Preparatory Program for Students Underrepresented in Medicine Promotes Self-Efficacy in the Medical School Application Process: Novel Insights from a Qualitative Analysis.

Abstract

Background: The current US physician workforce does not reflect the diversity of the patient population it serves. While programs have been designed to support learners underrepresented in medicine, evidence of their efficacy is lacking.

Methods: We designed, implemented, and assessed a medical school admissions preparatory program (MAPP) for premedical students from underrepresented backgrounds, as defined by race, gender identity, and/or socioeconomic status. The program includes workshops, near-peer mentorship, and professional standardized test-preparation materials. We assessed the students' development using a mixed-methods, post-test approach that included surveys and one-on-one interviews. Questions were based on social cognitive career theory. We used independent thematic analysis to extract key themes across interviews.

Results: We surveyed and interviewed 13 of 17 MAPP participants in 2021. The cohort had a mean age of 23.7+/-4; 77% were women; and 23% self-identified as Asian, 15% as Pacific Islander, 15% as Black, 31% as Hispanic, and 23% as American Indian. We found they had little experience with the medical school application process and developed new insights about themselves from participating in MAPP. The primary drivers of growth were (1) guidance in the medical school admission process, (2) near-peer mentorship and interactions, and (3) sense of community with other program participants.

Conclusion: MAPP provided materials and methods that clarified the process and bolstered students' confidence in their ability to complete the application.