Introduction

Medicine faces a diversity crisis. Black physicians have comprised less than 6% of physicians since 1940, while only 6.9% of physicians identify at Hispanic or Latino. Diversifying the physician workforce is a vital component of addressing health disparities among minority patients, who are disproportionately affected by chronic health conditions, since previous research has demonstrated improved health incomes for minority patients who receive care from physicians sharing a similar background. Early recruitment and retention of minority students in the pre-medical pathway is vital for achieving the long term goal of a diverse physician workforce and addressing disparities in health outcomes in society. Since 2008, the Healthcare Careers Opportunity Pathway (HCOP) at Florida Atlantic University has aimed to diversify medicine by providing academic enrichment and exposure to medical careers for students in 7th through 12th grades. In this study we examined key support systems and role models promoting student recruitment and retention among a diverse cohort of HCOP high school students.

Methods

An IRB-approved qualitative study was conducted among 27 students between 10th and 12th grade who were enrolled in HCOP. Individual Zoom interviews were conducted between students and study coordinators. Interviews were transcribed using Otter.ai and then thematically analyzed using Dedoose software in order to identify key factors and role models promoting student recruitment and retention.

Results

Parents provided longitudinal emotional support for students and encouragement to pursue their choosen careers. 44.4% of students cited their parents as having a significant impact as a role model in pursuing a career in medicine. Friends were typically cited as offering mutual motivation for students and emotional support, with 25.9% of students reporting a significant impact. Teachers were recognized for providing career advice and encouragement to pursue a choosen career, with 25.9% of students reporting a significant impact. Physicians generally offered insight into a career in medicine and general advice for pursuing a career in medicine for, with 11.1% of students reporting a significant impact. Medical students, similarly, offered insight into the rigors of medical education and advice in navigating the college application process, with 14.8% of HCOP high school students citing a significant impact.

Conclusions

Parents were the most important support system among our cohort of high school students pursuing careers in medicine. Furthermore parents and friends mainly provided emotional support and motivation for students, while teachers, physicians, and medical students generally played an instrumental role--providing career advice and insight. Each role plays a different yet complementary role in the lives of high school pre-medical students, which can collectively form comprehensive support systems for students. Organizers of STEMM bridge programs can tailor program designs in order to capitalize on their inherent strengths in providing instrumental support and assist students in identifying and utilizing the different elements of their support network in order to promote diverse student recruitment and retention.