Briana Christophers, Briana Macedo, Jessica Weng, Michael C Granovetter, Rachit Kumar, Chynna Smith, Olaf S Andersen, Catharine Boothroyd
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Little is known about the specific challenges that first-generation students face, which makes it challenging to address this gap in matriculation. Methods: This qualitative study used a phenomenological approach to examine the experiences of first-generation individuals, from the applicant stage to the early-career stage. We conducted semi-structured interviews with 41 participants and analyzed responses in accordance with a networked ecological systems theory. Results: The interviews revealed that first-generation individuals put together a patchwork of support. Whereas many MD-PhD trainees struggle at some point in their training, first-generation individuals tend to lack a support system that may provide proactive advice and prepare them for milestones. Interviews shared a common sentiment of isolation due to both a lack of social capital within medicine and academia, as well as a growing disconnect from their families and community. Discussion: Key interventions that would support first-generation students include greater access to high-quality information about the pathway, tailored mentorship throughout training, and more financial resources at the application stage. Trainees and early career physician-scientists seek more flexibility, opportunities for finding community, financial guidance and options, and mentorship around building their careers.","PeriodicalId":501387,"journal":{"name":"medRxiv - Medical Education","volume":"25 1","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Pathways and barriers to becoming physician-scientists for first-generation individuals\",\"authors\":\"Briana Christophers, Briana Macedo, Jessica Weng, Michael C Granovetter, Rachit Kumar, Chynna Smith, Olaf S Andersen, Catharine Boothroyd\",\"doi\":\"10.1101/2024.03.17.24304448\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Introduction: Physician-scientists are uniquely positioned to contribute translational research that will impact patient care and our understanding of disease. 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We conducted semi-structured interviews with 41 participants and analyzed responses in accordance with a networked ecological systems theory. Results: The interviews revealed that first-generation individuals put together a patchwork of support. Whereas many MD-PhD trainees struggle at some point in their training, first-generation individuals tend to lack a support system that may provide proactive advice and prepare them for milestones. Interviews shared a common sentiment of isolation due to both a lack of social capital within medicine and academia, as well as a growing disconnect from their families and community. Discussion: Key interventions that would support first-generation students include greater access to high-quality information about the pathway, tailored mentorship throughout training, and more financial resources at the application stage. 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引用次数: 0
摘要
导言:医生科学家在转化研究方面具有得天独厚的优势,他们的研究将对病人护理和我们对疾病的认识产生影响。拥有一支多元化的医生科学家队伍,对于确保生物医学研究事业探索影响国家健康的广泛问题至关重要。美国国立卫生研究院(National Institutes of Health)认为,包括教育背景在内的多样性对生物医学人才队伍非常重要。2020 年,尽管美国大多数人口的学士学位都不到,但只有不到 10% 的医学博士预科生是家庭中第一个接受高等教育的人(第一代)。人们对第一代学生所面临的具体挑战知之甚少,这使得解决预科生的这一差距问题具有挑战性。研究方法这项定性研究采用现象学的方法来考察第一代学生从申请阶段到职业生涯初期的经历。我们对 41 名参与者进行了半结构化访谈,并根据网络生态系统论分析了他们的回答。结果显示访谈结果显示,第一代个体获得的支持是拼凑而成的。许多医学博士受训者在培训的某个阶段都会遇到困难,而第一代受训者往往缺乏一个可以提供积极建议并让他们为里程碑做好准备的支持系统。由于在医学界和学术界缺乏社会资本,以及与家庭和社区的联系日益脱节,受访者普遍感到孤立无援。讨论:支持第一代学生的主要干预措施包括:提供更多有关医学途径的高质量信息、在整个培训期间提供量身定制的指导以及在申请阶段提供更多的财政资源。受训人员和早期职业医生科学家需要更多的灵活性、寻找社区的机会、财务指导和选择,以及围绕其职业生涯的指导。
Pathways and barriers to becoming physician-scientists for first-generation individuals
Introduction: Physician-scientists are uniquely positioned to contribute translational research that will impact patient care and our understanding of disease. Having a diverse cadre of physician-scientists is critical to ensuring that the biomedical research enterprise explores the breadth of problems affecting the nation's health. The National Institutes of Health has identified diversity, including educational background, to be important for the biomedical workforce. In 2020, less than ten percent of MD-PhD program matriculants were the first in their families to pursue higher education (first-generation) despite the majority of the US population having less than a Bachelor's degree. Little is known about the specific challenges that first-generation students face, which makes it challenging to address this gap in matriculation. Methods: This qualitative study used a phenomenological approach to examine the experiences of first-generation individuals, from the applicant stage to the early-career stage. We conducted semi-structured interviews with 41 participants and analyzed responses in accordance with a networked ecological systems theory. Results: The interviews revealed that first-generation individuals put together a patchwork of support. Whereas many MD-PhD trainees struggle at some point in their training, first-generation individuals tend to lack a support system that may provide proactive advice and prepare them for milestones. Interviews shared a common sentiment of isolation due to both a lack of social capital within medicine and academia, as well as a growing disconnect from their families and community. Discussion: Key interventions that would support first-generation students include greater access to high-quality information about the pathway, tailored mentorship throughout training, and more financial resources at the application stage. Trainees and early career physician-scientists seek more flexibility, opportunities for finding community, financial guidance and options, and mentorship around building their careers.