Shifting the Curve: Fostering Academic Success in a Diverse Student Body

Area of Science:

• Medical Education
• Health Equity
• Workforce Diversity

Background:

• Underrepresented minority (URM) students face challenges in medical school, including lower standardized test scores on the Medical College Admission Test (MCAT) and United States Medical Licensing Exam (USMLE) Step 1.
• Achieving health equity requires a diverse healthcare workforce, yet URM students have faced limited success in matriculation and academic progression.

Purpose of the Study:

• To evaluate interventions designed to enhance the academic success of URM students at the Morehouse School of Medicine.
• To analyze the impact of these interventions on standardized test performance, specifically MCAT and USMLE Step 1 scores.

Main Methods:

• Analysis of MCAT and USMLE Step 1 scores for graduating classes from 2009-2014.
• Review of course evaluations, Graduation Questionnaires, and qualitative data from student and faculty interviews and focus groups.

Main Results:

• URM students' USMLE Step 1 scores surpassed predictions based on their MCAT scores.
• Key contributing factors identified were a supportive milieu and mentoring, a structured curriculum, and consistent monitoring.

Conclusions:

• Targeted interventions can significantly improve academic outcomes for URM medical students.
• Success in medical education is attainable for all students through supportive environments and tailored educational strategies.