Advances in Medical Education and Practice (Jul 2023)

Making an Impact with E.M.P.A.C.T. Engage, Mentor Prepare, Advocate, Cultivate, and Teach: An Innovative Pilot Mentoring Program Evaluation for Students Underrepresented in Medicine

  • Henry TL,
  • Freeman CD,
  • Sheth A,
  • Jenkins L,
  • Olakunle OE,
  • Adeagbo S,
  • Sanchez-Medina MC,
  • Alcegueire K,
  • Rodríguez J

Journal volume & issue
Vol. Volume 14
pp. 803 – 813

Abstract

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Tracey L Henry,1 Christian D Freeman,2 Anisha Sheth,3 Lauren Jenkins,1 Oreoluwa E Olakunle,1 Segun Adeagbo,1 Mariana C Sanchez-Medina,1 Kara Alcegueire,4 Josué Rodríguez1 1Division of General Medicine, Emory University School of Medicine, Atlanta, GA, USA; 2University of California San Francisco, Department of Obstetrics and Gynecology, San Francisco, CA, USA; 3Emory University Rollins School of Public Health, Atlanta, GA, USA; 4University of Miami, Department of Medicine, Miami, FL, USACorrespondence: Tracey L Henry, Email [email protected]: Medicine has yet to increase the representation of historically excluded persons in medicine to reflect the general population. The lack of support and guidance in the medical training of these individuals is a significant contributor to this disparity. The Engage, Mentor, Prepare, Advocate for, Cultivate, and Teach (EMPACT) Mentoring program was created to address this problem by providing support for learners who are historically underrepresented in medicine (URiM) as they progress through medical school.Methods: The EMPACT Pilot Program was formed and conducted during the 2019– 2020 academic year. A total of 19 EMPACT mentorship groups were created, each consisting of two mentors and four medical student mentees. Additionally, four professional development workshops were held along with a final Wrap-up and Awards event. Pre and post pilot program surveys along with surveys after each workshop and focus groups were conducted with a random selection of program participants.Results: When compared to data from before and after the implementation of the EMPACT program, there were statistically significant differences (p < 0.05) in EMPACT mentees reporting they agree or strongly agree they felt ready to handle their clinical rotations (28% to 65%), felt the need to have an advocate (85% to 47%), possessed insight on day-to-day activities of an attending (26% to 56%) and felt a sense of community (79% to 94%). Mentors revealed an increase in their awareness of the concepts of microaggressions and imposter phenomenon. Finally, both groups felt an increase in their support system and sense of community at the school of medicine.Conclusion: Despite COVID-19 limitations, the EMPACT program met its goals. We effectively supported URiM medical students through mentorship, networking, and community.Keywords: mentoring, equity, workforce, URiM, medical education

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