{"title":"Authors’ Response to Letter About “Impostor Phenomenon Among Family Medicine Residency Program Directors: A CERA Study”","authors":"Bharat Gopal, Katherine Fortenberry, Olivia Coskey, Shermeeka Hogans-Matthews, Zoe Herrera","doi":"10.22454/fammed.2024.527925","DOIUrl":"https://doi.org/10.22454/fammed.2024.527925","url":null,"abstract":"","PeriodicalId":503980,"journal":{"name":"Family Medicine","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140086030","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-01DOI: 10.22454/fammed.2024.894966
Arch G. Mainous
{"title":"The Vexing Problem of Access to Health Care in America: Is Employer-Based Health Insurance the Real Culprit?","authors":"Arch G. Mainous","doi":"10.22454/fammed.2024.894966","DOIUrl":"https://doi.org/10.22454/fammed.2024.894966","url":null,"abstract":"","PeriodicalId":503980,"journal":{"name":"Family Medicine","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140085039","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-01DOI: 10.22454/fammed.2024.268466
Renée M. Betancourt, Donna Baluchi, Kristina Dortche, Kendall M Campbell, José E. Rodríguez
Background and Objectives: Accreditation standards for MD- and DO-granting institutions require medical schools to recruit a diverse student body and educate students about diverse groups of patients. The minority tax is a summary of responsibilities assigned to racial and ethnic underrepresented faculty to achieve diversity, equity, and inclusion in medical institutions in addition to their typical academic workload. This article provides a narrative review of medical students’ experiences of the minority tax and recommendations on how medical educators can support an equitable learning environment by eliminating the minority tax. Methods: We searched the PubMed, Web of Science, and Scopus databases, Google Scholar, and medical society websites, blogs, and fora for terms, including minority tax, medical students, and undergraduate medical education. We included publications if they discussed the underrepresented in medicine medical students’ experiences of the minority tax. Results: Our search yielded six peer-reviewed original research articles and six publications of commentaries, opinion pieces, or news pieces. Students who were underrepresented in medicine reported spending more hours on diversity efforts compared with students who were not underrepresented; moreover, students reported that they had to sacrifice academic excellence in order to fulfill these additional diversity duties. Conclusions: The minority tax among medical students constitutes an unequitable and unjust barrier to career advancement, and it likely represents an early cause of attrition in the pipeline of underrepresented in medicine academic faculty. Medical educators can enact specific recommendations to eliminate or mitigate the minority tax experience for medical students.
{"title":"Minority Tax on Medical Students: A Review of the Literature and Mitigation Recommendations","authors":"Renée M. Betancourt, Donna Baluchi, Kristina Dortche, Kendall M Campbell, José E. Rodríguez","doi":"10.22454/fammed.2024.268466","DOIUrl":"https://doi.org/10.22454/fammed.2024.268466","url":null,"abstract":"Background and Objectives: Accreditation standards for MD- and DO-granting institutions require medical schools to recruit a diverse student body and educate students about diverse groups of patients. The minority tax is a summary of responsibilities assigned to racial and ethnic underrepresented faculty to achieve diversity, equity, and inclusion in medical institutions in addition to their typical academic workload. This article provides a narrative review of medical students’ experiences of the minority tax and recommendations on how medical educators can support an equitable learning environment by eliminating the minority tax.\u0000Methods: We searched the PubMed, Web of Science, and Scopus databases, Google Scholar, and medical society websites, blogs, and fora for terms, including minority tax, medical students, and undergraduate medical education. We included publications if they discussed the underrepresented in medicine medical students’ experiences of the minority tax.\u0000Results: Our search yielded six peer-reviewed original research articles and six publications of commentaries, opinion pieces, or news pieces. Students who were underrepresented in medicine reported spending more hours on diversity efforts compared with students who were not underrepresented; moreover, students reported that they had to sacrifice academic excellence in order to fulfill these additional diversity duties.\u0000Conclusions: The minority tax among medical students constitutes an unequitable and unjust barrier to career advancement, and it likely represents an early cause of attrition in the pipeline of underrepresented in medicine academic faculty. Medical educators can enact specific recommendations to eliminate or mitigate the minority tax experience for medical students.","PeriodicalId":503980,"journal":{"name":"Family Medicine","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140090448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-01DOI: 10.22454/fammed.2024.501564
J. R. Pierce
{"title":"Is This the Icehouse?","authors":"J. R. Pierce","doi":"10.22454/fammed.2024.501564","DOIUrl":"https://doi.org/10.22454/fammed.2024.501564","url":null,"abstract":"","PeriodicalId":503980,"journal":{"name":"Family Medicine","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140082811","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-01DOI: 10.22454/fammed.2024.602109
Sara Bolivar-Wagers
{"title":"Finding My Sense of Belonging","authors":"Sara Bolivar-Wagers","doi":"10.22454/fammed.2024.602109","DOIUrl":"https://doi.org/10.22454/fammed.2024.602109","url":null,"abstract":"","PeriodicalId":503980,"journal":{"name":"Family Medicine","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140085723","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-01DOI: 10.22454/fammed.2024.810082
Renee Crichlow
{"title":"Fear Is a Liar, Hope Is a Muscle, and Gratitude Is a Lever","authors":"Renee Crichlow","doi":"10.22454/fammed.2024.810082","DOIUrl":"https://doi.org/10.22454/fammed.2024.810082","url":null,"abstract":"","PeriodicalId":503980,"journal":{"name":"Family Medicine","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140092378","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-01DOI: 10.22454/fammed.2024.215031
Octavia Amaechi
{"title":"A Rubric to Center Health Equity in Research","authors":"Octavia Amaechi","doi":"10.22454/fammed.2024.215031","DOIUrl":"https://doi.org/10.22454/fammed.2024.215031","url":null,"abstract":"","PeriodicalId":503980,"journal":{"name":"Family Medicine","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139684316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-01DOI: 10.22454/fammed.2024.190695
A. Blalock, Madison Tluczek, Stacey Pylman
Background and Objectives: Previous research has described a waning interest among third-year students to employ empathetic practice along with decreased opportunity to develop empathic communication skills. In this study we sought to address this decline using the skill of noticing (ie, the capacity to attune to specific aspects of practice and interactions) as an intervention for third-year medical students. Methods: We designed a qualitative study to address the following research question: How can a focused noticing tool encourage empathetic moments during the patient interview for third-year medical students? Eight third-year medical students used the Social Emotional Noticing Tool (SENT) during their 4-week family medicine rotation, then joined a focus group to share their experiences with SENT and articulate barriers and opportunities toward practicing empathy during clerkship. Results: Student participants (a) described using the tool, including barriers and opportunities; (b) made connections between the practice of noticing using SENT and enacting empathy; and (c) emphasized how enacting empathy in their third year is largely influenced by interactions with clinical faculty. Conclusions: The use of SENT helped students notice empathy or lack thereof. However, making connections between individual capacity for empathic interactions and the impact of positive or negative role models is necessary. Based on our findings, we encourage the need for shared responsibility among students, faculty and preceptors, and organizations.
背景和目的：以往的研究表明，三年级学生对运用移情实践的兴趣正在减弱，同时发展移情沟通技能的机会也在减少。在本研究中，我们试图利用 "注意 "技能（即对实践和互动的特定方面进行调整的能力）作为对三年级医学生的干预措施，来解决这种兴趣下降的问题：我们设计了一项定性研究来解决以下研究问题：我们设计了一项定性研究，以解决以下研究问题：如何利用集中注意工具鼓励三年级医学生在与患者面谈时产生共鸣？八名三年级医学生在为期四周的家庭医学轮转中使用了社会情感注意工具（SENT），然后参加了一个焦点小组，分享了他们使用 SENT 的经验，并阐述了在实习期间实践移情的障碍和机遇：结果：学生参与者（a）描述了工具的使用情况，包括障碍和机遇；（b）将使用 SENT 的注意实践与实施移情联系起来；以及（c）强调了在第三学年实施移情在很大程度上受到与临床教师互动的影响：结论：使用 SENT 有助于学生注意到移情或缺乏移情。然而，有必要将移情互动的个人能力与正面或负面榜样的影响联系起来。根据我们的研究结果，我们鼓励学生、教师、实习指导教师和组织共同承担责任。
{"title":"Using the Skill of Noticing to Support Empathy for Third-Year Medical Students in Family Medicine","authors":"A. Blalock, Madison Tluczek, Stacey Pylman","doi":"10.22454/fammed.2024.190695","DOIUrl":"https://doi.org/10.22454/fammed.2024.190695","url":null,"abstract":"Background and Objectives: Previous research has described a waning interest among third-year students to employ empathetic practice along with decreased opportunity to develop empathic communication skills. In this study we sought to address this decline using the skill of noticing (ie, the capacity to attune to specific aspects of practice and interactions) as an intervention for third-year medical students.\u0000Methods: We designed a qualitative study to address the following research question: How can a focused noticing tool encourage empathetic moments during the patient interview for third-year medical students? Eight third-year medical students used the Social Emotional Noticing Tool (SENT) during their 4-week family medicine rotation, then joined a focus group to share their experiences with SENT and articulate barriers and opportunities toward practicing empathy during clerkship.\u0000Results: Student participants (a) described using the tool, including barriers and opportunities; (b) made connections between the practice of noticing using SENT and enacting empathy; and (c) emphasized how enacting empathy in their third year is largely influenced by interactions with clinical faculty.\u0000Conclusions: The use of SENT helped students notice empathy or lack thereof. However, making connections between individual capacity for empathic interactions and the impact of positive or negative role models is necessary. Based on our findings, we encourage the need for shared responsibility among students, faculty and preceptors, and organizations.","PeriodicalId":503980,"journal":{"name":"Family Medicine","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139686879","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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