期刊
JOURNAL OF HEALTH CARE FOR THE POOR AND UNDERSERVED
卷 31, 期 4, 页码 208-222出版社
JOHNS HOPKINS UNIV PRESS
DOI: 10.1353/hpu.2020.0151
关键词
Physician workforce diversity; self-designated disadvantage; socioeconomic disadvantage; medical licensing examinations; medical school academic performance; health disparities
资金
- Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS)
As medical schools seek to address the growing disparity between the socioeconomic makeup of their students and the general population, it is important to understand the academic trajectory of disadvantaged students. We used a locally-developed multicomponent socioeconomic disadvantage (SED) measure and the self-designated disadvantaged (SDA) question [yes (+) or no (-)] from the American Medical College Application Service application to examine academic performance of students from three disadvantaged categories (high SED/SDA+, high SED/SDA-, and low SED/SDA+); with low SED/SDA-as the reference group across five California schools. Compared with reference, the DA+ subgroups scored lower on USMLE Step 1 and Step 2 Clinical Knowledge examinations and received fewer clerkship Honors. After adjustment for academic metrics and sociodemographic variables, high SED subgroups performed similarly to reference, but performance gaps for low SED/SDA+ students persisted. Medical schools must better understand the institutional and other drivers of academic success in disadvantaged students.
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