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Medical students’ learning orientation regarding interracial interactions affects preparedness to care for minority patients: a report from Medical Student CHANGES

Overview of attention for article published in BMC Medical Education, September 2016
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Title
Medical students’ learning orientation regarding interracial interactions affects preparedness to care for minority patients: a report from Medical Student CHANGES
Published in
BMC Medical Education, September 2016
DOI 10.1186/s12909-016-0769-z
Pubmed ID
Authors

Diana J. Burgess, Sara E. Burke, Brooke A. Cunningham, John F. Dovidio, Rachel R. Hardeman, Yuefeng Hou, David B. Nelson, Sylvia P. Perry, Sean M. Phelan, Mark W. Yeazel, Michelle van Ryn

Abstract

There is a paucity of evidence on how to train medical students to provide equitable, high quality care to racial and ethnic minority patients. We test the hypothesis that medical schools' ability to foster a learning orientation toward interracial interactions (i.e., that students can improve their ability to successfully interact with people of another race and learn from their mistakes), will contribute to white medical students' readiness to care for racial minority patients. We then test the hypothesis that white medical students who perceive their medical school environment as supporting a learning orientation will benefit more from disparities training. Prospective observational study involving web-based questionnaires administered during first (2010) and last (2014) semesters of medical school to 2394 white medical students from a stratified, random sample of 49 U.S. medical schools. Analysis used data from students' last semester to build mixed effects hierarchical models in order to assess the effects of medical school interracial learning orientation, calculated at both the school and individual (student) level, on key dependent measures. School differences in learning orientation explained part of the school difference in readiness to care for minority patients. However, individual differences in learning orientation accounted for individual differences in readiness, even after controlling for school-level learning orientation. Individual differences in learning orientation significantly moderated the effect of disparities training on white students' readiness to care for minority patients. Specifically, white medical students who perceived a high level of learning orientation in their medical schools regarding interracial interactions benefited more from training to address disparities. Coursework aimed at reducing healthcare disparities and improving the care of racial minority patients was only effective when white medical students perceived their school as having a learning orientation toward interracial interactions. Results suggest that medical school faculty should present interracial encounters as opportunities to practice skills shown to reduce bias, and faculty and students should be encouraged to learn from one another about mistakes in interracial encounters. Future research should explore aspects of the medical school environment that contribute to an interracial learning orientation.

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Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 97 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
United States 1 1%
Unknown 96 99%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 11 11%
Researcher 11 11%
Student > Master 10 10%
Professor > Associate Professor 7 7%
Student > Doctoral Student 7 7%
Other 24 25%
Unknown 27 28%
Readers by discipline Count As %
Social Sciences 19 20%
Medicine and Dentistry 19 20%
Psychology 13 13%
Nursing and Health Professions 8 8%
Arts and Humanities 2 2%
Other 7 7%
Unknown 29 30%
Attention Score in Context

Attention Score in Context

This research output has an Altmetric Attention Score of 1. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 08 October 2016.
All research outputs
#20,344,065
of 22,890,496 outputs
Outputs from BMC Medical Education
#3,162
of 3,338 outputs
Outputs of similar age
#279,781
of 322,602 outputs
Outputs of similar age from BMC Medical Education
#64
of 67 outputs
Altmetric has tracked 22,890,496 research outputs across all sources so far. This one is in the 1st percentile – i.e., 1% of other outputs scored the same or lower than it.
So far Altmetric has tracked 3,338 research outputs from this source. They typically receive a little more attention than average, with a mean Attention Score of 6.3. This one is in the 1st percentile – i.e., 1% of its peers scored the same or lower than it.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 322,602 tracked outputs that were published within six weeks on either side of this one in any source. This one is in the 1st percentile – i.e., 1% of its contemporaries scored the same or lower than it.
We're also able to compare this research output to 67 others from the same source and published within six weeks on either side of this one. This one is in the 1st percentile – i.e., 1% of its contemporaries scored the same or lower than it.