The Minority Student Voice at One Medical School

Abstract

Intentional cultivation of a collaborative learning climate, formal inclusion of health care disparities curriculum, and commitment to fostering student body diversity are three routes by which PSOM has supported URM students. Additionally, recognizing the importance of building a diverse faculty and extending efforts to decrease the disproportionate burden and stereotype threat felt by URM students are institutional imperatives.

“Aspirations of people who come from state education are different”: how language reflects social exclusion in medical education

“…We choose breadth not depth, examining interviews from 24 of the 32 medical schools in the UK. However, although large-scale, the study was carried out in one (UK) context only and we do not know if our findings are transferable-it may be that ''othering'' in other countries is apparent but it is related to race or ethnicity rather than social class, as the basis for social exclusion from medicine appears to vary by context (e.g., AAMC 2014; Castillo-Page 2012; Behrendt et al 2012, Cleland et al 2012Dickins et al 2013;Millburn 2012;BMA 2009; see also the special issue of this journal, May 2017). The study could have been enrich by triangulating other sources of data, such as the mission statements of each of the participating medical schools; this is addressed in another paper from our team (see Alexander et al 2017).…”

“…affluent and higher social class) backgrounds (Millburn 2012;Steven et al 2016). Moreover, other research implies that the few widening access (WA: or under-represented minority [URM]) applicants who do successfully negotiate the complex medical admissions process may go on to feel unwelcome (Orom et al 2013;Greenhalgh et al 2004;Brown and Garlick 2007) and disadvantaged once at medical school (Dickins et al 2013;Nicholson and Cleland 2017;Cleland et al 2015;Stegers-Jager et al 2012). Thus, despite repeated calls for change, the problem of widening access to medicine persists internationally, suggesting that it is important to consider what might be operating to resist change.…”

“…Despite much activity, investment and policy directives, people from backgrounds perceived as disadvantaged and minority, ethnic and cultural groups, remain under-represented, or excluded from, medicine worldwide on the basis of, for example, their social class or ethnic origin (e.g., AAMC 2014; Castillo-Page 2012; Behrendt et al 2012, Cleland et al 2012Dickins et al 2013;Millburn 2012;BMA 2009; see also the special issue of this journal, May 2017). In the UK, for example, evidence indicates that, while medicine has addressed issues of diversity in relation to gender and race, those from less affluent backgrounds remain less likely to apply and less likely to gain an offer to study medicine than applicants from more ''traditional'' (i.e.…”

Diversity by Design

“…The profiled initiative establishes that supportive networks and affinity groups to combat the social isolation of minorities and other marginalized groups-a tested approach for medical students and faculty-are also effective in residency settings. 4 Further, this study demonstrates the value that prospective residents and fellows place on tailored professional development and mentorship opportunities as a sign that an institution is supportive and welcoming. Perhaps the most valuable contribution is the sheer fact that in shaping their diversity initiative, the authors recognized the importance of moving away from a simple passive reception of those diverse applicants who apply to an active engagement in ensuring that diverse candidates apply and are made aware of the institution's strategic commitment to diversity.…”

Are We Missing the Mark? The Implementation of Community Based Participatory Education in Cancer Disparities Curriculum Development

“…Using these frameworks and others to further advance disparities education, a growing number of medical institutions have integrated disparities education into their curricula. To date, disparities curriculum has been shown to impact students' knowledge, skills, and attitudes toward vulnerable populations [8–12], increase underrepresented minority recruitment to medical school [13], and improve the institutional diversity climate [14]. These findings are significant as minority physicians are more likely to serve minority populations and contribute to the reduction of health disparities [15, 16].…”