Perceptions of Barriers and Facilitators to Becoming a Medical Professional Among Underrepresented Undergraduate and Postbaccalaureate Learners

Joseph, Josiane; Dao, Dyda; Hwang, Soyun M.; Dotzler, Steven M.; Chesak, Sherry S.; Weiskittel, Taylor M.; Lang, Margaret E.; Melo, Valéria; Anderson, Jacob B.; Vega, Beatriz Rodríguez; Englund, Mckenzie; Boruch, Paige M.

doi:10.1016/j.mayocpiqo.2021.01.003

Cited by 22 publications

(21 citation statements)

References 16 publications

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“…Yet, students from underrepresented backgrounds face barriers that prevent them from gaining acceptance, matriculating, and/or completing medical school, which ultimately contribute to a leaky pipeline in medicine. [19][20][21][22] Furthermore, equity of opportunity for groups that are underrepresented in medicine is a structural issue, and the current lack of equity of opportunity is effectively a symptom of systemic racism in the United States, including inequities in educational opportunities for students of minoritized racial and ethnic groups. 3,[23][24][25] Latino physicians historically have been underrepresented in the United States' physician workforce.…”

Section: Discussionmentioning

confidence: 99%

The Latino Resident Physician Shortage: A Challenge and Opportunity for Equity, Diversity, and Inclusion

Martínez¹,

Anaya²,

Greenwood³

et al. 2022

Academic Medicine

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Section: Discussionmentioning

confidence: 99%

The Latino Resident Physician Shortage: A Challenge and Opportunity for Equity, Diversity, and Inclusion

Martínez¹,

Anaya²,

Greenwood³

et al. 2022

Academic Medicine

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“…Mayo Clinic Alix School of Medicine interviewed students who identify as URM, and they discovered that a commonly stated barrier to accessing shadowing opportunities is a limited social network. In fact, students stated that they do not have health professionals in their families and thus, they are unable to gain exposure to the field and visualize if they would like to pursue a career in healthcare 11 …”

Section: Discussionmentioning

confidence: 99%

“…In fact, students stated that they do not have health professionals in their families and thus, they are unable to gain exposure to the field and visualize if they would like to pursue a career in healthcare. 11 In terms of virtual shadowing, a student must have access to the internet and a device such as a tablet, computer, or smartphone. A potential drawback of online mediums, particularly asynchronous videos, including students may be unable to find a mentor and cultivate a professional relationship as they may feel disconnected from the clinician.…”

Section: Discussionmentioning

confidence: 99%

Students’ perceptions on shadowing during COVID‐19 and an exploration of innovative solutions for clinical exposure

Nanji

Eidelman

2022

Journal of Dental Education

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Purpose/objective: The objective of this project was to evaluate the perceptions of predental students' shadowing experiences during a pandemic and further, explore innovative solutions that can be implemented to ensure that shadowing opportunities are equitable and accessible.Methods: Data was collected via the Web 2.0 social media platform, Instagram (owned by Meta Platforms, Inc.) from 122 participants attending college in North America and are on the predental track: freshman (N = 11), sophomores (N = 25), juniors (N = 30), seniors (N = 34) and recent college graduates (N = 22). Participants completed a survey consisting of 20 questions.Results: Results showed that the pandemic disrupted traditional shadowing methods; students turned to various virtual platforms, such as YouTube and Zoom, to obtain shadowing experiences. There was an increase in the number of students who shadowed virtually during the pandemic versus pre-COVID-19. The majority of the respondents (80%) agreed that dental schools have not provided sufficient guidance on how to approach shadowing during a pandemic. Conclusion:Innovative shadowing platforms should be implemented in order to help college students explore careers within dentistry and beyond. The development of a standardized virtual shadowing program with clear guidelines can increase equity and accessibility.

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“…50 For medical programs, low Medical College Admission Test scores, low grade point averages, and poor science preparation have been identified as barriers to pursuing a medical career by premedical students from URM groups and to the recruitment of prospective students from URM groups. 51,52 As noted by admissions leaders, the desire for high Medical College Admission Test scores by schools for ranking purposes and using scores for predicting future student success are barriers to efforts to increase diversity in enrollment. 53 Despite the benefit of holistic admissions policies, lack of representation in the recruitment and admissions processes undermines potential diversity gains.…”

Section: Jama Network Open | Medical Educationmentioning

confidence: 99%

Racial, Ethnic, and Sex Diversity Trends in Health Professions Programs From Applicants to Graduates

Majerczyk,

Behnen,

Weldon

et al. 2023

JAMA Netw Open

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ImportanceDiversity is an essential element of an effective health care system. A key to developing a diverse workforce is establishing a diverse student population in health professions programs.ObjectiveTo examine the diversity of students in Doctor of Medicine (MD), Doctor of Osteopathic Medicine (DO), Doctor of Dental Surgery (DDS), Doctor of Dental Medicine (DMD), and Doctor of Pharmacy (PharmD) programs with emphasis on the trends of underrepresented minoritized groups (American Indian or Alaska Native, Black or African American, Hispanic or Latino, and Native Hawaiian or Other Pacific Islander) and sex relative to the overall age-adjusted US population.Design, Setting, and ParticipantsThis cross-sectional study used deidentified, self-reported data from 2003 to 2019 from the Association of American Medical Colleges, American Association of Colleges of Osteopathic Medicine, American Dental Education Association, American Dental Association, and American Association of Colleges of Pharmacy. Data analysis was performed from 2003 to 2004 and from 2018 to 2019.ExposuresData on the race, ethnicity, and sex of applicants, matriculants, and degrees conferred by health professions programs were collected and compared with the age-adjusted population in the US Census (aged 20-34 years) over time.Main Outcomes and MeasuresThe main outcomes were trends in the proportions of underrepresented minoritized groups and sex diversity among applicants, matriculants, and degrees conferred relative to the overall age-adjusted US population. Trends were measured using the representation quotient, which is defined as the ratio of the proportion of each subgroup to the total population of applicants, matriculants, or graduates relative to the proportion for that subgroup within the US Census population of similar age. Regression analysis was used to evaluate the trend over time.ResultsA total of 594 352 applicants were analyzed across the examined programs. From 2003 to 2019, the proportions of individuals from underrepresented groups increased for DDS and DMD (applicants, from 1003 of 8176 to 1962 of 11 298 [5.1%]; matriculants, from 510 of 4528 to 966 of 6163 [4.2%]; degrees awarded, from 484 of 4350 to 878 of 6340 [2.7%]), PharmD (applicants, from 9045 of 71 966 to 11 653 of 50 482 [9.0%]; matriculants, from 5979 of 42 627 to 10 129 to 62 504 [6.3%]; degrees awarded, from 922 of 7770 to 2190 of 14 800 [3.0%]), and DO (applicants, from 740 of 6814 to 3478 of 21 090 [5.4%]; degrees awarded, 199 of 2713 to 582 of 6703 [1.4%]) programs, but decreased for MD programs (applicants, from 6066 of 34 791 to 7889 of 52 777 [−2.3%]; matriculants, 2506 of 16 541 to 2952 of 21 622 [−2.4%]; degrees awarded, from 2167 of 15 829 to 2349 of 19 937 [−0.1%]). Compared with age-adjusted US Census data, all programs had more Asian students and fewer male, American Indian or Alaska Native, Black or African American, Hispanic or Latino, and Native Hawaiian or Other Pacific Islander students (representation quotient &lt;1).Conclusions and RelevanceIn this cross-sectional study, most of the health professions in the study saw increases in underrepresented minority applicants, matriculants, and degrees conferred from 2003 to 2019; however, all programs were below the age-adjusted US Census data. The increased racial, ethnic, and sex diversity in the programs illustrates progress, but additional strategies are needed to achieve a more representative health care workforce.

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Perceptions of Barriers and Facilitators to Becoming a Medical Professional Among Underrepresented Undergraduate and Postbaccalaureate Learners

Cited by 22 publications

References 16 publications

The Latino Resident Physician Shortage: A Challenge and Opportunity for Equity, Diversity, and Inclusion

The Latino Resident Physician Shortage: A Challenge and Opportunity for Equity, Diversity, and Inclusion

Students’ perceptions on shadowing during COVID‐19 and an exploration of innovative solutions for clinical exposure

Racial, Ethnic, and Sex Diversity Trends in Health Professions Programs From Applicants to Graduates

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