Abstract
We previously reported that medical school matriculants with higher scores on a continuous measure of socioeconomic disadvantage (SED) had worse academic performance than those with lower scores. Analyses examining performance concurrently by SED and self-designated disadvantage (SDA) are lacking, an important gap since SDA may reflect perceptions only partly shaped by SED. We examined the associations of the four possible combinations of SED and SDA categories—SED+/ SDA+, SED+/SDA–, and SED– /SDA+ (versus SED–/SDA– as reference)—with U.S. Medical Licensing Examination (USMLE) Step 1 and 2 Clinical Knowledge performance and third-year clerkship Honors at one medical school. USMLE scores were lower than reference for SED+/SDA+ and SED–/SDA+ (but not SED+/SDA–) students. SED+/SDA+, SED+/SDA–, and SED–/SDA+ students all received fewer Honors than reference. The findings indicate SED and SDA each predict different features of medical school performance, suggesting avenues for enhancing disadvantaged students’ success and the representativeness of the physician workforce.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 1419-1432 |
| Number of pages | 14 |
| Journal | Journal of Health Care for the Poor and Underserved |
| Volume | 30 |
| Issue number | 4 |
| DOIs | |
| State | Published - Nov 2019 |
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Keywords
- Academic self-efficacy
- Grit
- Medical licensing examinations
- Medical school academic performance
- Medical school clerkship ratings
- Physician workforce diversity
- Self-designated disadvantage
- Socioeconomic disadvantage
- Unconscious bias
ASJC Scopus subject areas
- Public Health, Environmental and Occupational Health
Cite this
Medical student socioeconomic disadvantage, self-designated disadvantage, and subsequent academic performance. / Jerant, Anthony; Sciolla, Andrés F.; Henderson, Mark C.; Griffin, Erin; Talamantes, Efrain; Fancher, Tonya; Franks, Peter.
In: Journal of Health Care for the Poor and Underserved, Vol. 30, No. 4, 11.2019, p. 1419-1432.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Medical student socioeconomic disadvantage, self-designated disadvantage, and subsequent academic performance
AU - Jerant, Anthony
AU - Sciolla, Andrés F.
AU - Henderson, Mark C.
AU - Griffin, Erin
AU - Talamantes, Efrain
AU - Fancher, Tonya
AU - Franks, Peter
PY - 2019/11
Y1 - 2019/11
N2 - We previously reported that medical school matriculants with higher scores on a continuous measure of socioeconomic disadvantage (SED) had worse academic performance than those with lower scores. Analyses examining performance concurrently by SED and self-designated disadvantage (SDA) are lacking, an important gap since SDA may reflect perceptions only partly shaped by SED. We examined the associations of the four possible combinations of SED and SDA categories—SED+/ SDA+, SED+/SDA–, and SED– /SDA+ (versus SED–/SDA– as reference)—with U.S. Medical Licensing Examination (USMLE) Step 1 and 2 Clinical Knowledge performance and third-year clerkship Honors at one medical school. USMLE scores were lower than reference for SED+/SDA+ and SED–/SDA+ (but not SED+/SDA–) students. SED+/SDA+, SED+/SDA–, and SED–/SDA+ students all received fewer Honors than reference. The findings indicate SED and SDA each predict different features of medical school performance, suggesting avenues for enhancing disadvantaged students’ success and the representativeness of the physician workforce.
AB - We previously reported that medical school matriculants with higher scores on a continuous measure of socioeconomic disadvantage (SED) had worse academic performance than those with lower scores. Analyses examining performance concurrently by SED and self-designated disadvantage (SDA) are lacking, an important gap since SDA may reflect perceptions only partly shaped by SED. We examined the associations of the four possible combinations of SED and SDA categories—SED+/ SDA+, SED+/SDA–, and SED– /SDA+ (versus SED–/SDA– as reference)—with U.S. Medical Licensing Examination (USMLE) Step 1 and 2 Clinical Knowledge performance and third-year clerkship Honors at one medical school. USMLE scores were lower than reference for SED+/SDA+ and SED–/SDA+ (but not SED+/SDA–) students. SED+/SDA+, SED+/SDA–, and SED–/SDA+ students all received fewer Honors than reference. The findings indicate SED and SDA each predict different features of medical school performance, suggesting avenues for enhancing disadvantaged students’ success and the representativeness of the physician workforce.
KW - Academic self-efficacy
KW - Grit
KW - Medical licensing examinations
KW - Medical school academic performance
KW - Medical school clerkship ratings
KW - Physician workforce diversity
KW - Self-designated disadvantage
KW - Socioeconomic disadvantage
KW - Unconscious bias
UR - http://www.scopus.com/inward/record.url?scp=85074326701&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85074326701&partnerID=8YFLogxK
U2 - 10.1353/hpu.2019.0095
DO - 10.1353/hpu.2019.0095
M3 - Article
C2 - 31680106
AN - SCOPUS:85074326701
VL - 30
SP - 1419
EP - 1432
JO - Journal of Health Care for the Poor and Underserved
JF - Journal of Health Care for the Poor and Underserved
SN - 1049-2089
IS - 4
ER -