Student Reflections on Position and Experiences in the Doctors of Tomorrow Program

By Sandhu, Gurjit; Flagler, Emily N. et al. | The Qualitative Report, September 2018 | Go to article overview

Student Reflections on Position and Experiences in the Doctors of Tomorrow Program


Sandhu, Gurjit, Flagler, Emily N., Prabhu, Kaustubh, Ross, Paula T., The Qualitative Report


Introduction

Despite the U.S. demographic trend towards increasing racial and ethnic diversity, African Americans, Native Americans, and Hispanic Americans are still substantially underrepresented in medicine (Castillo-Page, 2012; Cook & Cordova, 2006; Humes, 2011). The lack of diversity in the physician workforce limits the financial and innovative benefits of nonhomogeneous teams, negatively affects services provided to underserved populations, and affects patient comfort and compliance (Barr, Gonzalez, & Wanat, 2008; Page, 2008; Thomas, Manusov, Wang, & Livingston, 2011). Grade school, in particular, has become a focal point for educational interventions that support diversifying the U.S. physician workforce (Cohen & Steinecke, 2006; Nivet, 2011; Terrell & Beaudreau, 2003). However, there is an insufficient understanding from the perspective of students underrepresented in medicine (URiM) about what aspects of these initiatives were most meaningful at the time of matriculation to postsecondary education (Morrison & Cort, 2014).

Background

URiM populations made up 12.3% of U.S. medical school attendees in 1991 and only accounted for 15% of total medical school enrollment two decades later in 2011, compared to the 30% that would be expected if medical field involvement accurately represented the U.S. population (Castillo-Page, 2012). Significant barriers and attrition leaks associated with diverting URiM students away from medicine occur during high school (Morrison & Cort, 2014). In particular, URiM and under-resourced communities often have fewer opportunities for students to participate in research and clinical settings, while the competitive premedical environment continues to require more exposure with the field (Muller et al., 2014). Establishing relevant clinical opportunities and meaningful academic enrichment experiences for URiM high school students in partnership with college programs has the potential to reduce barriers to medical education (Lakhan, 2003; Ovink & Veazey, 2011; Perna & Swail, 2001).

URiM students from under-resourced communities may also have the additional challenge of being a first-generation college student (Kahn & Sneed, 2015; Muller et al., 2014). According to Kahn and Sneed (2015), exorbitant debt and deferred income often discourage first-generation students from their academic pursuits. Access to career specific mentors who are able to provide guidance to URiM students on their educational pathways can help address barriers that contribute to disproportionately smaller percentages of medical school attendees (Afghani, Santos, Angulo, & Muratori, 2013; Barr et al., 2008; Dennery, 2006; Figueroa, 2014; Freeman, Landry, Trevino, Grande, & Shea, 2016). Longitudinal, near-peer mentorship has the potential to broaden career awareness, educational preparation, and serve as a role model on the pathway to medicine (Afghani et al., 2013; Baker & Lyons, 1989; Dandavino, Snell, & Wiseman, 2007; Jackson et al., 1988; Kahn & Sneed, 2015; McQuillan, 2005; MedlinePlus, 2011; Nair et al., 2011; Ten Cate & Durning, 2007; Topping, 1996).

While hands-on experiences, mentorship, and practical insights into the medical school trajectory have been identified as best practices in outreach programming, a fuller exploration of meaningful experiences within pipeline programs from the perspective of URiM students is warranted (Afghani et al., 2013; Baker & Lyons, 1989; Jackson et al., 1988; Nair et al., 2011; Ten Cate & Durning, 2007). Doctors of Tomorrow (DoT) is a pipeline program that partners first-year medical students at the University of Michigan Medical School (UMMS) with high school freshmen from Cass Technical High School (CTHS) where more than 80% of the population are from racial and ethnic minority groups (Derck, Zahn, Finks, Mand, & Sandhu, 2016; Humes, 2011). The goal of DoT is to actively engage, inspire, and prepare URiM high school students to pursue careers in the field of medicine by combining three core components (Ross, Yates, Derck, Finks, & Sandhu, 2016). …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited article

Student Reflections on Position and Experiences in the Doctors of Tomorrow Program
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
Items saved from this article
  • Highlights & Notes
  • Citations
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Search by... Author
    Show... All Results Primary Sources Peer-reviewed

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.