SEALS: an Innovative Pipeline Program Targeting Obstacles to Diversity in the Physician Workforce.

Autor: Fritz CD; University of Chicago Pritzker School of Medicine, Chicago, IL, USA., Press VG; University of Chicago Pritzker School of Medicine, Chicago, IL, USA., Nabers D; University of Chicago Pritzker School of Medicine, Chicago, IL, USA., Levinson D; University of Chicago Pritzker School of Medicine, Chicago, IL, USA., Humphrey H; University of Chicago Pritzker School of Medicine, Chicago, IL, USA., Vela MB; University of Chicago Pritzker School of Medicine, Chicago, IL, USA. mvela@medicine.bsd.uchicago.edu.; Biological Sciences Learning Center, Suite 104, 924 East 57th St., Chicago, IL, 60637, USA. mvela@medicine.bsd.uchicago.edu.
Jazyk: angličtina
Zdroj: Journal of racial and ethnic health disparities [J Racial Ethn Health Disparities] 2016 Jun; Vol. 3 (2), pp. 225-32. Date of Electronic Publication: 2015 May 28.
DOI: 10.1007/s40615-015-0131-x
Abstrakt: Objective: Medical schools may find implementing pipeline programs for minority pre-medical students prohibitive due to a number of factors including the lack of well-described programs in the literature, the limited evidence for program development, and institutional financial barriers. Our goals were to (1) design a pipeline program based on educational theory; (2) deliver the program in a low cost, sustainable manner; and (3) evaluate intermediate outcomes of the program.
Methods: SEALS is a 6-week program based on an asset bundles model designed to promote: (1) socialization and professionalism, (2) education in science learning tools, (3) acquisition of finance literacy, (4) the leveraging of mentorship and networks, and (5) social expectations and resilience, among minority pre-medical students. This is a prospective mixed methods study. Students completed survey instruments pre-program, post-program, and 6 months post-program, establishing intermediate outcome measures.
Results: Thirteen students matriculated to SEALS. The SEALS cohort rated themselves as improved or significantly improved when asked to rate their familiarity with MCAT components (p < 0.01), ability to ask for a letter of recommendation (p = 0.04), and importance of interview skills (p = 0.04) compared with before the program. Over 90 % of students referenced the health disparities lecture series as an inspiration to advocate for minority health. Six-month surveys suggested that SEALS students acquired and applied four of the five assets at their college campuses.
Conclusions: This low-cost, high-quality, program can be undertaken by medical schools interested in promoting a diverse workforce that may ultimately begin to address and reduce health care disparities.
Databáze: MEDLINE
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