Faculty Bibliography

OBJECTIVES/OBJECTIVE:The 2024 Society for Academic Emergency Medicine Consensus Conference focused on developing a pathway to build and support a diverse and sustainable emergency medicine (EM) clinician-scientist workforce. The underlying premise is that the specialty of EM needs a robust clinician-scientist workforce to fulfill its research mission of creating new knowledge to improve patient care and outcomes. METHODS:Preconference workgroups assessed existing pathways to develop and support EM clinician-scientists and generated unranked lists of strategies to holistically and comprehensively grow the clinician-scientist workforce. These strategies were refined and prioritized during a one-day, in-person conference, which was followed by a virtual conference to reach consensus on metrics, goals, and timelines for implementation. RESULTS:Overarching strategies included fostering a departmental culture that values research, addressing barriers to recruiting and retaining a diverse research work force, and enhancing the national reputation of EM research. At the undergraduate and medical school stage, creating a portfolio of medium- and long-term research training opportunities with EM faculty mentors was the highest priority. At the resident and fellow stage, top priorities were dedicated research training built into EM residencies and clinical fellowships. Early-career faculty strategies prioritized departmental support for federally funded K awards. Mid-career faculty strategies prioritized securing federal support for research mentoring, leading institutional training grants, and building research teams that include PhD scientists. At all stages, we addressed recruitment and retention of trainees and faculty from disadvantaged and underserved groups. CONCLUSIONS:These prioritized strategies with respective metrics, goals, timelines, and responsible parties provide a roadmap for EM to build a broadly inclusive and sustainable clinician-scientist workforce, capable of creating the new knowledge needed to advance emergency medical care. Successful implementation will require substantial commitment and investment from national EM organizations and academic department chairs. The result will be improved care and outcomes for the patients and communities we serve.

IMPORTANCE/UNASSIGNED:Personal and professional development are integral to students' professional identity formation. OBJECTIVES/UNASSIGNED:To examine the association between race, ethnicity, family income, and growing up in an underresourced neighborhood with perception of medical school support of professional and personal development. DESIGN, SETTING, AND PARTICIPANTS/UNASSIGNED:Retrospective cross-sectional study using deidentified data of medical graduates who completed the Association of American Medical Colleges Graduation Questionnaire in 2018 to 2022. Statistical analysis was performed from October 1 to November 1, 2024. MAIN OUTCOMES AND MEASURES/UNASSIGNED:Perception of medical school support of professional and personal development. Multivariate logistic regression models to assess the association of family income, race, ethnicity, and underresourced neighborhood status with perception of medical school support of professional and personal development during medical school, adjusting for students' sex, age at graduation in quartiles, and clustered by school to account for school-to-school variability. RESULTS/UNASSIGNED:Among 66 898 respondents in the study cohort, 34 731 identified as female (51.9%), 14 100 as Asian (21.1%), 3594 as Black or African American (5.4%), 3419 as Hispanic (5.1%), and 38 483 as White (57.5%). The mean (SD) age of respondents was 27.5 (2.6) years and 10 088 were from households with incomes less than $50 000 a year (15.1%). Students from families with incomes in the lowest 2 quintiles were significantly less likely to report medical school support of professional and personal development than students from household incomes of more than $200 000 (less than $50 000: 69.5% vs 75.1%; relative risk [RR], 0.96; 95% CI, 0.94-0.98; $50 000-$74 999: 71.0% vs 75.1%; RR, 0.96; 95% CI, 0.94-0.98). Compared with White students, Asian students (aRR, 0.97; 95% CI, 0.96-0.98) and Black students (adjusted relative risk [aRR], 0.97; 95% CI, 0.95-0.99) were less likely to report medical school support of professional development, and Black students were less likely to report medical school support of personal development (aRR, 0.93; 95% CI, 0.89-0.97). Compared with their peers, students who reported growing up in an underresourced neighborhood were significantly less likely to report medical school support of professional and personal development. Intersectionality analysis of family income, race, ethnicity, and underresourced neighborhood status suggested that perception of medical school support of professional and personal development decreased with increasing number of minoritized identities, with students who were URIM, from a low-income family, and reported growing up in underresourced neighborhoods the least likely to report medical school support of professional and personal development. CONCLUSION AND RELEVANCE/UNASSIGNED:In this cross-sectional study of medical graduates, students who were URIM, low-income, and students who reported growing up in underresourced neighborhood were significantly less likely to report medical school support of professional and personal development. It is therefore critical for medical schools and accreditation bodies to evaluate current curriculum and practices to foster professional and personal development that are equitable for all students.

PURPOSE/UNASSIGNED:This study examined the impact of socioeconomic status (SES) on medical education in the context of person-environment fit (PE fit) theory, and specifically focused on the medical school experiences of students from lower-SES backgrounds. METHOD/UNASSIGNED:A constructivist approach was used in this qualitative study of 48 medical students from 27 US medical schools, all of whom self-identified as first-generation college graduates and/or being from a lower-income background (30 were both). Semi-structured audio-only interviews were conducted with these demographically and geographically diverse students from November 2021 through April 2022. Themes were identified using open coding and content analysis software. RESULTS/UNASSIGNED:Almost all, 44 of 48, interviews included themes related to PE fit. Medical students indicated three interacting domains in which PE fit is relevant for them: (1) school, (2) clinical, and (3) professional environments. Learners from lower-SES backgrounds describe struggling to navigate multiple environments that are unfamiliar, culturally complex, and both personally and financially costly. They also describe ways they are addressing gaps, generating positive changes, supporting underserved patients, and broadening the perspectives of peers and educators. CONCLUSIONS/UNASSIGNED:PE fit theory provides a lens to understand unique aspects of lower-SES medical student experiences, including navigation of professional identity formation. It is critical for medical schools, funders, peers, and professional communities to sustain learning environments that support the flourishing of medical students from lower-SES backgrounds. This support includes transferring the burden of addressing fit from individual learners and marginalized classes of learners to educational, clinical, and professional organizations. SUPPLEMENTARY INFORMATION/UNASSIGNED:The online version contains supplementary material available at 10.1007/s40670-024-02174-x.

BACKGROUND:Diversity in the physician workforce is critical for quality patient care. Students from low-income backgrounds represent an increasing proportion of medical school matriculants, yet little research has addressed their medical school experiences. OBJECTIVE:To explore the medical school experiences of students from low-income backgrounds using a modified version of Maslow's Hierarchy of Needs (physiologic, safety, love/belonging, esteem, and self-actualization) as a theoretical framework. DESIGN/METHODS:We conducted an exploratory qualitative study through in-depth, semi-structured interviews. PARTICIPANTS/METHODS:Forty-two low-income medical students attending US-based MD or DO degree-granting institutions. APPROACH/METHODS:We conducted a content analysis of interview transcripts using deductive and inductive coding. We discussed our independent analyses to reach consensus and shared findings with a subgroup of participants for member checking. RESULTS:Participants described substantial challenges in meeting their basic needs. Unmet physiologic needs included food insecurity, lack of adequate sleep/rest, and poor mental health. Unmet safety needs included lack of reliable transportation and safe housing; threats to financial safety included debt and an inability to cover both medical education-related and non-medical education-related expenses. Unmet belonging needs included difficulty connecting with peers or participating in financially inaccessible social activities. Unmet respect/esteem needs stemmed from bias from peers, teachers, and institutions. Unmet self-actualization needs were uncommon. Participants felt pride in their medical journey; however, some perceived that their financial struggles hindered them from realizing their full potential. CONCLUSIONS:Previously reported attrition and adverse academic outcomes among low-income students may be linked to challenges they experience trying to more fully meet important human needs. This finding underscores the need to approach wellness holistically and ensure students do not exist in a prolonged state of unmet needs. Recommendations that accreditation bodies and medical schools could implement to promote tailored support for low-income and other marginalized learners are provided.