Jones Alana C, McCaw Tyler R, Seay Randy L, Sims Brian, Lorenz Robin G
University of Alabama at Birmingham Heersink School of Medicine, Department of Medical Education, Physician Scientist Development Office.
University of California, Los Angeles.
Res Sq. 2024 Sep 19:rs.3.rs-4864555. doi: 10.21203/rs.3.rs-4864555/v1.
Diverse medical and research teams are essential to culturally-responsive care and robust progress of biomedical research. However, structural inequities stymie the entry of trainees from underrepresented in medicine (URiM) backgrounds into the physician-scientist pipeline. The Preparation for Graduate and Medical Education (PARAdiGM) program was designed to provide students from underrepresented backgrounds early exposure to physician-scientist training in the context of ample mentorship and programmatic support. By emphasizing research experience, career exposure, presentation skills, mentorship, and application assistance, PARAdiGM is an incipient experience priming this student group to pursue careers in academic medicine. Since its establishment in 2014, PARAdiGM is already increasing entry of URiM students into the physician-scientist pipeline. Encouragingly, the majority of PARAdiGM alumni have matriculated into US medical schools, of which 16% are currently enrolled in MD-PhD programs. Early outcomes from PARAdiGM suggest that an immersive framework, longitudinal mentoring, and opportunity for self-growth should be incorporated into URiM pipeline programs on a larger scale. In these ways, helping students to envision themselves as members of the physician-scientist community is a step toward breaking down the barriers currently limiting URiM entry into academic medicine.
多元化的医学和研究团队对于提供具有文化适应性的医疗服务以及推动生物医学研究的稳健发展至关重要。然而，结构性不平等阻碍了来自医学领域代表性不足（URiM）背景的学员进入医师-科学家培养渠道。研究生和医学教育准备（PARAdiGM）项目旨在让来自代表性不足背景的学生在充足的指导和项目支持下，尽早接触医师-科学家培训。通过强调研究经验、职业接触、展示技能、指导和申请协助，PARAdiGM是一种初步体验，促使这群学生追求学术医学领域的职业。自2014年成立以来，PARAdiGM已经增加了URiM学生进入医师-科学家培养渠道的人数。令人鼓舞的是，PARAdiGM的大多数校友已被美国医学院录取，其中16%目前就读于医学博士-哲学博士项目。PARAdiGM的早期成果表明，沉浸式框架、长期指导和自我成长机会应在更大范围内纳入URiM培养渠道项目。通过这些方式，帮助学生将自己视为医师-科学家群体的一员是朝着打破目前限制URiM进入学术医学领域的障碍迈出的一步。
