J Natl Med Assoc
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Professional identity formation (PIF) is considered a fundamental process in the development of healthcare providers. In medical education, the PIF literature has historically centered on medicine's socialization practices involving white male physicians. However, recently researchers have begun to reveal how larger socio-historical contexts influence PIF in minoritized physicians. To better understand what influences Black/African American physicians' PIF, this study compares their PIF experiences to a group of minoritized physician assistants (PAs). In comparing Black physicians' experiences to another provider, this study explored what PIF experiences may be attributed to participants' minoritized status and what might be attributed to the culture of medicine. ⋯ Several possibilities that might explain why Black physicians and minoritized PAs have this one marked difference in their PIF experience, including identity threat, internalization of different discourses, and length of training for physicians. While this study was not designed to answer this question, it is clear that there is something in the culture of medicine and the training of physicians that signals to Black physicians that they cannot bring their whole selves to the profession.
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Gastrointestinal cancers account for a significant burden of cancers in the United States. We sought to measure relative incidence of and mortality from the five most common gastrointestinal malignancies by race and ethnicity. ⋯ Liver and gastric cancer have the greatest differences in incidence and mortality by race/ethnicity. Non-Hispanic Black individuals carry the highest burden of gastrointestinal malignancies overall.
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There has been increased focus on health disparities and how to address them (Baciu et al., 2017; National Institutes of Health, 2021; Williams et al., 2021). Greater integration of social determinants of health (SDoH) education into undergraduate medical education has been identified as one possible intervention (Mangold et al., 2019; Doobay-Persaud et al., 2019; Lewis et al., 2020). The Liaison Committee on Medical Education places this education among its accreditation requirements (Mangold et al., 2019); however, no consensus exists on the most effective programming for training culturally competent physicians. ⋯ In 2020, the program was expanded and integrated into the broader curriculum. Here, we present WUMP, an example of one approach to SDoH training for medical students that was grounded in the local political and social context of St. Louis and prepared students to learn, train, and practice within that context.