Medical School Admissions After the Supreme Court's 2023 Affirmative Action Ruling.

Importance: The 2023 Supreme Court of the United States (SCOTUS) Students for Fair Admissions, Inc. v President and Fellows of Harvard College ruling to restrict race-based affirmative action is a landmark decision with potentially far-reaching consequences.

Objective: To examine application, acceptance, and matriculation rates into doctor of medicine (MD)-granting programs before and after the 2023 SCOTUS decision.

Cross-sectional study of obstetrics and gynecology-bound students in visiting rotations.

Background: Recruitment of a more diverse obstetrics and gynecology workforce may help improve patient outcomes in the US, particularly among women of color. Visiting rotations play a role in competing for a position in an obstetrics and gynecology residency, however, not all students may be able to complete these expensive experiences. Our objective was to evaluate socioeconomic and other demographic differences among US obstetrics and gynecology-bound students who participate in visiting rotations versus those who do not.

Pathway for a Diverse and Sustainable Emergency Medicine Clinician-Scientist Workforce: Recommendations From the 2024 SAEM Consensus Conference.

Objectives: The 2024 Society for Academic Emergency Medicine Consensus Conference focused on developing a pathway to build and support a diverse and sustainable emergency medicine (EM) clinician-scientist workforce. The underlying premise is that the specialty of EM needs a robust clinician-scientist workforce to fulfill its research mission of creating new knowledge to improve patient care and outcomes.

Methods: Preconference workgroups assessed existing pathways to develop and support EM clinician-scientists and generated unranked lists of strategies to holistically and comprehensively grow the clinician-scientist workforce.

The Intersection of Disability, Race, Ethnicity, and Financial Background on Food Insecurity Among Medical Students.

Purpose: Food insecurity is negatively associated with college students' well-being and academic performance. Little is known about the prevalence of food insecurity among medical students. This study examined variations in food insecurity among medical students at 15 schools, analyzing differences by disability status, race, ethnicity, and financial background.

Timing of Disability Diagnosis and Accommodations During Medical School by First-Generation Status, Race, Ethnicity, and Gender.

Purpose: Timely diagnosis of disability is essential to student success. This study assesses the association between disability type; first-generation college graduate status; and race, ethnicity, and gender and the timing of disability diagnosis among medical students, and whether the timing of diagnosis is associated with likelihood of receiving accommodations in the preclinical and clinical phases of medical training.

Method: The authors conducted a retrospective cohort study between April 2023-April 2024 across 9 U.

Centering a Justice-Based Approach to Disability Inclusion in Medical Education.

Despite institutional efforts to promote diversity and inclusion, medical education continues to marginalize students with disabilities through persistent structural, cultural, and procedural barriers. Inaccessible learning environments, inadequate accommodations, and entrenched ableist attitudes contribute to inequitable educational experiences and outcomes for disabled students. These barriers are further compounded for individuals who hold intersecting marginalized identities, particularly those who are racially and ethnically underrepresented in medicine.

Demographic Factors and Burnout Outcomes Associated With Disability Status Uncertainty in U.S. Medical Students.

Purpose: Studies suggest that medical trainees often experience uncertainty regarding their alignment with institutional and legal definitions of disability, which is exacerbated by barriers to documentation, stigma-related concerns, and ableist societal perceptions. This study examines demographic characteristics and burnout outcomes among medical students uncertain about their disability status compared to those identifying as a person with a disability.

Method: The authors analyzed data from second-year medical students identifying as having a disability (N = 2438) or reporting not knowing if they had a disability (N = 496) among the 27,009 participants in the 2019 and 2020 Association of American Medical Colleges Year-Two Questionnaire cohorts (AAMC-Y2Q).

Medical School Support of Students' Professional and Personal Development by Sociodemographic Characteristics.

Importance: Personal and professional development are integral to students' professional identity formation.

Objectives: To examine the association between race, ethnicity, family income, and growing up in an underresourced neighborhood with perception of medical school support of professional and personal development.

Design, Setting, And Participants: Retrospective cross-sectional study using deidentified data of medical graduates who completed the Association of American Medical Colleges Graduation Questionnaire in 2018 to 2022.

Person-Environment Fit and Socioeconomic Status in Medical School.

Purpose: This study examined the impact of socioeconomic status (SES) on medical education in the context of person-environment fit (PE fit) theory, and specifically focused on the medical school experiences of students from lower-SES backgrounds.

Method: A constructivist approach was used in this qualitative study of 48 medical students from 27 US medical schools, all of whom self-identified as first-generation college graduates and/or being from a lower-income background (30 were both). Semi-structured audio-only interviews were conducted with these demographically and geographically diverse students from November 2021 through April 2022.

Gender Discrimination and Medical Student Development.

Background: Despite prevalent gender discrimination in medical education, its influence on personal and professional development, foundational competencies in medical training per the Association of American Medical Colleges (AAMC), remains unclear. This retrospective cross-sectional study assesses how experiences of gender discrimination in medical school influence personal and professional identity formation (PPIF).

Methods: Deidentified student-level data were procured from the AAMC data warehouse for 37,610 MD students who matriculated in 2014-2015 and took the Graduation Questionnaire (GQ) between 2016-2020.

Factors associated with performance on the emergency medicine qualifying examination.

Background: Board certification standards exceed the baseline requirements for state licensure, assuring the public that specialists demonstrate additional clinical skills, knowledge, and professional behavior to provide safe and high-quality specialty care. The objective of this study was to determine what physician factors (e.g.

Community Racial and Ethnic Representation Among Physicians in US Internal Medicine Residency Programs.

Importance: Increasing underrepresented in medicine (URIM) physicians among historically underserved communities helps reduce health disparities. The concordance of URIM physicians with their communities improves access to care, particularly for American Indian and Alaska Native, Black, and Hispanic or Latinx individuals.

Objectives: To explore county-level racial and ethnic representation of US internal medicine (IM) residents, examine racial and ethnic concordance between residents and their communities, and assess whether representation varies by presence of academic institutions or underserved settings.

Understanding the Medical Education Experiences of Low-Income Students Through a Maslow's Hierarchy of Needs Lens: An Exploratory Qualitative Study.

Background: Diversity in the physician workforce is critical for quality patient care. Students from low-income backgrounds represent an increasing proportion of medical school matriculants, yet little research has addressed their medical school experiences.

Objective: To explore the medical school experiences of students from low-income backgrounds using a modified version of Maslow's Hierarchy of Needs (physiologic, safety, love/belonging, esteem, and self-actualization) as a theoretical framework.