Changing the Approach in Supporting and Advancing Underrepresented in Medicine (UIM) Medical Students

Authors

Abena Knight, Clinical Professor, Department of Pediatrics, University of Washington School of Medicine.
Terry Kind, Professor, Department of Pediatrics, Children's National Hospital and The George Washington University School of Medicine and Health Sciences.
Gabrina Dixon, Associate Professor of Pediatrics, Children's National Hospital and The George Washington University School of Medicine and Health Sciences.
Natalie McKnight, Associate Professor of Medical Education, University of Virginia School of Medicine and Inova L.J. Murphy Children's Hospital.
Molly Rideout, Professor, Department of Pediatrics, Larner College of Medicine at The University of Vermont.

Document Type

Journal Article

Publication Date

1-1-2024

Journal

MedEdPORTAL : the journal of teaching and learning resources

Volume

20

DOI

10.15766/mep_2374-8265.11438

Keywords

Case-Based Learning; Diversity; Equity; Inclusion; Mentoring/Coaching

Abstract

INTRODUCTION: Research has shown the importance of diversity in improving patient care. Medical students from backgrounds underrepresented in medicine (UIM) face unique challenges, including minority tax, stereotype threat, and expectations to be the sole representative of their identity group. Mentors must be aware of these challenges and develop skills to address them. METHODS: We designed a 90-minute workshop about the challenges UIM students encounter in medical school and best practices in mentorship. Target audience and facilitators were undergraduate medical educators. Three videos and questions for case-based facilitated small-group discussion with medical school faculty and administrators were included. Using a retrospective pre-post design, we elicited participants' confidence level in recognizing and addressing issues UIM students may experience and plans to apply skills gained in the workshop. RESULTS: Workshop participants (N = 57) reported a mean increase in confidence rating of 20-26 points out of 100 for recognizing, identifying, and applying skills related to optimal UIM mentorship (mean confidence: 53-60 preworkshop, 79-81 postworkshop). Participants also reported a mean of 82 in readiness to apply skills learned. Participants rated the workshop a 4.6 in overall helpfulness on a 5-point Likert scale (1 = not helpful, 5 = extremely helpful). DISCUSSION: Health care professionals working with UIM medical students have an essential role in mentorship and support. This workshop provides a structured forum to discuss challenges and build awareness, comfort, and skills regarding engaging in meaningful discussions about race and the experiences of medical students, even when identities are incongruent.

APA Citation

Knight, Abena; Kind, Terry; Dixon, Gabrina; McKnight, Natalie; and Rideout, Molly, "Changing the Approach in Supporting and Advancing Underrepresented in Medicine (UIM) Medical Students" (2024). GW Authored Works. Paper 5613.
https://hsrc.himmelfarb.gwu.edu/gwhpubs/5613

Department

Pediatrics