There is a large body of medical education literature describing barriers and facilitators to medical student success. These studies, however, primarily focus on Western pedagogy in established medical education systems. There is limited research on medical student professional identity formation within a new medical school (KU) and a new hospital system (SSMC). Further, implementing a US-based curriculum within an international, multicultural context is likely to have its own unique challenges that have not yet been explored.
As such, we propose a series of medical education studies primarily looking at the influence of a multicultural faculty on the learning environment and student professional identity formation, with a longitudinal focus on gender issues in international academic medicine. Research techniques will include surveys, focus groups and semi-structured interviews of both students and faculty.
We will also explore the impact of Standardized Patient training on student education in this context.
