Worldviews, Mental Health, Career Values, and Academic Success of Medical Students at a Southeastern Medical School

Belief Systems Analysis Scale;first year medical students;second year medical students;underrepresented minority medical students;Brody School of Medicine;Brief Symptom Inventory;Physician Values in Practice Scale

Acheampong, Cassandra Dixon ; Dr. Sylvia C. Nassar-McMillan, Committee Chair,Dr. Stanley B. Baker, Committee Member,Dr. Marc A. Grimmett, Committee Member,Dr. Craig C. Brookins, Committee Member,Acheampong, Cassandra Dixon ; Dr. Sylvia C. Nassar-McMillan ; Committee Chair ; Dr. Stanley B. Baker ; Committee Member ; Dr. Marc A. Grimmett ; Committee Member ; Dr. Craig C. Brookins ; Committee Member

University:North Carolina State University

关键词: Belief Systems Analysis Scale;    first year medical students;    second year medical students;    underrepresented minority medical students;    Brody School of Medicine;    Brief Symptom Inventory;    Physician Values in Practice Scale;   

Others  :  https://repository.lib.ncsu.edu/bitstream/handle/1840.16/4356/etd.pdf?sequence=1&isAllowed=y

美国|英语

来源: null

【 摘 要 】

A review of research and literature on student development in medical education has documented the presence of differences in the medical school experiences of underrepresented minority medical students (URMs) (Black/African American, Hispanic/Latino(a), and Native American/American Indian) and non-underrepresented minority medical students (non-URMs) (White/Caucasian).Moreover, some authors from the fields of counseling, psychology, and medical education have suggested that cultural worldviews may account for some of these differences and that worldviews may be related to medical students’ psychological, career, and academic development in medical school. In an effort to investigate the possible relationship between worldviews and medical students’ development, the following research questions were examined in this descriptive, exploratory study: 1.Is there a difference in worldviews for URMs and non-URMs?2.Is there a difference in mental health status for URMs and non-URMs?3.Is there a difference in Primary Care Medicine career values for URMs and non-URMs?4.Is there a relationship between worldviews and mental health in the sample?a. What is the presence and strength of the relationship for URMs?b. What is the presence and strength of the relationship for non-URMs? 5.Is there a relationship between worldviews and Primary Care Medicine careervalues in the sample?a.What is the presence and strength of the relationship for URMs? b.What is the presence and strength of the relationship for non-URMs? 6.Is there a difference in worldviews between academically successful participants in the sample and those participants experiencing academic difficulty?a. What is the difference in worldviews between academically successful URMs and URMs experiencing academic difficulty?b. What is the difference in worldviews between academically successful non-URMs and non-URMs experiencing academic difficulty?A convenience sample of 19 (24.40%) URM and 59 (75.60%) non-URM students at Brody School of Medicine volunteered to participate in this study and completed the following instruments: Belief Systems Analysis Scale (Montgomery et al., 1990); Brief Symptom Inventory (Derogatis, 1993),Physician Values in Practice Scale (Hartung et al., 2005), and a demographic survey form.Descriptive statistics, two-tailed independent sample t tests, Mann Whitney U Tests, and correlation analyses were calculated for the data of the 78 participants.Career values in Primary Care Medicine were found to be significantly higher for URMs indicating that Brody URMs have stronger preference for careers in Primary Care Medicine than do Brody non-URMs.Worldviews and career values in Primary Care Medicine were found to be negatively correlated for non-URMs suggesting that one score increases for Brody non-URMs as the other increases.No significant difference was found in the worldviews or mental health status of Brody URMs as compared to non-URMs and there was no significant relationship between worldviews and career values of Brody URMs; small sample size and characteristics may possibly account for this lack of significance.Descriptive statistics were calculated to examine differences in worldviews of URMs and non-URMs experiencing academic success and academic difficulty.