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.

• Type of Material: Article
• Authors: Tracey L Henry, Emory University; Christian D Freeman, University of California San Francisco; Anisha Sheth, Emory University; Lauren Jenkins, Emory University; Oreoluwa E Olakunle, Emory University; Segun Adeagbo, Emory University; Mariana C Sanchez-Medina, Emory University; Kara Alcegueire, University of Miami; Josué Rodríguez, Emory University
• Language: English
• Date: 2023
• Publisher: Dove Medical Press Limited
• Publication Version: Final Published Version
• Copyright Statement: © 2023 Henry et al
• License: Creative Commons Attribution-Noncommercial 3.0 Unported
• Final Published Version (URL): http://dx.doi.org/10.2147/AMEP.S400547
• Title of Journal or Parent Work: Adv Med Educ Pract
• Volume: 14
• Start Page: 803
• End Page: 813
• Keywords: mentoring; medical education; URiM; equity; workforce
• Research Categories: Health Sciences, Obstetrics and Gynecology; Health Sciences, Medicine and Surgery

Abstract

PURPOSE: 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.