The Minority Student Voice at One Medical School: Lessons for All?
The Minority Student Voice at One Medical School: Lessons for All?
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DOI：
10.1097/acm.0b013e3182769513
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发表时间：
2013-01-01
影响因子：
7.4
通讯作者：
Humphrey, Holly J.
中科院分区：
文献类型：
--
作者：
Dickins, Kirsten;Levinson, Dana;Humphrey, Holly J.
尽管美国少数民族人口预计将增加，但医学院少数民族学生的数量仍然停滞不前。芝加哥普利兹克医学院（PSOM）录取的学生在医学（URM）低于全国平均水平。为了确定潜在的策略，通过医学院可以支持URM医学生的成功，URM学生/毕业生进行了采访covered.MethodStudents/应届毕业生（六年内）谁参加了这项研究自我认定为URM在医学和被选中参与使用随机配额抽样。参与者在2009-2010年完成了关于他们在PSOM的经历的半结构化定性访谈。关键的主题进行了确定和独立的调查分析，以确保intercoder agreement.ResultsParticipants确定了五个方面的医学院的经验，无论是促进或阻碍他们的学术成功。支持的促进者聚集在三个类别：在PSOM的协作学习氛围，所需的医疗保健差异的课程，和学生的多样性。抑制剂的支持聚集在两个类别：不够多样化的教师;和期望，从自我和他人履行额外的责任，或进行不成比例的burner.ConclusionsIntentional培养的协作学习的氛围，正式列入卫生保健的差异课程，并致力于培养学生的身体多样性是三条路线，PSOM支持URM学生。此外，认识到建立多元化的教师队伍的重要性，并努力减少URM学生感受到的不成比例的负担和陈规定型观念的威胁是制度的当务之急。
PurposeAlthough the minority population of the United States is projected to increase, the number of minority students in medical schools remains stagnant. The University of Chicago Pritzker School of Medicine (PSOM) matriculates students underrepresented in medicine (URM) above the national average. To identify potential strategies through which medical schools can support the success of URM medical students, interviews with URM students/graduates were conducted.MethodStudents/recent graduates (within six years) who participated in this study self-identified as URMs in medicine and were selected for participation using random quota sampling. Participants completed a semistructured, qualitative interview in 2009-2010 about their experiences at PSOM. Key themes were identified and independently analyzed by investigators to ensure intercoder agreement.ResultsParticipants identified five facets of their medical school experiences that either facilitated or hindered their academic success. Facilitators of support clustered in three categories: the collaborative learning climate at PSOM, the required health care disparities course, and student body diversity. Inhibitors of support clustered in two categories: insufficiently diverse faculty; and expectations-from self and others-to fulfill additional responsibilities, or carry a disproportionate burden.ConclusionsIntentional 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.