Collective Strategies to Equip Graduating Medical Students from Racial/Ethnic Backgrounds Underrepresented in Medicine to Succeed in Residency

Abstract

Phenomenon: Trainees from racial/ethnic backgrounds underrepresented in medicine (RE URiM) in the United States face challenges of racism and micro- and macro-aggressions during residency. Many have learned to navigate these challenges through successes and failures, but there is insufficient literature providing these lessons to graduating URiM medical students. Our study among medical school alumni explores strategies to help graduating URiM students prepare for success in residency. Approach: We conducted an online cross-sectional survey (Qualtrics) from February to March 2022. Graduates from a Northeast U.S. medical school identifying as URiM were invited to participate. With emphasis on “thriving” in residency training, we solicited rating-scale responses on preparedness for residency and open-text responses on strategies for success. Standard statistical and text content analysis were used to determine findings and themes. We used Word Cloud technology to further explore word frequency and patterns. Findings: Of the 43 alumni contacted, 23 (53%) completed the survey. Participants were trained in various specialties. We identified three themes with regard to strategies for thriving in residency: (1) importance of identifying and seeking early mentorship; (2) importance of identifying and having diverse forms of support; and (3) need for more education on navigating macro/microaggressions. Insight: While advocating for systems-level interventions to create inclusive learning environments, we highlight the gap in trainee awareness of the importance of seeking early mentorship. Our study provides strategies for graduating URiM medical students to succeed in residency based on respondent experiences. These recommendations should inform medical school curricula.

Keywords:

• Medical education
• thrive
• succeed
• underrepresented in medicine
• mentorship

SUSTAINABLE DEVELOPMENT GOALS:

• SDG 4: Quality education

Acknowledgements

The authors wish to thank all the alumni from RE URiM who participated in this study. They would also like to thank Linda Jackson and Dr Forrester Lee for their decades of dedication and support to students who identify as URiM at the medical school.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Ethical approval

Institutional Review Board (IRB# 2000032103).

Previous presentation

Poster presentation on Yale School of Medicine Medical Education Day (Virtual) June 2023.

Data availability statement

Data available on request to the authors.