Evaluation of a Medical Student Research and Career Development Program to Increase Diversity in Academic Medicine

Abstract

Purpose To describe and evaluate an innovative research program supported by the National Institutes of Health, “Promoting Research Opportunities Fully—Prospective Academics Transforming Health” (PROF-PATH), designed to support medical students from groups underrepresented-in-medicine (URM) interested in pursuing academic careers. Method Based on social cognitive career theory (SCCT), PROF-PATH supplemented a traditional research program (TRP) by providing additional mentorship and a curriculum focused on “assumed knowledge” of academic culture, guidance with research challenges, and emotional competence. The four-year evaluation (2013–2016) consisted of pre- and postprogram surveys of PROF-PATH and TRP students, plus focus groups and individual structured interviews with PROF-PATH students. Survey questions queried students’ self-confidence in research- and career-related skills and abilities. The authors mapped themes elicited in focus groups and interviews onto SCCT domains. Results Of 454 medical students, 343 (75.6%) completed the surveys. According to preprogram surveys, PROF-PATH students (n = 85) were less confident in their ability to find or manage mentor relationships than TRP students (n = 258) and less likely to report having a mentor who provided strong support for their research interests. At program’s end, PROF-PATH students showed greater increases in confidence than TRP students in multiple ability domains. Qualitative analysis of themes indicated that PROF-PATH influenced students through seven SCCT domains and increased student academic career self-efficacy. Conclusions An innovative program for URM medical students participating in mentored research was successful in supporting academic career interest and academic self-efficacy. Schools motivated to increase diversity in academic medicine should consider adapting PROF-PATH.