代表性不足的少数民族或边缘化的身份地位对MD-PhD学生的培训成果的影响
Manuel A Torres Acosta1,2, Sidhanth Chandra3,4, Sophia Li3,5
1Northwestern University's Medical Scientist Training Program, Northwestern University Feinberg School of Medicine, SQBRC 8-521, 303 E Superior Ave, Chicago, IL, 60611, USA. manuel.torres@northwestern.edu.
BMC medical education
|June 8, 2023
概括
双学位MD-PhD课程面临多样性挑战,因为系统性障碍影响代表性不足的学生. 解决歧视,骗子综合征,指导和政策对于学术医学中的公平培训至关重要.
科学领域:
- 医学教育 医学教育
- 学术医学 学术医学
- 在STEM领域的多样性和包容性
背景情况:
- 历史上,双学位MD-PhD课程在各种身份方面缺乏多样性.
- 在MD-PhD培训环境中的结构性障碍不成比例地影响了代表性不足和边缘化的学生的学术成果.
研究的目的:
- 审查有关MD-PhD课程中影响代表性不足和边缘化的学生差异的现有文献.
- 确定导致这些差异的关键障碍.
- 提出基于证据的干预建议.
主要方法:
- 进行了全面的文献审查,以确定检查MD-PhD课程差异的研究.
- 分析的重点是影响来自种族和民族少数群体,性和性别少数群体,残疾人以及来自低社会经济背景的学生的障碍.
主要成果:
- 他们发现了四个主要障碍:歧视和偏见,骗子综合症和刻板印象威胁,缺乏身份相似的导师,以及低于最佳的机构政策.
- 这些障碍对代表性不足的学生的培训成果和学术成功产生了负面影响.
结论:
- 在MD-PhD课程中存在显著的差异,源于可识别的结构性障碍.
- 需要有针对性的,以目标为导向的干预措施来改善这些差异,并促进公平.
- 建议侧重于解决识别的障碍,以改善所有学生的培训环境.
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