of a CD and provides guidelines for the resources and support to be provided. In their roles as CDs, medical student educators engage in several critical activities: administration, education/teaching, coaching, advising, and mentoring, faculty development, compliance with accreditation standards, and scholarly activity. This article describes (a) the work products that are the primary responsibility of the CD; (b) the qualifications for the CD; (c) the support structure, resources, and personnel that are necessary for the CD to accomplish their responsibilities; (d) incentives and career development for the CD; and (e) the dedicated time that should be provided for the clerkship and the CD to succeed. Given all that should rightfully be expected of a CD, a minimum of 50% of a full-time equivalent is recognized as appropriate. The complexity and needs of the clerkship now require that at least one full-time clerkship administrator (CA) be a part of the CD's team. To better reflect the current circumstances, ACE has updated its recommendations for institutions and departments to have clear standards for what is expected of the director of a clinical clerkship and have correspondingly clear guidelines as to what should be expected for CDs in the support they are provided. This work has been endorsed by each of the eight ACE member organizations.

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“…Current data support that medical students and residents who experience microaggressions are more likely to report associated symptoms of burnout, depression, and suicidal thoughts. 11,12 Subjection to persistent bias can lead to minority status stress and racial battle fatigue, creating feelings of invisibility, isolation, exclusion, and loneliness for those impacted. 13,14 In the book Black Man in a White Coat: A Doctor's Reflections on Race and Medicine, Damon Tweedy, MD, reflects on race in medicine.…”

Section: Wwwmdedgecom/dermatologymentioning

confidence: 99%

“…15 Although microaggressions are harmful to one's health, they also undermine the learning and teaching experience for students, residents, and faculty, and they detract from the larger goal of providing care for patients. 11 Frequent devaluing and questioning of an individual's contributions, qualifications, and credentials…”

Section: Wwwmdedgecom/dermatologymentioning

confidence: 99%

Microaggressions in Medicine

Feaster¹,

McKinley-Grant²,

McMichael³

2021

Cutis

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IN COLLABORATION WITH THE SKIN OF COLOR SOCIETYMicroaggressions are behaviors that stem from implicit bias and occur at an interpersonal level. In medicine, microaggressions may be encountered both in training and clinical practice. Although often unintentional or unconscious by the offender, microaggressions are harmful to the health and safety of women and underrepresented minority (URM) medical students, residents, physicians, other providers, and patients. This article aims to define microaggressions, present example scenarios, and provide discourse regarding microaggressions within the framework of medicine.

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Evaluation of Racial Microaggressions Experienced During Medical School Training and the Effect on Medical Student Education and Burnout: A Validation Study

Cited by 49 publications

References 8 publications

Symptoms of Depression and Anxiety Among Black Medical Students: the Role of Peer Connectedness and Perceived Discrimination

Symptoms of Depression and Anxiety Among Black Medical Students: the Role of Peer Connectedness and Perceived Discrimination

Expectations of and for Clerkship Directors 2.0: A Collaborative Statement from the Alliance for Clinical Education

Microaggressions in Medicine

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