ArticleJournal of best practices in health professions diversity : research, education and policy2024
Preparatory Program for Students Underrepresented in Medicine Promotes Self-Efficacy in the Medical School Application Process: Novel Insights from a Qualitative Analysis.
Article in Journal of best practices in health professions diversity : research, education and policy, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
- Enhancing equity in medical school interview prep with ChatGPT.Canadian medical education journal · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
11 authors.
Funding
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.
Indexed as
Identifiers
40060987PMC11890123What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.