Curriculum Innovations: Creation of a Longitudinal, Neurology-Centered Pipeline Program to Motivate and Support Students From Racial/Ethnically Marginalized Groups.

INTRODUCTION

Premedical students who identify from historically marginalized racial and ethnic backgrounds are more likely to lose interest in medicine than their White counterparts. Loss of interest has been attributed to a lack of exposure to the field and little mentorship.

OBJECTIVES

The PreDoc Program was designed as a longitudinal experience to promote exposure to and interest in academic medicine, particularly through the lens of neurology for premedical students who identify from historically marginalized racial and ethnic backgrounds.

METHODS AND CURRICULUM

The program included the following core components: (1) senior (faculty) mentor to facilitate direct contact with a physician, networking, and professional development coaching; (2) junior (medical student) mentor to provide near peer support and increased knowledge of the medical school application process; (3) large group meetings aimed at teaching professional development and working through clinical problem-based learning; (4) shadowing experiences aimed at increasing knowledge of patient care delivery and other academic roles; and (5) a clinically oriented project. After initial grant support to create the program, it has been maintained successfully with minimal funding through the Department of Neurology.

RESULTS AND ASSESSMENT

The program recruited 29 student participants who completed at least 1 year of the program, 18 senior mentors, and 23 junior mentors over 4 academic years. The overall quality of the program was rated at 4.7 of 5 (median 5, range 2), with an upward trend seen over time. Over its first 2 years, the program facilitated the following estimated activities: 45 in-person senior mentor meetings, 27 in-person junior mentor meetings, 42 shadowing experiences, 60 large group meetings, and 360 email communications. Student-reported strengths included ease of shadowing, usefulness of problem-based learning cases, mentor relationships, and encouragement received. Areas for improvement included increasing the strength of junior mentor relationships and increased opportunities for socialization outside of the formal meetings.

DISCUSSION AND LESSONS LEARNED

It is feasible to create a successful, longitudinal, clinically focused undergraduate pipeline program for students who identify with historically minoritized racial and ethnic backgrounds with minimal funding centered in a Department of Neurology to help promote diversity within the field.