The impact of underrepresented minority or marginalized identity status on training outcomes of MD-PhD students.
The impact of underrepresented minority or marginalized identity status on training outcomes of MD-PhD students.
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DOI：
10.1186/s12909-023-04399-7
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发表时间：
2023-06-08
影响因子：
3.6
通讯作者：
Ardehali, Hossein
中科院分区：
文献类型：
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作者：
Acosta, Manuel A. Torres A.;Chandra, Sidhanth;Li, Sophia;Yoon, Esther;Selgrade, Daniel;Quinn, Jeanne;Ardehali, Hossein
双学位MD-PhD课程历来缺乏种族，民族，性别，性取向和身份的其他方面的多样性。像MD-和博士授予程序，MD-PhD程序的培训环境也标志着结构性障碍，对代表性不足和/或边缘化的学生在学术医学（种族和少数民族群体被认为是代表性不足的国家卫生研究所，性和性别少数群体，残疾人和社会经济地位低的个人）的可衡量的学术成果产生负面影响。在这篇文章中，我们回顾了现有的文献MD-PhD项目的差异影响这些群体的学生，并提供了基于审查证据的建议。我们的文献回顾确定了四个可概括的障碍，可以影响这些边缘化和/或代表性不足的群体的学生的培训成果：1）歧视和偏见，2）冒名顶替者综合征和刻板印象的威胁，3）缺乏身份相似的导师，和4）次优的机构政策和程序。我们提出了以目标为导向的干预措施，可能会开始，以改善目前在MD-PhD课程的培训环境，影响学生从边缘化和/或代表性不足的群体在学术医学的差距。
Dual-degree MD-PhD programs have historically lacked diversity of race, ethnicity, gender, sexual orientation, and other facets of identity. Like MD- and PhD-granting programs, MD-PhD program training environments are also marked by structural barriers that negatively impact measurable academic outcomes of underrepresented and/or marginalized students in academic medicine (racial and ethnic minority groups considered underrepresented by the National Institute of Health, sexual and gender minorities, individuals with disabilities, and individuals of low socioeconomic status). In this article, we review the existing literature on MD-PhD program disparities affecting students from these groups and provide recommendations grounded on the reviewed evidence. Our literature review identified four generalizable barriers that can impact the training outcomes of students from these marginalized and/or underrepresented groups: 1) discrimination and bias, 2) impostor syndrome and stereotype threat, 3) lack of identity-similar mentors, and 4) suboptimal institutional policies and procedures. We propose goal-oriented interventions that may begin to ameliorate the disparities present in MD-PhD program training environments that affect students from marginalized and/or underrepresented groups in academic medicine.
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