Journal of the National Medical Association · 2025
The minority student open: Utilizing the informal mentoring approach to enhance racial representation in HIV care and research.
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Ware Kenric, Austin Aaron, Dyson Alftan, d'Auvergne Cleophas, Ogle Michelle, Stewart Ada, King William, Rawlings M Keith, Sowah Leonard
Аннотация
INTRODUCTION: The imbalance between those impacted by HIV and the HIV healthcare workforce may be one of the drivers of racial health disparities in the epidemic. To address this, the Academy Council for Racial Equity (ACRE), a committee of the American Academy of HIV Medicine, developed a program of engagement and informal mentorship for underrepresented racial, ethnic and gender minority (UREGM) students and trainees of the health professions. This pilot program was designed to increase interest in HIV related careers among these trainees.
METHODS: The program was developed as a career pathways and development workshop with a specific focus on UREGM trainees and students and named the Minority Student Open (MSO). Breakout sessions were included within the workshop to provide skills and potential solutions to workplace challenges these trainees may face.
RESULTS: One hundred and thirty-one trainees registered for the MSO. Only (47) 35.8 % of registered students attended the MSO. Among registered students 42 (89 %) provided adequate evaluable information at registration. Post event, one student and faculty mentor provided detailed feedback with recommendations. All received feedback was reviewed based on potential impact and feasibility. Key recommendation was to continue similar events with engagement of a broader diversity of faculty. To improve attendance the team could embed events within student targeted meetings CONCLUSION: Based on the response from student attendees, committee members, and other stakeholders, student engagement events would be continued. The team will continually evaluate and adapt students centered events in response to engagement and feedback.
METHODS: The program was developed as a career pathways and development workshop with a specific focus on UREGM trainees and students and named the Minority Student Open (MSO). Breakout sessions were included within the workshop to provide skills and potential solutions to workplace challenges these trainees may face.
RESULTS: One hundred and thirty-one trainees registered for the MSO. Only (47) 35.8 % of registered students attended the MSO. Among registered students 42 (89 %) provided adequate evaluable information at registration. Post event, one student and faculty mentor provided detailed feedback with recommendations. All received feedback was reviewed based on potential impact and feasibility. Key recommendation was to continue similar events with engagement of a broader diversity of faculty. To improve attendance the team could embed events within student targeted meetings CONCLUSION: Based on the response from student attendees, committee members, and other stakeholders, student engagement events would be continued. The team will continually evaluate and adapt students centered events in response to engagement and feedback.