scholarly journals Mission matters: Association between a medical school’s mission and minority student representation

PLoS ONE ◽  
2021 ◽  
Vol 16 (2) ◽  
pp. e0247154
Author(s):  
Kendall M. Campbell ◽  
Dmitry Tumin
Keyword(s):  
Medical School ◽  
Web Search ◽  
Mission Statement ◽  
Minority Student ◽  
Mission Statements ◽  
Medical Schools ◽  
Study Data ◽  
Underrepresented Minority ◽  
School Mission ◽  
Social Mission

Increasing enrollment of students who are underrepresented in medicine has been a priority of United States (US) medical schools. The authors sought to compare how increasing minority student representation factors into mission statements, statements of values, and strategic action plans at top research-oriented US medical schools and US medical schools with a social mission. A Web search was performed to locate three documents for each medical school: the mission statement; a statement of values; and a strategic plan. Data were retrieved on the number of underrepresented minority graduates and total graduates from each school in the graduating classes of 2015–2019. The number and percentage of graduates during this period were compared according to schools’ mission statements using rank-sum tests. Other quantitative study data were compared by school mission using Fisher’s exact tests. Five of the schools with a social mission (25%) and none of the schools with a research mission had a mission statement that addressed increasing representation of underrepresented minority students in the medical school (p = 0.047). Schools with a mission statement that addressed this group had a higher proportion of those graduates during 2015–2019 (median 66%; IQR 28%, 68%) compared to schools that did not address this in their mission statement (median 10%; IQR 6%, 13%; p = 0.003). More research is needed to explore the association between US medical school mission statements and the representation of underrepresented students in medical education, especially at research-oriented medical schools.

Do Mission Statements Matter? An Evaluation of Dental School Mission Statements

2021 ◽  
Author(s):  
Viyan S Kadhium
Keyword(s):  
United States ◽  
Mission Statement ◽  
Mission Statements ◽  
Dental School ◽  
University Of Michigan ◽  
School Mission ◽  
Minimum Number ◽  
The University ◽  
Dental Schools ◽  
A Company

Objective: In private enterprise, the Mission Statement (MS) of a company is the compass that shows the direction the organization is heading and is a guide in major decisions. The purpose of this study is to evaluate the mission statements of all United States (US) Dental Schools for common themes and to understand how these themes align with current issues in dentistry. Methods: Two reviewers manually searched every United States (US) Dental School website to identify the mission statement of each school and four investigators reviewed the mission statements, identified and listed themes. A qualitative analytical approach was used, and recurring themes were identified. IRB Exemption was provided (HUM00175583Â) by the University of Michigan School of Medicine’s committee on human studies. Results: In this study, 68 dental schools were evaluated, and 18 different themes were identified. The mean number of themes per school was 2 and the median was 4. The minimum number of themes among dental schools was 1 and the maximum was 11 themes. The findings indicated that the most recurring theme in dental school mission statements was research and dissemination of knowledge (76.11%) and the least recurring themes, which are some of the most pressing issues in dentistry were social justice (4.47%), public health (7.46%), and health disparities (8.95%). Conclusion: Missions statements are just as important in schools as they are in business. Therefore, dental schools should consider periodically revising their mission statements to coincide with the demands of current oral health needs.

scholarly journals Do Medical School Mission Statements Align With the Nation’s Health Care Needs?

2014 ◽  
Vol 89 (6) ◽  
pp. 892-895 ◽  
Author(s):  
Bina Valsangkar ◽  
Candice Chen ◽  
Hannah Wohltjen ◽  
Fitzhugh Mullan
Keyword(s):  
Health Care ◽  
Medical School ◽  
Mission Statements ◽  
Health Care Needs ◽  
Care Needs ◽  
School Mission

scholarly journals Quantity and quality of conflict of interest policies at German medical schools: a cross-sectional study and survey

BMJ Open ◽  
2020 ◽  
Vol 10 (9) ◽  
pp. e039782
Author(s):  
Peter Grabitz ◽  
Zoe Friedmann ◽  
Sophie Gepp ◽  
Leonard Hess ◽  
Lisa Specht ◽  
...  
Keyword(s):  
Medical School ◽  
Web Search ◽  
Medical Schools ◽  
Cross Sectional Study ◽  
Secondary Outcome ◽  
Sectional Study ◽  
Cross Sectional ◽  
Maximum Score ◽  
Teaching Activities

ObjectivesTo assess the quantity and evaluate the quality of policies and curricula focusing on conflicts of interests (COI) at medical schools across Germany.DesignCross-sectional study, survey of medical schools, standardised web search.SettingMedical schools, Germany.Participants38 German medical schools.InterventionsWe collected relevant COI policies, including teaching activities, by conducting a search of the websites of all 38 German medical schools using standardised keywords for COI policies and teaching. Further, we surveyed all medical schools’ dean’s offices. Finally, we adapted a scoring system for results we obtained with 13 categories based on prior similar studies.Main outcomes and measuresPresence or absence of COI-related policies, including teaching activities at medical school. The secondary outcome was the achieved score on a scale from 0 to 26, with high scores representing restrictive policies and sufficient teaching activities.ResultsWe identified relevant policies for one medical school via the web search. The response rate of the deans’ survey was 16 of 38 (42.1%). In total, we identified COI-related policies for 2 of 38 (5.3%) German medical schools, yet no policy was sufficient to address all COI-related categories that were assessed in this study. The maximum score achieved was 12 of 26. 36 (94.7%) schools scored 0. No medical school reported curricular teaching on COI.ConclusionsOur results indicate a low level of action by medical schools to protect students from undue commercial influence. No participating dean was aware of any curriculum or instruction on COI at the respective school and only two schools had policies in place. The German Medical Students Association and international counterparts have called for a stronger focus on COI in the classroom. We conclude that for German medical schools, there is still a long way to go.

scholarly journals Conflict of Interest Policies at German medical schools - A long way to go

2019 ◽  
Author(s):  
Peter Grabitz ◽  
Zoe Friedmann ◽  
Sophie Gepp ◽  
Leonard U. Hess ◽  
Lisa Specht ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Web Search ◽  
Response Rate ◽  
Conflicts Of Interest ◽  
Medical Schools ◽  
Pharmaceutical Marketing ◽  
Maximum Score ◽  
Prescribing Behaviour

AbstractBackgroundMost medical students are in contact with the pharmaceutical or medical device industry during their studies. Medical schools play an important role in protecting students from undue commercial influence and educating them about pharmaceutical marketing practices. Such influence has been shown to affect later prescribing behaviour with potential adverse effects for patient care. While in North America, many medical schools formulated and implemented conflicts of interest (COI) policies, only few such institutional policies have been reported in Germany. We aimed to analyze the quantity and quality of policies and curricula on COI at medical schools across Germany.MethodsWe collected relevant COI policies and teaching activities by conducting a search of the websites of all 38 German medical schools using standardized keywords for COI policies and teaching. Further, we surveyed all medical schools’ dean’s offices and adapted a scoring system for obtained results with 13 categories based on prior similar studies.ResultsWe identified relevant policies for one medical school via the web-search. The response rate of the deans’ survey was 16 of 38 (42.1%). In total, we identified COI-related policies for 2 of 38 (5.3%) German medical schools, yet no policy was sufficient to address all COI-related categories that were assessed in this study. The maximum score achieved was 12 of 26. 36 (94.7%) schools scored 0. No medical school reported curricular teaching on COI.ConclusionOur results indicate a low level of action by medical schools to protect students from undue commercial influence. No participating dean was aware of any curriculum or instruction on COI at their respective school. The German Medical Students Association and international counterparts have called for a stronger focus on COI in the classroom. We conclude that for German medical schools there is still a long way to go.

scholarly journals Targeted Medical School Admissions: A Strategic Process for Meeting Our Social Mission

2020 ◽  
Vol 52 (7) ◽  
pp. 474-482
Author(s):  
David V. Evans ◽  
Andrew D. Jopson ◽  
C. Holly A. Andrilla ◽  
Randall L. Longenecker ◽  
Davis G. Patterson
Keyword(s):  
Primary Care ◽  
Medical School ◽  
Medical Schools ◽  
Medical School Admissions ◽  
School Class ◽  
Social Mission ◽  
Primary Care Settings ◽  
Strategic Process ◽  
Selective Admissions ◽  
Recruitment And Selection

Background and Objectives: Increased medical school class sizes and new medical schools have not addressed the workforce inadequacies in primary care or underserved settings. While there is substantial evidence that student attributes predict practice specialty and location, little is known about how schools use these factors in admissions processes. We sought to describe admissions strategies to recruit students likely to practice in primary care or underserved settings. Methods: We surveyed admissions personnel at US allopathic and osteopathic medical schools in 2018 about targeted admissions strategies aimed at recruitment and selection of students likely to practice rurally, in urban underserved areas, or in primary care Results: One hundred thirty-three of 185 (71.8%) US medical schools responded. Respondents reported targeted admissions strategies as follows: rural, 69.2%; urban underserved, 67.4%; and primary care, 45.3%. Nearly 90% reported some type of recruitment outreach to 4-year universities, but much less to community colleges. Student characteristics used to identify those likely to practice in targeted areas were largely evidence-based. Strategies to select students varied widely. Conclusions: Most responding US medical schools reported a targeted process to recruit and select students likely to practice in rural, urban underserved, or primary care settings, indicating widespread awareness of workforce challenges. This study also demonstrates varying approaches to and allocation of resources toward admissions targeting, especially the application and interviewing processes. Understanding how schools identify and admit students likely to practice in these fields is a first step in identifying best practices for selective admissions focused on addressing workforce gaps.

scholarly journals Beginning of outcome-based medical education: development of medical schools’ mission statements based on stakeholders’ priority

2021 ◽  
Vol 33 (3) ◽  
pp. 215-226
Author(s):  
Youngjon Kim ◽  
Hyoseon Choi
Keyword(s):  
Decision Making ◽  
Medical Education ◽  
Mission Statement ◽  
Case Analysis ◽  
Mission Statements ◽  
Medical Schools ◽  
Core Values ◽  
Educational Goals ◽  
Positive Effects ◽  
Outcome Based Education

Background: Many studies report the positive effects of outcome-based education in improving medical education quality. An important aspect of outcome-based education is the statement of learning outcomes, which is closely associated with medical schools’ mission, vision, and educational goals. Medical schools’ mission statement not only sets the standards to determine educational goals and outcomes but also provides an indicator to monitor and evaluate medical education quality.Purpose: This study identified a methodology to provide optimal mission statements at medical schools through the framework of suggested decision-making method.Methods: This study analyzed the focus of the mission development suggested by World Federation for Medical Education and Liaison Committee on Medical Education medical education standards and searched for appropriate decision-making methods based on these standards. In addition to validate the suggested framework of mission statement, case analysis of medical schools was conducted.Results: Consequently, a mission development method that applies the mission statement based on stakeholders’ priority (MSSP) was derived. The MSSP involves (1) content analysis, (2) candidate extraction, (3) priority evaluation, and (4) priority validation. The keywords of the mission system derived during this process were categorized and listed in ranks to be suggested as the mission, vision, and core values. The proposed MSSP was applied in two South Korean medical schools and, thereby, the mission, vision, and core values were determined for each medical school.Conclusion: The two schools’ case analysis verified MSSP’s effectiveness as a decision-making methodology to gather and converge diverse opinions from stakeholders for the mission statement at the medical schools.

A Unifying Principle for a Researcher Learning Safety: Reduce Uncertainty!

2018 ◽  
Author(s):  
Camilla Kao ◽  
Russell Furr
Keyword(s):  
Decision Making ◽  
Best Practices ◽  
Mission Statement ◽  
Safety Information ◽  
Health And Safety ◽  
Mission Statements ◽  
Definition Of ◽  
Physical And Chemical

Conveying safety information to researchers is challenging. A list of rules and best practices often is not remembered thoroughly even by individuals who want to remember everything. Researchers in science thinking according to principles: mathematical, physical, and chemical laws; biological paradigms. They use frameworks and logic, rather than memorization, to achieve the bulk of their work. Can safety be taught to researchers in a manner that matches with how they are trained to think? Is there a principle more defined than "Think safety!" that can help researchers make good decisions in situations that are complex, new, and demanding?<div><br></div><div>Effective trainings in other professions can arise from the use of a mission statement that participants internalize as a mental framework or model for future decision-making. We propose that mission statements incorporating the concept of <b>reducing uncertainty</b> could provide such a framework for learning safety. This essay briefly explains the definition of <b>uncertainty</b> in the context of health and safety, discusses the need for an individual to <b>personalize</b> a mission statement in order to internalize it, and connects the idea of <b>greater control</b> over a situation with less uncertainty with respect to safety. The principle of reducing uncertainty might also help <b>non-researchers</b> think about safety. People from all walks of life should be able to understand that more control over their situations provides more protection for them, their colleagues, and the environment.</div>

scholarly journals Impact of the COVID-19 pandemic on UK medical school widening access schemes: disruption, support and a virtual student led initiative

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Emily R Bligh ◽  
Ellie Courtney ◽  
Rebecca Stirling ◽  
Asveny Rajananthanan ◽  
Hibatallah Altaher ◽  
...  
Keyword(s):  
Medical School ◽  
Work Experience ◽  
Medical Schools ◽  
Educational Background ◽  
Socioeconomic Background ◽  
Widening Participation ◽  
Manipulation Check ◽  
Low Socioeconomic ◽  
Widening Access ◽  
The Impact

Abstract Background COVID-19 has disrupted medical education in the United Kingdom (UK). The pandemic may result in a long-term disproportionate negative impact to students applying to Medical School from a low-socioeconomic background. In addition, the upsurge in Medical School applications increases the likelihood of stricter University entry criteria over the coming years. There is no current research to determine how widening participation of Medicine to students from low-socioeconomic backgrounds can be improved virtually. The aim of this study is to establish the impact of COVID-19 on students enrolled in UK widening access schemes and the role of virtual student led initiatives in widening participation. Methods A voluntary online survey was distributed to UK Sixth Form students (N = 31) enrolled in a widening access scheme who attended Sheffield Neuroscience Society International Virtual Conference in February 2021. The event was free to attend. The five-domain survey consisted of questions determining demographics, career aspirations, impact of COVID-19, academic skillsets and an educational manipulation check. Results There were 30 pre-conference and 26 post-conference responses. 76.7 % had work experience cancelled due to COVID-19. A total of 36.7 % of participants reported participating in virtual work experience. ‘Observe GP’ and ‘Medic Mentor’ were each specified as attended virtual opportunities in 20 % of answers. Post conference, students felt significantly more confident in applying to Medical School (p = 0.008) and more prepared to undertake a presentation (p = 0.002). Educational manipulation check scores increased significantly (p = 0.003). 100 % of students felt inspired to do further CV building activities. Conclusions COVID-19 has negatively impacted pupils enrolled in UK Medical School widening access schemes. Virtual student led initiatives can instill confidence in delegates from low socio-economic backgrounds, increase their career knowledge and inspire them to take part in further CV building exercises. Both Medical Schools and medical students play a key role in widening participation. This study recommends Medical Schools promote access to virtual events, urge private and state schools to declare offered opportunities and act mindfully when determining student’s academic potential in the context of their socioeconomic and/or educational background.

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