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TRANSCRIPT
Center for a Diverse Healthcare Workforce
U.S. Medical Students who
Attend Community College
are More Likely to Train in
Family MedicineErin Griffin, PhD
Rural Health Professions Education Research Design and Dissemination Studio: A community engaged studio in rural primary care health professions education research
3RNet Annual Meeting
Tuesday, September 11, 2018
Center for a Diverse Healthcare Workforce
Disclosures
The Center for a Diverse Healthcare Workforce is supported by the HEALTH RESOURCES AND SERVICES ADMINISTRATION (HRSA) of the U.S. Department of Health and Human Services (HHS) under grant number UH1HP29965, titled Academic Units for Primary Care Training and Enhancement (AU-PCTE).
The purpose of the AU-PCTE is to improve clinical teaching and research in primary care training in order to strengthen the primary care workforce. HRSA’s mission is to improve health and achieve health equity through access to quality services, a skilled health workforce and innovative programs.
Center for a Diverse Healthcare Workforce
Efrain Talamantes, MD, MBA, MS; UC Davis
Tonya Fancher, MD, MPH; UC Davis Aileen
Mallory Johnson, MPA, UC Davis
Arevalo, BS; UC Davis
Arra Jane Concepcion; UC Davis
Anthony Jerant, MD; UC Davis
Mark C. Henderson, MD; UC Davis
Douglas Grbic, PhD; AAMC
Gerardo Moreno, MD, MSHS; UCLA
Peter Franks, MD; UC Davis
Acknowledgements
Population growth and aging combined with expanded health insurance have led
to increasing demand for primary care (PC) physicians.
Studies have shown that 1/3 of medical students attend community college (CC)
and that attendance is associated with intention to practice in family medicine
(FM).
We sought to determine whether these early FM intentions were realized.
Background
Community College Students in the U.S.
13%
23%
40%
56%
0% 10% 20% 30% 40% 50% 60%
Black
Latino
Low Income
Women
American Association of Community Colleges, Fast
Facts 2017
Educational pathways to medical school
High School UniversityMedical
School
Community
College
Community
College
Attendance
Pathways of
Interest
• Attends community college while in high school
• e.g. dual enrollmentHS-CC
• Attends community college following high school and then transfers to a traditional 4-year college
CC-T
• Attends community college in conjunction with a post-baccalaureate program
PB-CC
Specific Aim
Examine the association between participation in community college pathways and PC, specifically Family Medicine residency selection.
Methods
• Cross-sectional study of 2010-2012 Association of American Medical Colleges matriculant files (N=43,382).
• We modeled family medicine residency specialty using logistic regression; the key independent variable was CC pathway
• The logistic model adjusted for age, sex, race/ethnicity, years in medical school, academic remediation, and parental education (a marker of socio-economic status), and census region.
Results: FM Specialty (versus other specialty): Unadjusted
7.70%
12.00% 12.20%
10.70%
0%
2%
4%
6%
8%
10%
12%
14%
Non-CC HS-CC CC-TT PB-CC
Results
-2%
2%
6%
10%
14%
Non-CC HS-CC CC-TT PB-CC
13%
FM Specialty (versus other specialty): Adjusted
Medical students who attend CC are more likely to train in FM, suggesting a
potential pathway to increase the U.S. PC workforce.
Educational policies, programs, and partnerships are needed to support CC
students interested in health professions.
Further studies are needed to identify and support CC students interested in
pursuing health professions.
Implications
Connect With Us
Center for a Diverse Healthcare Workforce Website: www.tinyurl.com/ucdCDHW
Questions to consider
1. What are the implications of these findings for you and your work?
2. How might these findings encourage stronger ties between communities and students? Does this mean we have to start recruiting in community college?
3. How do these findings generalize to entry into other health professions specifically those that are going to practice in primary care and/or underserved communities ?
4. Are there implications for retention and regeneration health professionals?
