Exploring the Impact Factor: Medical Students Mentoring High School Students and Cultivating Cultural Humility
Exploring the Impact Factor: Medical Students Mentoring High School Students and Cultivating Cultural Humility
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DOI：
10.1089/heq.2017.0025
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发表时间：
2018-01-01
期刊：
影响因子：
2.7
通讯作者：
Sandhu, Gurjit
中科院分区：
文献类型：
--
作者：
Derck, Jordan;Yates, Elizabeth;Sandhu, Gurjit
目的：尽管努力解决医学院的公平问题，但各级医学培训的多样性仍然相对停滞不前。早期针对职业的指导可以解决医学领域代表性不足（URiM）的学生追求医学教育的障碍。本研究透过调查一项以医学生为职涯导向导向的计划，评估医学生导师的辅导经验，并寻求开发一套医学生导师课程。方法：作者描述了一个医学生主导的管道项目，该项目将医学生与URiM高中学生联系起来。医学生导师参加焦点小组，并给出书面答复，评估参与的原因、社会文化态度和指导所需的技能。采用专题分析。结果：在这个分析中出现的主题包括指导的动机，用于处理指导关系的技能，以及对导师的好处。导师认为他们的经历具有很高的影响因子，他们采用动态发现。它提供了个人奖励，并加深了对差异的理解。结论：将医学院的导师聚集在一起，进行点对点的想法分享，创建实践社区，将有助于这些学生培养有效的指导技能。基于对导师优势的欣赏性探究的课程将丰富思想分享，培养文化谦逊，避免倦怠。参与该项目的医学生认为他们从中受益，包括提高了他们的指导技能，扩大了他们的文化谦逊，增加了他们照顾服务不足人群的舒适度，提高了他们认识健康差距的能力。
Purpose: Diversity at all levels of medical training remains relatively stagnant, despite efforts to address equity in medical schools. Early career-specific mentoring may address barriers to the pursuit of medical education for students underrepresented in medicine (URiM). By surveying a program that engages medical students as drivers of career-specific mentorship for URiM high school students, this study evaluates medical student mentors' experiences mentoring and seeks to develop a mentorship curriculum. Methods: The authors describe a medical student-led pipeline program, which connects medical students with URiM high school students. Medical student mentors participated in focus groups and gave written responses evaluating reasons for involvement, sociocultural attitudes, and skills needed for mentoring. Thematic analysis was applied. Results: Themes that emerged in this analysis include motivation to mentor, skills used to approach the mentoring relationship, and benefits to the mentor. Mentors felt their experiences had a high impact factor, and they employed dynamic discovery. It provided personal reward and a deeper understanding of disparities. Conclusion: Bringing medical school mentors together for peer to peer idea sharing, creating communities of practice, will help these students develop effective mentorship skills. A curriculum based on appreciative inquiry of mentors' strengths will enrich idea sharing, fostering cultural humility and avoiding burnout. Medical students involved in this program believe they gained benefits, including improving their mentorship skills, expanding their cultural humility, increasing their comfort with caring for underserved populations, and improving their ability to recognize health disparities.