Introduction
\n\nMed icine faces a diversity crisis. Black physicians have comprised less than 6% of physicians since 1940\, while only 6.9% of physicians identify at Hi spanic or Latino. Diversifying the physician workforce is a vital componen t of addressing health disparities among minority patients\, who are dispr oportionately affected by chronic health conditions\, since previous resea rch has demonstrated improved health incomes for minority patients who rec eive 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 address ing disparities in health outcomes in society. Since 2008\, the Healthcare Careers Opportunity Pathway (HCOP) at Florida Atlantic University has aim ed 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.
\n \nMethods
\n\nAn IRB-approved qualitative study was conducted among 27 students between 10th and 12th grade who were enrol led in HCOP. Individual Zoom interviews were conducted between students an d study coordinators. Interviews were transcribed using Otter.ai and then thematically analyzed using Dedoose software in order to identify key fact ors and role models promoting student recruitment and retention.
\n\nResults
\n\nParents provided longitudinal emotiona l 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 f or providing career advice and encouragement to pursue a choosen career\, with 25.9% of students reporting a significant impact. Physicians generall y offered insight into a career in medicine and general advice for pursuin g a career in medicine for\, with 11.1% of students reporting a significan t impact. Medical students\, similarly\, offered insight into the rigors o f medical education and advice in navigating the college application proce ss\, with 14.8% of HCOP high school students citing a significant impact.< /p>\n\n
Conclusions
\n\nParents were the most imp ortant support system among our cohort of high school students pursuing ca reers in medicine. Furthermore parents and friends mainly provided emotion al 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 for m comprehensive support systems for students. Organizers of STEMM bridge p rograms can tailor program designs in order to capitalize on their inheren t strengths in providing instrumental support and assist students in ident ifying and utilizing the different elements of their support network in or der to promote diverse student recruitment and retention.
BEGIN:VALARM UID:62653731-3234-4330-a365-633435313335 ACTION:DISPLAY DESCRIPTION:INTRODUCTION\n\nMedicine faces a diversity crisis. Black physic ians 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 min ority patients\, who are disproportionately affected by chronic health con ditions\, 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 pr e-medical pathway is vital for achieving the long term goal of a diverse p hysician workforce and addressing disparities in health outcomes in societ y. Since 2008\, the Healthcare Careers Opportunity Pathway (HCOP) at Flori da Atlantic University has aimed to diversify medicine by providing academ ic 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 HCO P high school students.\n\nMETHODS\n\nAn IRB-approved qualitative study wa s conducted among 27 students between 10th and 12th grade who were enrolle d in HCOP. Individual Zoom interviews were conducted between students and study coordinators. Interviews were transcribed using Otter.ai and then th ematically analyzed using Dedoose software in order to identify key factor s and role models promoting student recruitment and retention.\n\nRESULTS \n\nParents provided longitudinal emotional support for students and encou ragement to pursue their choosen careers. 44.4% of students cited their pa rents as having a significant impact as a role model in pursuing a career in medicine. Friends were typically cited as offering mutual motivation fo r students and emotional support\, with 25.9% of students reporting a sign ificant impact. Teachers were recognized for providing career advice and e ncouragement 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\, wit h 11.1% of students reporting a significant impact. Medical students\, sim ilarly\, offered insight into the rigors of medical education and advice i n navigating the college application process\, with 14.8% of HCOP high sch ool students citing a significant impact.\n\nCONCLUSIONS\n\nParents were t he most important support system among our cohort of high school students pursuing careers in medicine. Furthermore parents and friends mainly provi ded emotional support and motivation for students\, while teachers\, physi cians\, and medical students generally played an instrumental role--provid ing career advice and insight. Each role plays a different yet complementa ry role in the lives of high school pre-medical students\, which can colle ctively form comprehensive support systems for students. Organizers of STE MM bridge programs can tailor program designs in order to capitalize on th eir inherent strengths in providing instrumental support and assist studen ts in identifying and utilizing the different elements of their support ne twork in order to promote diverse student recruitment and retention. TRIGGER:-PT15M END:VALARM END:VEVENT END:VCALENDAR