Browsing by Author "Sharp, Sacha"

Now showing 1 - 8 of 8
  • Thumbnail Image
    Item
    Defining Student Success in Academic Medicine
    (Brieflands, 2018) Tori, Alvaro; Sotto-Santiago, Sylk; Sharp, Sacha; Mac, Jacqueline
    Background: The U.S. healthcare delivery system must increase the number of physicians who will deliver health care, as well as increase the number of scientists who will analyze and address the ailments that challenge diverse populations. Because medical schools are responsible for the education and preparation of diverse professionals, medical school administrators are working to create and maintain programs that recruit and retain students from underrepresented groups in medicine. Methods: This study follows A Student Success Ad-hoc Committee (SSAC) charged with a) defining student success, b) exploring the success of underrepresented students in medicine based on this definition, and c) drafting recommendations based on data and evidence collected. This self-study evaluates and assesses medical student experiences, their educational attainment, and outcomes at Indiana University School of Medicine. This aim is explored through the application of higher education theories to undergraduate medical education. Results: This paper demonstrates how an interdisciplinary team of academic medicine professionals endeavored to critically study the perceptions of student success in medicine. The study showcases the institution’s progress towards defining student success informed by literature on student retention and persistence, learning environments, and student outcomes. The paper includes recommendations based on a reflexive process about three areas: admissions and pre-matriculation, academic promotion, and the educational environment. Conclusion: The authors challenge professional schools in conducting self-studies that expand the utilization of theoretical and conceptual frameworks external to medicine, and reinforce the application of higher education research into professional school settings.
  • Thumbnail Image
    Item
    Examining How Black Women Medical Students Rate Their Experiences with Medical School Mistreatment on the Aamc Graduate Questionnaire
    (Ubiquity Press, 2024-04-29) Sharp, Sacha; Priddie, Christen; Clarke, Ashley H.; Medicine, School of Medicine
    Introduction: Few researchers have examined how medical student mistreatment varies by race/ethnicity and gender, specifically highlighting Black women's experiences. Moreover, researchers often fail to use theoretical frameworks when examining the experiences of minoritized populations. The purpose of this study was to examine the frequency of mistreatment US Black women medical students experience and how this compared to other students underrepresented in medicine (URiM) using intersectionality as a theoretical framework. Methods: We used the Association of American Medical Colleges Graduate Questionnaire (GQ) as the data source for examining descriptive statistics and frequencies. We examined differences between US Black women (N = 2,537) and other URiM students (N = 7,863) with Mann-Whitney U tests. Results: The results from this study highlighted that most Black women medical students did not experience mistreatment, yet a higher proportion of these trainees reported experiencing gendered (χ2(1) = 28.59, p < .01) and racially/ethnically (χ2(1) = 2935.15, p < .01) offensive remarks at higher frequency than their URiM counterparts. We also found US Black women medical students infrequently (27.3%) reported mistreatment from a lack of confidence for advocacy on their behalf, fear of reprisal, and seeing the incident as insignificant. Discussion: A paucity of research exists on Black women medical students and even less using relevant theoretical frameworks such as intersectionality. Failure to extract Black women's experiences exacerbates alienation, invisibility, and inappropriate attention to their mistreatment.
  • Thumbnail Image
    Item
  • Thumbnail Image
    Item
    The Power of Social Media in the Promotion and Tenure of Clinician Educators
    (Association of American Medical Colleges, 2020-08-10) Sotto-Santiago, Sylk; Sharp, Sacha; Mac, Jacqueline; Medicine, School of Medicine
    Introduction Social networking sites (or social media [SM]) are powerful web-based technologies used to bolster communication. SM have changed not only how information is communicated but also the dissemination and reception of a variety of topics. This workshop highlighted the benefits of SM for clinician educators. The use of SM was explored as a way to maximize opportunities for clinician educators to network, establish themselves as experts, and build a national reputation leading to promotion. The target audience for this submission is faculty developers who would like to implement a similar workshop, and clinician-educator faculty motivated by promotion and advancement. Methods The training workshop involved an interactive session, with approximately 20 minutes of content, 20 minutes of individual and small-group activities, and 15 minutes of large-group discussion. The effectiveness of the workshop was evaluated by asking participants to complete a postsession survey of SM knowledge, attitude, and action. Results Survey responses (n = 14) demonstrated an increase in participants’ knowledge of SM platforms, ability to identify benefits of SM, skills to disseminate their work, and eagerness to build their personal brand. Discussion This workshop provided a foundation for clinician educators to think strategically about SM use in ways that highlight access to a broader network of colleagues and potential collaborators and that influence the impact of publications and work.
  • Thumbnail Image
    Item
    Reclaiming the mission of academic medicine: An examination of institutional responses to (anti)racism
    (Wiley, 2021-09-29) Sotto-Santiago, Sylk; Sharp, Sacha; Mac, Jacqueline; Messmore, Niki; Haywood, Antwione; Tyson, Michele; Yi, Varaxy
    Purpose: The utility of institutional statements is said to provide clarity and reinforcement of an institution's goal. Unfortunately, it can also be argued that these statements are in clear misalignment between the words described and the environments that faculty, students, trainees, and staff of color face. The purpose of this study was to analyze academic medicine institutional statements that responded to 2020 racial tensions following the murders of George Floyd, among others, and the subsequent nationwide protests against police brutality. Methods: We conducted a manifest content analysis of institutional statements generated by academic medical centers after George Floyd's murder. We used manifest content analysis to gain insights into how institutional statements connect structural racism to the mission of academic medicine. We collected and examined institutional statements from 26 academic medicine centers. Selection parameters included statements that were publicly available and published by the institutions during a 2‐week period. We conducted a four‐stage analysis: decontextualization, recontextualization, categorization, and compilation. To better understand the collection of statements, we plotted these institutional statements according to the most salient discussed themes. Results: Overall, institutional statements discussed racism through three subthemes: identifying the racial implications of health disparities, issuing a call to action to address racism, and decentering race. Absent language is also noted. Second, institutional statements evoked institutional values by expressing an explicit connection with the academic medicine mission, naming the value of social justice, and emphasizing the concept of community. Finally, institutional statements largely discussed public health in connection with racism or with institutional values. Conclusion: Our study determines a much‐needed reconnection to the mission of academic medicine. Reclaiming the social mission will be a major step toward recentering the foundation of institutional actions. This call is what ultimately will improve the health and well‐being of marginalized populations.
  • Thumbnail Image
    Item
    Understanding the experiences of Black women medical students and residents: A narrative review.
    (2022-04-23) Sharp, Sacha; Hixson, Ashley; Stumpff, Julia C.; Williamson, Francesca
    Few research studies examine medical students and residents with intersectional identities. In the emerging literature, data on Black women’s experiences may be misrepresented and misinterpreted as studies aggregate data for women, students of color, and Black/African American men. As such, these studies do not account for the nuanced experiences of gendered racism that Black women students and residents may encounter during their medical education. Using Crenshaw’s intersectionality as an analytical lens, we conducted a narrative review to highlight how Black women medical students and residents are rendered invisible in the current literature on medical education. The results generated 13 citations specifically discussing Black women medical students and residents. This study underscores the importance of diversifying medical education.
  • Thumbnail Image
    Item
    Understanding the Experiences of Black Women Medical Students and Residents: A Narrative Review..
    (2022-06-14) Sharp, Sacha; Hixson, Ashley; Stumpff, Julia C.; Williamson, Francesca
    Background: Few research studies examine medical students and residents with intersectional identities. In the emerging literature, data on Black women’s experiences may be misrepresented and misinterpreted as studies aggregate data for women, students of color, and Black/African American men. As such, these studies do not account for the nuanced experiences of gendered racism that Black women students and residents may encounter during their medical education. Methods: Using Crenshaw’s intersectionality as an analytical tool, we conducted a narrative review to highlight how Black women medical students and residents are rendered invisible in the current literature on medical education. Results: The results generated 13 citations specifically discussing Black women medical students and residents, with only six studies being empirical research. Conclusion: We conclude that 13 articles is inadequate for understanding the experiences of these populations. Without centering Black women or using an intersectional lens, researchers could invalidate the lived experiences of this population and create barriers to the political resources Black women learners need to be successful. Moreover, the lack of intention behind addressing the needs of Black women can be viewed as complicity in the oppressive structures that serve to subjugate them.
  • Thumbnail Image
    Item
    Validation of the Term ‘Cultural Community’ in the Culturally Engaging Campus Environments Survey
    (MDPI, 2022-12-01) LePeau, Lucy; Silberstein, Samantha; Sharp, Sacha; Miller, Donté; Manlove, Josh; Medicine, School of Medicine
    Addressing issues of inequity and exclusion on college campuses requires a comprehensive assessment strategy inclusive of diverse student populations’ cultures and communities, as it is integral to understanding students and their environment. Developing instruments that can accurately and robustly measure student culture is necessary for campus leaders to contextualize their data. The purpose of this paper is to validate and describe the use of the term cultural community in the Culturally Engaging Campus Environments survey. We used cognitive interviewing to illicit racially and ethnically diverse students’ interpretations of the term and its use in the survey. Findings suggest that students’ interpretations are mitigated by larger societal and institutional discourses, although race was a common mitigating factor.