The Impacts of Engagement in the Latino Medical Student Association.
Publication Title
Health Equity
Document Type
Article
Publication Date
1-1-2023
Keywords
washington; swedish; diversity
Abstract
IMPORTANCE: The Latino Medical Student Association (LMSA) is a student-run national organization founded in 1972 dedicated to recruiting and retaining members enrolled in health professions programs through academic and social support activities. This study investigates the career impact of member participation in LMSA.
OBJECTIVE: To determine if engagement in LMSA at the individual and school levels contributes to retention, success, and commitment to underserved communities.
DESIGN: A voluntary online retrospective 18-question survey sent to LMSA-member medical students in the United States and Puerto Rico from the graduating classes of 2016-2021.
SETTING: Students in medical schools in the United States and Puerto Rico.
MAIN OUTCOMES AND MEASURES: There were 18 survey questions. A total of 112 anonymous responses were collected from March 2021 to September 2021. The survey queried levels of engagement with the LMSA and agreement on questions related to support, belonging, and career development.
RESULTS: There is a positive relationship between level of engagement in the LMSA and social belonging, peer support, career networking, community engagement, and career commitment to serve Latinx communities. These positive outcomes were enhanced for respondents reporting strong support for their respective school-based LMSA chapters. We did not find a significant relationship between participation in the LMSA and research experiences during medical school.
CONCLUSIONS AND RELEVANCE: Participation in the LMSA is associated with positive individual support and career outcomes for members. Supporting the LMSA as a national organization and within school-based chapters can increase support for Latinx trainees and enhance career outcomes.
Specialty/Research Institute
Family Medicine
Specialty/Research Institute
Graduate Medical Education
DOI
10.1089/heq.2022.0099
