Beck Lamb’s Post

Key Points Question How do premedical student advisers at Historically Black Colleges and Universities (HBCUs) describe the barriers to and facilitators of Black premedical students successfully navigating to medical school? Findings In this qualitative study of 26 HBCU premedical student advisers, barriers to and facilitators of students successfully matriculating to medical school were complex relationships between undergraduate HBCUs and medical schools, concern for preferential access to clinical opportunities for students of predominantly white undergraduate schools, and the importance of support networks. Meaning The findings suggest that an opportunity exists for medical schools to build stronger relationships with HBCU undergraduate institutions, which has implications for increasing representation among medical school applicants and the physician workforce. Abstract Importance There remains a lack of representation of Black physicians in the physician workforce despite decades of national efforts to increase diversity. Historically Black Colleges and Universities (HBCUs) contribute to increasing representation in the workforce in the US. There is limited literature exploring the experiences of HBCU premedical students navigating the journey to medical school. Objective To examine barriers to and facilitators of medical school matriculation among Black students by exploring the perspectives of premedical student advisers at HBCUs.

https://lnkd.in/ebeaFqr9 In a recently published opinion piece in BMJ Open, "Rhetoric of Research: A Call for Renaming the Clinical Research Partnership," authors from Penn Nursing and Georgetown University School of Nursing, present a compelling argument for rethinking the language used to describe participants in clinical research. The opinion calls for a shift from the traditional term "patient participant" to "participant partner," emphasizing the crucial role of participants in all facets of the research process.

IMG's get ready, USA will soon be welcoming selected group of IMGs based on their standard of medical school and speciality training standards because of this rapidly growing issue of serious physician shortages. In some of the States, already they welcome specialist without additional fellowship or residency training as long as one passed all the USMLE Step 1,2, 3 and clinical skills examinations. What I see coming and happening is they will eliminate the USMLE exams requirements and replace it with a specific board examinations same as US physicians plus minus clinical skills exams. Most likely they will also offer permanent residency status from the get go rather then x number of years mandate for the underserved or health professional shortage areas where most of the US graduates themselves do not want to go. Things will change in USA for the better.

New Original Research article in RRH: The role, the risk, and the reciprocity: creating positive early rural placements in medical education by Brenton Button, Hafsa Bohonis, Brian Ross, Frances Kilbertus, Kirstie Taylor and Erin Cameron. https://lnkd.in/gtfpCpZR Globally, rural and remote areas are impacted by limited access to highly skilled physicians. Addressing these shortages requires concerted efforts by medical schools to place medical students on rotation within these communities and for medical students to have a positive experience. Positive experiences within rural rotations has previously been found to be an important factor in medical students’ career intentions. This Original Research study, set in Northern Ontario, Canada, explores what rural preceptors believe contributes to positive rural placements for medical students. #ruralhealth #meded #canada #medicaltraining #medicaleducation NOSM University | Université EMNO Lakehead University The University of Winnipeg Frances KILBERTUS

Let's talk about our government's plan to put Ontario students first for medical schools in the province. Nearly 10% of people in this province do not have regular access to a family doctor or primary health care provider. While previous governments maintained this status quo, we are taking bold action to close this gap. That is why we launched the largest medical school expansion in over a decade, such as the: ● TMU School of Medicine in Brampton. ● York University medical school in Vaughan which will specifically focus on training family doctors. ● Scarborough Academy of Medicine and Integrated Health (SAMIH). I am most proud of SAMIH as it is in my riding of Scarborough - Rouge Park, ensuring young people in my community have access to these amazing opportunities. These projects are incredibly important for the communities that surround them, since students who are from here are most likely to end up practicing here. That is why starting in Fall 2026, we are requiring all medical schools in the province to allocate at least 95% of all undergraduate medical school seats to residents of Ontario, with the other 5% reserved for students from across Canada. We are further breaking down barriers for students to become family doctors through an estimated $88 million investment over three years, expanding Learn and Stay grants for 1,360 eligible undergraduate students that commit to practice family medicine with a full roster of patients once they graduate. We are putting Ontario students first, training the next generation of family doctors in communities across the province!

Words of wisdom for current and future trainees!

🎤 Interview with Essien Gagnon: President of Medical Youth of San Marino 💬 Q: What is the main goal or mission of Medical Youth of San Marino? **A:** The mission of our club is to raise awareness about medical diseases and to guide high school students by providing career-oriented knowledge in the medical field. We aim to help students explore various healthcare careers and make informed decisions about their future. 💬 Q: How does Medical Youth of San Marino support students in their academic or career development? A: We support students by connecting them with medical professionals and giving them exposure to various healthcare environments. For instance, we assist our members in applying for volunteer roles at hospitals and help them build connections through our guest speaker events, allowing them to gain firsthand knowledge of the field. 💬 Q: What kinds of activities or events does the club organize? A: We organize a range of events, including guest speakers such as physicians, doctors, cancer survivors, medical students, and dentists. One of our major events is the Alzheimer's Awareness campaign, where we hold educational sessions and interactive activities, like a campus-wide purple ribbon search. We also partner with the American Cancer Society to raise awareness about breast cancer, making T-shirts and ribbons. Additionally, we’ve contributed to the community by assembling hygiene kits for the homeless and raising funds for cancer research. 💬 Q: Who is eligible to join Medical Youth of San Marino, and what is the membership process? A: Our club is open to all high school students! Anyone interested can attend our meetings or contact us through our Instagram (@mysm_smhs) or speak with one of our cabinet members. We’ll add them to our email list for updates. Mrs. Park, our advisor and chemistry teacher in Room 206, is also available to answer any questions. 💬 Q: What do you enjoy most about being part of Medical Youth of San Marino? A: I love spreading awareness about the medical field, which is something I’m passionate about. As an aspiring surgeon, leading a group of future healthcare workers is incredibly inspiring. It’s exciting to help them discover their passion and witness their growth. Plus, planning events and seeing them come to life is so fulfilling! 👩⚕️💉 The future of healthcare starts here, and I’m proud to be part of it with Medical Youth of San Marino! #MedicalAwareness #StudentLeadership #FutureHealthcare #CareerDevelopment #Volunteer #HighSchool

1.    Tell us a bit about your background (where you’re from and your pre-Belmont career path)   I am from a small town near Jackson, Mississippi and attended University of Mississippi before moving to Nashville to attend VANDERBILT UNIVERSITY MEDICAL SCHOOL as an MD/PhD student, earning my PhD in Molecular Physiology and Biophysics. After medical school I continued my residency training at Vanderbilt in Internal Medicine and then started my practice with a group at Saint Thomas West Hospital. I started teaching medical students and residents as a clinical faculty member at Vanderbilt almost immediately in both inpatient and joined the full-time faculty at Vanderbilt in 2011. I served as the President of the Tennessee Medical Association in 2020-2021 during the COVID pandemic as we tried to make policy and recommendations concerning this new virus. I joined the FCoM faculty in 2022 and reestablished a small private practice back at Saint Thomas West hospital.   2.    What first inspired your interest in teaching and in your subject area?   I was fortunate enough to have incredible mentors throughout my medical school and resident careers who encouraged me at every stage to get involved with teaching medicine. I always take the approach that we are all learning together and the only difference is that some of us have had more years to learn and experience than others. I challenge my students and residents to teach me something in each session and have been amazed at what they have taught me through the years. As a primary care provider, I am acutely aware of the need for more physicians to take care of the wave of baby boomers who are aging.   3.    Tell us more about your goals for the Introduction to Clinical Practice (ICP) Courses as the ICP Longitudinal Director.   I really want our medical students to always appreciate the patient as a person and remember that it is a team effort to determine what is wrong and what we are going to do about it. As we teach students how to be physicians, I want to emphasize the importance of respect, communication, diligence, humility, and thoroughness in gathering information with the history and physical examination.  I want them to feel comfortable and confident in their interactions with patients and receive a lot of joy and meaning from taking care of other people.   4.    What are your hopes for the future for your Belmont University students, your career, and the University broadly?   I want to see our medical students develop into outstanding and caring physicians, but also into leaders in their fields and advocates for their patients and their profession. I want to be a mentor and adviser who students can approach and discuss their challenges, goals, and successes. Teaching others to practice medicine well will be a great capstone to my career as the torch of our profession is passed to new generations.   #FACESofFCoM

The success of a student in the medical school application process starts upstream of the actual application. These HBCU advisors speak to the potential bias in the premedical experience that allows for students from predominantly white institutions (PWIs) to build the experiences necessary to build an attractive application. With the limited opportunities for ALL students to seek out shadowing and mentoring options given relatively small number of medical schools and hospitals, there should be broader accountability and optionality for any interested student to gain exposure. #premed #premedical #medicaleducation #hbcu #advising #mentoring #mentoring Tour for Diversity in Medicine (T4D)

Why is so important to provide interfaith spaces inside a School of Medicine Campus? Providing interfaith spaces in a School of Medicine is important for several reasons: 1. **Diverse Student Body**: Medical schools often have a diverse student body with various religious and spiritual beliefs. Interfaith spaces allow students from different backgrounds to practice their faith, fostering an inclusive environment that respects and values diversity. 2. **Mental Health and Well-being**: Medical education is highly demanding and stressful. Access to interfaith spaces provides students with a place for spiritual and religious practices, which can be vital for their mental health and emotional well-being. Such spaces can serve as a sanctuary for reflection, prayer, and meditation, helping students manage stress and maintain balance. 3. **Cultural Competence**: Exposure to diverse religious practices within the medical school environment enhances students' cultural competence. Understanding and respecting different faiths prepares future doctors to provide better care to patients from diverse backgrounds, improving patient-doctor relationships and healthcare outcomes. 4. **Community Building**: Interfaith spaces promote community building and dialogue among students of different faiths. This encourages mutual respect, reduces prejudice, and fosters a supportive and collaborative environment. 5. **Ethical and Moral Development**: For many students, their religious or spiritual beliefs are integral to their ethical and moral framework. Having a space to engage in these practices supports their development as compassionate and ethically grounded physicians. 6. **Institutional Commitment to Inclusivity**: Providing interfaith spaces demonstrates the institution’s commitment to inclusivity and respect for all students. It sends a message that the school values and supports the diverse needs of its community, which can enhance the institution's reputation and attract a broader range of applicants. In summary, interfaith spaces in a School of Medicine contribute to the holistic development of students, support their well-being, enhance cultural competence, and foster a respectful and inclusive community. In PHSU we practice inclusion, look for equity and fight for justice to all. Proud to be part of!