287 - The Career Impact of 4th Year Medical Student Rotations for Students Underrepresented in Medicine

Publication Number: 1273.287

Jake Deines, University of Rochester, Rochester, NY, United States; Abena Knight, University of Washington School of Medicine, Seattle, WA, WA, United States; Lindsay Koressel, Northwestern University The Feinberg School of Medicine, Chicago, IL, United States; Emma Omoruyi, McGovern Medical School at UTHealth Houston, Houston, TX, United States; Molly Rideout, Robert Larner, M.D., College of Medicine at the University of Vermont, Burlington, VT, United States; Lori M. Singleton, Morehouse School of Medicine, Peachtree City, GA, United States; Tyler K.. Smith, Children's Mercy Hospitals and Clinics, Kansas City, MO, United States; Lahia Yemane, Stanford University School of Medicine, Palo Alto, CA, United States; Gabrina Dixon, Children's National Health System, Washington, DC, United States

Background: Fourth-year visiting electives designed for students underrepresented in medicine (URiM) are intended to allow participants to explore career paths, experience diverse institutional cultures, and develop mentoring relationships. Despite decades of availability, published literature evaluating students' experiences remains limited.

Objective: Using the lens of social cognitive theory and qualitative research techniques, our primary aim was to explore students' experiences with URiM visiting rotations. A secondary aim was to provide best-practice recommendations for program leaders.

Design/Methods: One-on-one, semi-structured interviews were conducted with study participants by a third-party standardized interviewer and transcribed using professional transcription software. Inclusion criterion was participation in a URiM visiting rotation within the past 20 years. Using a qualitative, interpretive phenomenological approach, the research team applied an inductive coding strategy. Analyses proceeded until thematic sufficiency was reached.

Results: Fifteen participants were interviewed. At the time of the interviews, participants included residents, fellows, academic faculty, and attending physicians in community and private-practice settings. Motivations included seeking diverse clinical experiences, anticipated gains in residency competitiveness, and the availability of elective funding. Benefits included exposure to academic/subspecialty practice, a holistic impression of the residency program, and structured access to resident, clinical faculty, and program leadership mentors. Challenges centered on the pressures of a long "audition" in an unfamiliar clinical setting and the steep learning curve of adapting to a new environment. Career impact reflected a broadened exposure to career paths, impactful mentoring relationships, and influence on specific residency ranking decision. Considerations for program leaders included communicating clear, organized rotation goals; establishing intentional mentoring architecture (assigned faculty and near-peer mentors, scheduled touchpoints); ensuring transparency regarding interactions with residency leadership (including interview and evaluation policies); and providing reliable financial support.

Conclusion(s): URiM visiting rotations were considered impactful learning experiences that influenced participants' career trajectories. Findings informed practical recommendations for institutions seeking to optimize participant impact and programmatic benefit.

URiM Visiting Rotation Career Impact Study Participant Quotes
Participant Quotations organized by theme