PURPOSE
Medical school is a time for rapid growth, development, and transitions–and
it is an inherently difficult time. This time can be particularly challenging
for students who are discriminated against due to their gender identity,
race, ethnicity, or socioeconomic status.1
METHODS
Microaggressions experienced by medical students at Michigan State
University College of Human Medicine were measured via validated surveys. We
surveyed medical students as they transition into their second-year and the
incoming cohort of first-year medical students during the same transition
period. The survey was also administered to the students who completed the
survey in our first year of administration. We compared the differences in
results with the implemented educational interventions.
RESULTS
Our first year’s results indicated that both first- and second-year
students who identify as Black/African American and/or African descent, and
those who chose “prefer not to answer'' experienced more microaggressions
when controlled for all other variables.
There were no significant differences in other demographic groups. The
majority of microaggressions came from students, patients, and faculty and
the most likely to commit a microaggression being patients.
CONCLUSION
The data collected could inform future educational interventions. As we
continue to administer the survey, we anticipate that we will have more data
that will provide insight on the microaggressions that students face. We hope
to continually make the learning environment at Michigan State University
College of Human Medicine a safe and inclusive space for all students.