Building A Culturally Concordant Mentorship Program for Immigrant Premedical Students

Abstract

Objective

To develop an intervention addressing the unique needs of Afghan premedical students in successfully applying to and preparing for medical school in the U.S.

Design

A year-long virtual mentorship program was developed using the principles of community-based participatory research and cultural humility. Mentees were self-identified Afghan premedical students and Mentors were self-identified Afghan medical students, residents, and attendings. Mentees committed to attending monthly group workshops organized by Mentors, and having individual meetings with their assigned Mentors for a year. A workshop curriculum was developed based on findings from separate focus groups conducted with Mentees and Mentors. Participants completed a survey before and after the year-long program to assess barriers in applying to medical school, confidence, self-efficacy, resilience, and mentorship experience.

Setting

The program was organized by Afghan Clinic, a refugee-founded nonprofit organization dedicated to promoting agency among marginalized communities. Program activities were conducted virtually to accommodate participants from across the United States (U.S.).

Participants

Afghan undergraduate students or graduates interested in becoming physicians (Mentees), and medical students and physicians who trained in the U.S. (Mentors).

Results

Forty Afghan premedical students and 26 medical students and physicians applied for the first cohort. Thirty-two Mentees (6 male, 26 female) and 26 Mentors (13 male, 13 female) were selected to participate. After a year-long virtual mentorship program created with community input and led by Afghan medical professionals, Afghan premedical students reported positive mentor relationships, effective mentorship, and decreased sense of barriers to getting into medical school.

Conclusions

A community-based mentorship program for Afghan students can be effective in decreasing barriers to careers in medicine. Further exploration of the unique needs of immigrant premedical students, and creation, evaluation, and support of novel programs led by immigrant communities is needed. Our culturally concordant approach to premedical mentorship can be expanded to other immigrant communities in the U.S.