Johanna Glaser1, Alana Pfeffinger, Judy Quan, Alicia Fernandez. 1. J. Glaser is a medical student, School of Medicine, University of California, San Francisco, San Francisco, California. A. Pfeffinger is research analyst, Department of Medicine, University of California, San Francisco, San Francisco, California. J. Quan is biostatistician, Department of Medicine, University of California, San Francisco, San Francisco, California. A. Fernandez is professor, Department of Medicine, University of California, San Francisco, San Francisco, California.
Abstract
PURPOSE: To measure the frequency and nature of student-perceived clinician-driven health care disparities, and determine their impact on medical students' professional development. METHOD: Retrospective study of fourth-year medical students at the University of California, San Francisco School of Medicine, August 2016 to June 2017. Conducted via an electronic survey asking about frequency/nature of directly witnessed health care disparities and barriers/facilitators to action during third-year clerkships; and individual, semistructured interviews focusing on clinical details and impact on students' professional development. RESULTS: Respondents were 103/159 students (65%). In internal medicine clerkships, a majority perceived disparities as occurring sometimes (2-7 times in eight-week clerkship) or often (at least once weekly or nearly daily) based on language barriers (90%), patients' homelessness (77%), history of substance abuse (76%), obesity (67%), and race/ethnicity: Latino (72%), black (71%), and Asian (56%). Results from other clerkships were similar. Barriers to student action to perceived disparities included fear of poor evaluations, hierarchy/powerlessness, a "don't speak up" culture, the desire to be a team player, limited clinical experience, and perceiving doctors as "good people" who provide disparate care unintentionally. Impact on professional development varied, ranging from students' normalization of disparities as stemming from clinical constraints to increased motivation to provide equitable care. CONCLUSIONS: Medical students routinely witness health care disparities during clerkships, and their observations spotlight specific clinical practices. For some students, these observations lead to a normalization of disparities; for others, they heighten commitment to equity. Clinical curricula should incorporate responding to health care disparities.
PURPOSE: To measure the frequency and nature of student-perceived clinician-driven health care disparities, and determine their impact on medical students' professional development. METHOD: Retrospective study of fourth-year medical students at the University of California, San Francisco School of Medicine, August 2016 to June 2017. Conducted via an electronic survey asking about frequency/nature of directly witnessed health care disparities and barriers/facilitators to action during third-year clerkships; and individual, semistructured interviews focusing on clinical details and impact on students' professional development. RESULTS: Respondents were 103/159 students (65%). In internal medicine clerkships, a majority perceived disparities as occurring sometimes (2-7 times in eight-week clerkship) or often (at least once weekly or nearly daily) based on language barriers (90%), patients' homelessness (77%), history of substance abuse (76%), obesity (67%), and race/ethnicity: Latino (72%), black (71%), and Asian (56%). Results from other clerkships were similar. Barriers to student action to perceived disparities included fear of poor evaluations, hierarchy/powerlessness, a "don't speak up" culture, the desire to be a team player, limited clinical experience, and perceiving doctors as "good people" who provide disparate care unintentionally. Impact on professional development varied, ranging from students' normalization of disparities as stemming from clinical constraints to increased motivation to provide equitable care. CONCLUSIONS: Medical students routinely witness health care disparities during clerkships, and their observations spotlight specific clinical practices. For some students, these observations lead to a normalization of disparities; for others, they heighten commitment to equity. Clinical curricula should incorporate responding to health care disparities.