Abstracts
Abstract
Background: Diversity of professionals within the healthcare system enhances patient outcomes. Existing literature indicates that Mini Medical School (MMS) Programs can increase medical school diversity by engaging youth from underrepresented backgrounds (URiM+); however, there is limited understanding of the mechanisms by which this happens. Further research could refine these programs and improve their effectiveness. Grounded in social cognitive career theory, this study evaluates the impact of a single-day MMS on URiM+ students’ knowledge and confidence in pursuing medicine.
Methods: Female and gender-diverse youth were invited to urban or rural single-day MMS events organized by medical students. These MMS programs included clinical skills activities and a lecture about becoming a physician. Participants completed a pre- and post-event survey and quiz assessing their interest, knowledge, and confidence in pursuing a medical career.
Results: Participants at both MMS events reported increased confidence about pursuing a career in medicine. Both subjective and objective measures of knowledge about a career in medicine increased. Interest in pursuing a career in medicine, however, did not increase significantly in either group. A significant positive correlation was found between participants' self-confidence in becoming a physician and their perceived knowledge of how to become a physician.
Conclusions: We found that these single-day MMS programs increased participants’ knowledge about the steps to pursuing a career in medicine, and their confidence in their ability to do so, but did not significantly increase their interest. When considering the impacts of MMS programs from a social cognitive career theory lens, program organizers should consider ensuring that their MMS curriculum includes practical tools for success, as this will contribute to supporting URiM+ students in viewing themselves as future physicians and contributing to the aim of diversifying the medical profession.
Résumé
Contexte : La diversité des professionnels de la santé contribue à de meilleurs résultats pour les patients. Selon la littérature, les programmes des mini-facultés de médecine (MFM) peuvent favoriser une plus grande diversité au sein des facultés de médecine en mobilisant des jeunes issus de groupes sous-représentés (GSRM+). Toutefois, les mécanismes expliquant cette influence restent peu clairs. Des recherches supplémentaires pourraient permettre d’optimiser ces programmes et d’en renforcer l’efficacité. S’appuyant sur la théorie socio-cognitive de la carrière, la présente étude examine l’effet d’une journée dans un programme de MFM sur les connaissances et la confiance des étudiants issus de GSRM+ quant à leur capacité à envisager des études de médecine.
Méthodes : Des jeunes filles et des jeunes de divers genres ont été invités à participer à des journées dans le cadre de programmes de MFM organisées en milieu urbain ou rural par des étudiants en médecine. Le programme comportait des ateliers pratiques de compétences cliniques et une présentation sur la profession médicale. Les participants ont rempli un questionnaire et répondu à un quiz avant et après l’activité pour évaluer leur intérêt, leurs connaissances et leur confiance à poursuivre une carrière en médecine.
Résultats : Dans les deux contextes (urbain et rural), les participants ont rapporté une hausse de leur confiance à poursuivre des études médicales. Les mesures subjectives et objectives des connaissances sur la carrière médicale ont également augmenté. En revanche, l’intérêt pour la médecine n’a pas connu de progression significative. Une corrélation positive a été observée entre la confiance des participants à devenir médecin et leur perception de leurs connaissances sur les démarches à entreprendre.
Conclusions : Les programmes de MFM d’une journée ont permis d’améliorer la compréhension des parcours menant à la médecine ainsi que la confiance des participants en leur capacité à suivre cette voie, sans toutefois renforcer leur intérêt. À la lumière de la théorie socio-cognitive de la carrière, les organisateurs devraient intégrer des outils pratiques et concrets dans les MFM afin de soutenir les jeunes issus de GSRM+ à se projeter comme futurs médecins, contribuant ainsi à la diversification du corps médical.
Appendices
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