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- Figure Program Participation Flow Diagram
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Program component Description Senior mentor Physician faculty at the University of Rochester who meets at least twice yearly with student, helps set up shadowing experiences, provides professional development guidance, and serves as a resource for professional letters of recommendation Junior mentor Medical student at the University of Rochester who meets 2–4 times yearly with student, provides professional development guidance and information about medical school applications. Shadowing experiences Students are provided 3–4 shadowing experiences per year with their senior mentor as well as other physicians at the University. Large group meetings Opportunities for the whole group to get together with program leadership, go over professional development topics, meet with panels of medical students and physicians, and participate in problem-based learning cases. Individual clinical project Individual project related to patient-care or a medical condition. Resilience and perseverance in the journey to medicine Experience of a physician identifying with a racially or ethnically minoritized background The power of (counter)-narratives: a focus on identity and implicit bias How to be an effective mentee Q&A panel with medical students who identify with a racially or ethnically minoritized background Q&A panel with subspecialty physicians Meeting with the dean of admissions at the University of Rochester Meeting with the director of the office of diversity and inclusion American Medical College Application Service overview Role Program Director: Physician20 h/y Student Director: Medical Student20 h/y Program Chief: Undergraduate student and graduate of the PreDoc program20 h/y Overall program administration • Oversees program in its entirety
• Manages program funding• Serves as a liaison for the junior mentor/mentee relationship • Notifies students of logistics, yearly schedule, and mentor-mentee pairings
• Works with Alumni Chair to create yearly PreDoc Newsletter
• Serves as Alumni Chair the following academic year
• Annual website updateRecruitment • Oversee student selection with other leaders
• Recruits yearly cohort of faculty senior mentors and creates pairings• Conducts detailed review of applications and helps select students with program leadership
• Recruits yearly cohort of medical student junior mentors and creates pairings• Conducts detailed review of applications and helps select students with program leadership
• Communicates with, and conducts a teaching session for the MAPS program to increase interest in programCoordinating, planning, and leading sessions • Leads yearly senior mentor training session
• Helps recruit guest speakers for large group meetings, attends most meetings, and facilitates problem-based learning cases• Leads yearly junior mentor training session
• Aids in coordinating, attends all large group sessions, and facilitates problem-based learning cases
• Coleads at least 1 large group session with Program Chief• Aids in coordinating, communicates schedules with students, attends all large group sessions, and facilitates problem-based learning cases
• Coleads at least 1 large group session with Student DirectorProgram evaluation • Reviews program feedback and creates yearly improvement plan with other leaders • Reviews program feedback and creates yearly improvement plan with other leadership • Reviews program feedback and creates yearly improvement plan with other leadership Abbreviation: MAPS = Minority Association of Premedical Students.
Survey question 2018–2020 (N = 14) 2020–2022 (N = 21) Total (N = 35) Score, mean (median, range) Overall quality of the PreDoc programa 4.5 (5, 2) 4.8 (5, 1) 4.7 (5, 2) Helpfulness of senior mentor as a resourceb 4.6 (5, 2) 4.7 (5, 2) 4.6 (5, 2) Helpfulness of junior mentor as a resourceb 3.8 (4, 4) 4.2 (5, 4) 4.1 (4, 4) Helpfulness and interest level of shadowing experienceb 4.7 (5, 1) 4.6 (5, 2) 4.7 (5, 2) Ease around navigating the shadowing experiencec 4.4 (5, 4) 4.5 (5, 3) 4.5 (5, 4) Helpfulness of the large group sessionsb 4.8 (5, 1) 4.7 (5, 2) 4.7 (5, 2) % Students replying “yes” Students were able to shadow 2 or more times over the academic year 57 71 66 Students reporting receiving additional benefits from the program (besides the stated core components) 64 57 60 ↵a Scored from 1 to 5, with highest score indicating excellent and lowest score indicating poor.
↵b Scored from 1 to 5, with highest score indicating very helpful and lowest score indicating not at all helpful.
↵c Scored from 1 to 5, with highest score indicating very easy and lowest score indicating difficult.
- Table 5
Student Narrative Evaluation Responses Reflecting on Their Experience With the Program
Strength Narrative responses Support from physicians “Just knowing that we have extra support and people that encourage us is really helpful. I have no doctors in my family and sometimes I get lost because I don't know what step to take or just have someone to watch over my step to make sure I'm taking advantage of any opportunities I can. That is a big one for me.”
“[My mentor] helped me with more of my mental awareness issues. This is something people wouldn't expect to come out from the program. However, the college journey has been pretty difficult for me so it was nice and helpful to have someone who has been through it really believe in me.”Normalization of physicians “…mentors were a constant part of our lives so the shadowing didn't stop when we left the clinic or Zoom. For [me] or anyone who does not have any physicians in their families, doctors seem kind of foreign, they're just people you see once in a while. For me it was really cool to kind of normalize physicians, learn about their experiences and see who they are when they're not clocked in.” Exposure to clinical medicine “I found the overall exposure to medicine extremely helpful. I've been able to make more connections (speakers, my mentor, the other medical students) and gain so much information about different specialties, applying to med school, etc. It's made the whole pre-med experience seem less daunting.” Connection with resources and opportunities “My mentor will be writing a letter of recommendation to supplement my medical school application. Also, she and I received funding through the AAN to attend their conference and present our work there.” Areas for improvements Importance of near peer mentoring “If possible, maybe try to find junior mentors that are in their first or second year. Mine was great but she was a fourth year so it was a bit harder to relate to her and she was very busy doing her rotations. She also had forgotten a little bit about the med school application process… Also, I would say to try to get the mentees to get to know each other better…” Increase exposure to practical skills “I feel we could do more application-based things, maybe like mock interviews, personal statement help, and how to effectively narrow down a list of medical schools.” Abbreviation: AAN = American Academy of Neurology.
Name Location Contribution Shane Fuentes, BS University of Rochester, NY Drafting/revision of the manuscript for content, including medical writing for content; study concept or design; analysis or interpretation of data Rachel M.E. Salas, MD, MEd Johns Hopkins University, Baltimore, MD Drafting/revision of the manuscript for content, including medical writing for content; study concept or design Olivia Brumfield, BS University of Rochester, NY Drafting/revision of the manuscript for content, including medical writing for content; study concept or design Robert Thompson Stone, MD University of Rochester, NY Drafting/revision of the manuscript for content, including medical writing for content; major role in the acquisition of data; study concept or design; analysis or interpretation of data
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