Student Medical Education Masterclasses: Diversifying the Academic Pipeline
Author Information
Author(s): Victoria Collin, Megan Brown, Zaid Alsafi, Nicholas Sylvan, Ravi Parekh, Sonia Kumar
Primary Institution: Medical Education Innovation and Research Centre Imperial College London
Hypothesis
How can medical education masterclasses improve diversity and inclusion among medical students?
Conclusion
The masterclasses empowered students to pursue opportunities in medical education and advocate for change.
Supporting Evidence
- Students reported a broadened understanding of medical education beyond their curriculum.
- Participants felt empowered to advocate for positive change in their institutions.
- Networking opportunities were highlighted as beneficial for personal development.
- Students recognized the importance of diversity and inclusion in medical education.
Takeaway
The study shows that special classes can help students from different backgrounds learn more about medical education and feel confident to make changes.
Methodology
The program included online masterclasses with seminars and workshops, followed by student reflections and interviews to evaluate changes in perceptions.
Potential Biases
Potential bias due to the self-selection of participants who chose to reflect and interview.
Limitations
The voluntary nature of reflections may have led to a biased sample of particularly motivated students.
Participant Demographics
{"gender":{"female":69.9,"male":27.0,"non-binary":1.8,"prefer not to say":1.2},"ethnicity":{"Asian/British Asian":48.1,"Black/African/Caribbean/British":9.7,"multiple/mixed ethnic groups":9.1,"White":23.1,"any other ethnic group":7.4,"prefer not to say":2.4},"year_of_study":{"1st_year":19.8,"2nd_year":20.7,"3rd_year":22.4,"4th_year":21.9,"5th_year":12.2,"6th_year":2.9}}
Digital Object Identifier (DOI)
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