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Background <p>Physician-scientists are uniquely positioned to translate research findings into innovations that improve clinical medicine and health outcomes. However, structural inequities stymie the entry of trainees from backgrounds underrepresented in medicine (URiM) into the physician-scientist pathway.</p> Methods <p>The Preparation for Graduate and Medical Education (PARAdiGM) program was designed to provide students from underrepresented and disadvantaged backgrounds early exposure to physician-scientist training in the context of ample mentorship and programmatic support. By emphasizing research experience, career exposure, presentation skills, mentorship, and application assistance, PARAdiGM is an incipient experience priming this student group to pursue careers in academic medicine.</p> Results <p>Since its establishment in 2014, PARAdiGM is already increasing entry of URiM students into the physician-scientist pathway. Encouragingly, the majority of PARAdiGM alumni who have completed undergraduate studies have matriculated into US medical schools, of which 12% are currently enrolled in MD-PhD programs.</p> Conclusions <p>Early outcomes from PARAdiGM suggest that an immersive framework, longitudinal mentoring, and opportunity for self-growth should be incorporated into URiM pathway programs on a larger scale. In these ways, helping students to envision themselves as members of the physician-scientist community is a step toward breaking down the barriers currently limiting URiM entry into academic medicine.</p>

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Paradigm shift: outcomes from a physician-scientist undergraduate pathway program

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年2月15日

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  • Alana C. Jones,
  • Tyler R. McCaw,
  • Randy L. Seay,
  • Brian Sims,
  • Robin G. Lorenz

摘要

Background

Physician-scientists are uniquely positioned to translate research findings into innovations that improve clinical medicine and health outcomes. However, structural inequities stymie the entry of trainees from backgrounds underrepresented in medicine (URiM) into the physician-scientist pathway.

Methods

The Preparation for Graduate and Medical Education (PARAdiGM) program was designed to provide students from underrepresented and disadvantaged backgrounds early exposure to physician-scientist training in the context of ample mentorship and programmatic support. By emphasizing research experience, career exposure, presentation skills, mentorship, and application assistance, PARAdiGM is an incipient experience priming this student group to pursue careers in academic medicine.

Results

Since its establishment in 2014, PARAdiGM is already increasing entry of URiM students into the physician-scientist pathway. Encouragingly, the majority of PARAdiGM alumni who have completed undergraduate studies have matriculated into US medical schools, of which 12% are currently enrolled in MD-PhD programs.

Conclusions

Early outcomes from PARAdiGM suggest that an immersive framework, longitudinal mentoring, and opportunity for self-growth should be incorporated into URiM pathway programs on a larger scale. In these ways, helping students to envision themselves as members of the physician-scientist community is a step toward breaking down the barriers currently limiting URiM entry into academic medicine.