Carline J D, Patterson D G, Davis L A, Oakes-Borremo P
Department of Medical Education, University of Washington School of Medicine, Seattle, USA.
Acad Med. 1998 Mar;73(3):299-312. doi: 10.1097/00001888-199803000-00019.
The authors reviewed the literature published from 1966 to 1996 to identify enrichment programs for underrepresented minority college students sponsored by medical schools and affiliated programs, finding 20 such programs. The programs reported in the literature underestimate the number and variety of programs known to exist by about two thirds. The authors categorized the reported programs according to the types of components they contained. Most programs contained more than one component type. Eighteen of the programs had an academic enrichment component. Thirteen programs included components focused on preparation for the admission process. Mentoring activities were a component of only four of the programs. Eighteen of the 20 programs were evaluated in the literature. The largest focus of evaluation activities was the success of program participants entering medical school. While the medical school matriculation rate was quite high, these results were difficult to interpret as the studies did not use control groups. The evaluations could not demonstrate, therefore, that the programs were responsible for increased admission of minorities to medical schools. Relatively few studies measured the immediate effects of the programs' efforts. Further, there was even less evidence of which program components in particular were effective. A more public and energetic discussion of these programs in the medical education literature is essential. In a political and social environment that calls for accountability, programs must be able to clearly and truthfully declare what they have accomplished. Without this type of public discussion, enrichment programs for underrepresented minorities may continue to appear to be worthwhile endeavors, but lacking solid support and foundation and vulnerable to losing funding.
作者回顾了1966年至1996年发表的文献，以确定由医学院校及其附属项目赞助的、针对代表性不足的少数族裔大学生的强化项目，共找到20个此类项目。文献中报道的项目低估了实际存在的项目数量和种类，大约少算了三分之二。作者根据所包含的组成部分类型对报道的项目进行了分类。大多数项目包含不止一种组成部分类型。其中18个项目有学术强化组成部分。13个项目包括专注于入学准备的组成部分。指导活动仅为4个项目的组成部分。20个项目中有18个在文献中得到了评估。评估活动的最大重点是项目参与者进入医学院的成功率。虽然医学院的录取率相当高，但由于这些研究未使用对照组，这些结果难以解读。因此，评估无法证明这些项目是少数族裔进入医学院人数增加的原因。相对较少的研究衡量了这些项目努力的直接效果。此外，关于哪些项目组成部分特别有效，证据更少。在医学教育文献中对这些项目进行更公开、积极的讨论至关重要。在一个要求问责的政治和社会环境中，项目必须能够清晰、诚实地宣称它们取得了哪些成就。没有这种公开讨论，针对代表性不足的少数族裔的强化项目可能会继续看似是值得努力的事情，但缺乏坚实的支持和基础，并且容易失去资金。
