Building A Culturally Concordant Mentorship Program for Immigrant Premedical Students

Area of Science:

• Medical Education
• Immigrant Health
• Mentorship Programs

Background:

• Afghan premedical students face unique challenges in navigating the U.S. medical school application process.
• Existing mentorship programs may not adequately address the cultural and systemic barriers encountered by this demographic.
• Community-based participatory research principles are crucial for developing effective interventions for marginalized groups.

Purpose of the Study:

• To design and implement a culturally tailored mentorship intervention for Afghan premedical students.
• To address specific needs related to medical school application and preparation in the U.S. context.
• To evaluate the program's impact on perceived barriers, confidence, and mentorship experience.

Main Methods:

• A year-long virtual mentorship program was developed using community-based participatory research and cultural humility.
• Afghan premedical students (Mentees) were paired with Afghan medical students/physicians (Mentors).
• Monthly workshops and individual meetings were conducted, with curriculum informed by focus groups; pre- and post-program surveys assessed outcomes.

Main Results:

• Thirty-two Mentees and 26 Mentors participated in the program.
• Participants reported positive mentor relationships and effective mentorship.
• Afghan premedical students experienced a significant decrease in perceived barriers to medical school admission.

Conclusions:

• Community-led, culturally concordant mentorship programs can effectively reduce barriers for immigrant premedical students.
• Further research into the specific needs of immigrant premedical students is warranted.
• This model of mentorship can be adapted for other immigrant communities seeking to enter medical professions.