Medical School Negatively Affected Underrepresented Minority Student Wellness: A Rapid Review
Notice bibliographique
Résumé
Introduction: Medical school is an important time for aspiring physicians, shaping their identities and well-being. The wellness of underrepresented minority students has recently gained attention due to unique stressors leading to isolation, imposter syndrome, and burnout, affecting academic performance and patient care. This rapid review aimed to provide a comprehensive examination of the factors influencing the wellness of underrepresented minority medical students and identify initiatives that contribute to diversity, equity, and inclusion in medical education, advocating for a supportive learning environment. Methods: The PsycINFO [OVID] and MEDLINE [OVID] databases were used to search for relevant peer-reviewed manuscripts between March 2014 and March 2024. Covidence was utilized for screening. During the initial screening round, titles and abstracts were reviewed. The findings were synthesized narratively and categorized into six common themes. The literature was summarized into racial microaggressions, LGBTQ+ medical student experiences, African American and Asian American medical student experiences, multiple marginalized identities, and the medical school learning environment. Results: 17 studies were relevant to the criteria and were included in the review. Unique groups (Latinas, African Americans, Asian Americans, and LGBTQ+) all faced racial microaggressions that negatively impacted their mental well-being. It was found that each of these groups had different types of stressors and challenges. Students with multiple marginalized identities reported increased mistreatment and discrimination during medical school. A negative medical school learning environment also increases depression symptoms among students. Discussion: Factors such as racial microaggressions, multiple marginalized identities, and a negative medical school environment contribute to poor student mental health. Understanding racial differences is crucial for providing tailored support and interventions for each group. Women's findings were excluded from this paper because women now make up the majority in medical school. This study was not without its limitations, including a single reviewer, potential publication, and response bias. Conclusion: Medical schools should focus on adopting inclusive policies, mentorship programs, and mental health initiatives that cater specifically to the needs of underrepresented minority medical students. Future research should examine the long-term impact of these educational interventions on the wellness and success of these students.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,018 | 0,101 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,002 | 0,000 |
| Bibliométrie | 0,002 | 0,008 |
| Études des sciences et des technologies | 0,001 | 0,007 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,001 |
| Intégrité de la recherche | 0,001 | 0,015 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».