Disparities in race/ethnicity and gender among medical student graduation award recipients

Abstract

Introduction Recent studies have highlighted racial and gender disparities in the distribution of awards received across the spectrum of medical education. However, the associations between demographics and institution-specific graduation awards have not been well examined. This study investigated the relationships between race/ethnicity and gender with the receipt of medical school awards. Methods This cross-sectional study analyzed the distribution of graduation awards received by 2013-2017 graduates at a United States medical school affiliated with a research intensive, tertiary academic medical center. Self-reported race/ethnicity and gender, Medical College Admission Test (MCAT) score, undergraduate Grade Point Average (GPA), the time between college and medical school, financial need, and other graduate variables were extracted. These features were merged with data on graduation awards received, which were categorized as Clinical, Humanism, Scholastic, or Research awards. Bivariate associations were investigated between each graduate variable and award type. Logistic regression models were built to investigate the adjusted odds of award receipt. Results 794 graduates and 587 awards for Clinical, Humanism, Scholastic, or Research excellence were identified. Differences were found across race/ethnicity for the distribution of Clinical (p = 0.002) and Scholastic (p = 0.003) awards and across gender for Clinical (p = 0.011), Humanism (p < 0.001) and Research (p = 0.001) awards. These differences persisted after adjusting for MCAT score, GPA, and time between college completion and medical school matriculation. Conclusions This study identified significant differences in the distribution of medical school graduation awards across race/ethnicity and gender identities. Our findings suggest challenges with the inclusivity of the learning environment and underscore the need for more equitable practices that better support opportunities for success and selection processes for all students.