Effectiveness of a Collaborative, Virtual Outreach Curriculum for 4th-Year EM-bound Students at a Medical School Affiliated with a Historically Black College and University
Background: Diversity within the physician workforce is associated with improved clinical outcomes and patient satisfaction. Despite this, the US physician workforce, particularly in emergency medicine (EM), remains relatively homogeneous. Of all Black medical school students in the US, 14% attend t...
Saved in:
| Main Authors: | , , , , , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
eScholarship Publishing, University of California
2024-12-01
|
| Series: | Western Journal of Emergency Medicine |
| Online Access: | https://escholarship.org/uc/item/7zs7r78p |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1825201878776938496 |
|---|---|
| author | Cortlyn Brown Richard Carter Nicholas Hartman Aaryn Hammond Emily MacNeill Lynne Holden Ava Pierce Linelle Campbell Marquita Norman |
| author_facet | Cortlyn Brown Richard Carter Nicholas Hartman Aaryn Hammond Emily MacNeill Lynne Holden Ava Pierce Linelle Campbell Marquita Norman |
| author_sort | Cortlyn Brown |
| collection | DOAJ |
| description | Background: Diversity within the physician workforce is associated with improved clinical outcomes and patient satisfaction. Despite this, the US physician workforce, particularly in emergency medicine (EM), remains relatively homogeneous. Of all Black medical school students in the US, 14% attend the four Historically Black Colleges and Universities (HBCU) that have a medical school. Unfortunately, none of these schools are affiliated with an academic EM program. Because of this, there is less professional mentorship focused on obtaining a career in EM and potentially less formal curricula for senior medical students doing their home sub-internship in EM. Objectives: Our objective was to fill the gap left by the absence of an academic EM department at Howard University College of Medicine (HUCOM) by creating a collaborative educational experience for fourth-year medical students during their home EM sub-internship. The curricular objectives were to teach core principles of EM, build relationships with students, and prepare them for pursuing EM residency training. Curricular Design: Four EM academic departments collaborated to create and implement a virtual curriculum using the six-step approach to curricular development. Impact/Effectiveness: After completion of the course, five students (100%) reported strongly agreeing with the following statements. These sessions 1) helped me learn the approach to core EM topics more than I would have been able to do on my own; 2) helped me learn key skills for excelling in an EM rotation more than I would have been able to do on my own; and 3) allowed me to connect with faculty and resident mentors to learn more about the field of EM. Of these five students, 80% and 20% reported strongly agreeing and agreeing, respectively, that these sessions helped them learn about the process of applying to and selecting an EM residency program. |
| format | Article |
| id | doaj-art-0a422779a6aa472083b6e8db87943550 |
| institution | Kabale University |
| issn | 1936-900X 1936-9018 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | eScholarship Publishing, University of California |
| record_format | Article |
| series | Western Journal of Emergency Medicine |
| spelling | doaj-art-0a422779a6aa472083b6e8db879435502025-02-07T16:29:04ZengeScholarship Publishing, University of CaliforniaWestern Journal of Emergency Medicine1936-900X1936-90182024-12-0126112913410.5811/westjem.1874818748Effectiveness of a Collaborative, Virtual Outreach Curriculum for 4th-Year EM-bound Students at a Medical School Affiliated with a Historically Black College and UniversityCortlyn Brown0Richard Carter1Nicholas Hartman2Aaryn Hammond3Emily MacNeill4Lynne Holden5Ava Pierce6Linelle Campbell7Marquita Norman8Atrium Health Carolinas Medical Center, Department of Emergency Medicine, Charlotte, North CarolinaHoward University, College of Medicine, Washington, DCWake Forest University, School of Medicine, Winston-Salem, North CarolinaWake Forest University, School of Medicine, Winston-Salem, North CarolinaAtrium Health Carolinas Medical Center, Department of Emergency Medicine, Charlotte, North CarolinaAlbert Einstein College of Medicine, Montefiore Medical Center, Bronx, New YorkUT Southwestern Medical Center, Dallas, TexasAlbert Einstein College of Medicine, Montefiore Medical Center, Bronx, New YorkUT Southwestern Medical Center, Dallas, TexasBackground: Diversity within the physician workforce is associated with improved clinical outcomes and patient satisfaction. Despite this, the US physician workforce, particularly in emergency medicine (EM), remains relatively homogeneous. Of all Black medical school students in the US, 14% attend the four Historically Black Colleges and Universities (HBCU) that have a medical school. Unfortunately, none of these schools are affiliated with an academic EM program. Because of this, there is less professional mentorship focused on obtaining a career in EM and potentially less formal curricula for senior medical students doing their home sub-internship in EM. Objectives: Our objective was to fill the gap left by the absence of an academic EM department at Howard University College of Medicine (HUCOM) by creating a collaborative educational experience for fourth-year medical students during their home EM sub-internship. The curricular objectives were to teach core principles of EM, build relationships with students, and prepare them for pursuing EM residency training. Curricular Design: Four EM academic departments collaborated to create and implement a virtual curriculum using the six-step approach to curricular development. Impact/Effectiveness: After completion of the course, five students (100%) reported strongly agreeing with the following statements. These sessions 1) helped me learn the approach to core EM topics more than I would have been able to do on my own; 2) helped me learn key skills for excelling in an EM rotation more than I would have been able to do on my own; and 3) allowed me to connect with faculty and resident mentors to learn more about the field of EM. Of these five students, 80% and 20% reported strongly agreeing and agreeing, respectively, that these sessions helped them learn about the process of applying to and selecting an EM residency program.https://escholarship.org/uc/item/7zs7r78p |
| spellingShingle | Cortlyn Brown Richard Carter Nicholas Hartman Aaryn Hammond Emily MacNeill Lynne Holden Ava Pierce Linelle Campbell Marquita Norman Effectiveness of a Collaborative, Virtual Outreach Curriculum for 4th-Year EM-bound Students at a Medical School Affiliated with a Historically Black College and University Western Journal of Emergency Medicine |
| title | Effectiveness of a Collaborative, Virtual Outreach Curriculum for 4th-Year EM-bound Students at a Medical School Affiliated with a Historically Black College and University |
| title_full | Effectiveness of a Collaborative, Virtual Outreach Curriculum for 4th-Year EM-bound Students at a Medical School Affiliated with a Historically Black College and University |
| title_fullStr | Effectiveness of a Collaborative, Virtual Outreach Curriculum for 4th-Year EM-bound Students at a Medical School Affiliated with a Historically Black College and University |
| title_full_unstemmed | Effectiveness of a Collaborative, Virtual Outreach Curriculum for 4th-Year EM-bound Students at a Medical School Affiliated with a Historically Black College and University |
| title_short | Effectiveness of a Collaborative, Virtual Outreach Curriculum for 4th-Year EM-bound Students at a Medical School Affiliated with a Historically Black College and University |
| title_sort | effectiveness of a collaborative virtual outreach curriculum for 4th year em bound students at a medical school affiliated with a historically black college and university |
| url | https://escholarship.org/uc/item/7zs7r78p |
| work_keys_str_mv | AT cortlynbrown effectivenessofacollaborativevirtualoutreachcurriculumfor4thyearemboundstudentsatamedicalschoolaffiliatedwithahistoricallyblackcollegeanduniversity AT richardcarter effectivenessofacollaborativevirtualoutreachcurriculumfor4thyearemboundstudentsatamedicalschoolaffiliatedwithahistoricallyblackcollegeanduniversity AT nicholashartman effectivenessofacollaborativevirtualoutreachcurriculumfor4thyearemboundstudentsatamedicalschoolaffiliatedwithahistoricallyblackcollegeanduniversity AT aarynhammond effectivenessofacollaborativevirtualoutreachcurriculumfor4thyearemboundstudentsatamedicalschoolaffiliatedwithahistoricallyblackcollegeanduniversity AT emilymacneill effectivenessofacollaborativevirtualoutreachcurriculumfor4thyearemboundstudentsatamedicalschoolaffiliatedwithahistoricallyblackcollegeanduniversity AT lynneholden effectivenessofacollaborativevirtualoutreachcurriculumfor4thyearemboundstudentsatamedicalschoolaffiliatedwithahistoricallyblackcollegeanduniversity AT avapierce effectivenessofacollaborativevirtualoutreachcurriculumfor4thyearemboundstudentsatamedicalschoolaffiliatedwithahistoricallyblackcollegeanduniversity AT linellecampbell effectivenessofacollaborativevirtualoutreachcurriculumfor4thyearemboundstudentsatamedicalschoolaffiliatedwithahistoricallyblackcollegeanduniversity AT marquitanorman effectivenessofacollaborativevirtualoutreachcurriculumfor4thyearemboundstudentsatamedicalschoolaffiliatedwithahistoricallyblackcollegeanduniversity |