When I Don't see me, Am I seen? Race and student perception of the surgery clerkship

Introduction: Increasing interest in general surgery from students who are Under -Represented in Medicine (URiM) is imperative to advancing diversity, equity, and inclusion efforts. We examined medical student third year surgery clerkship evaluations quantitatively and qualitatively to understand the experiences of URiM and nonURiM learners at our institution. Methods: Evaluations from 235 graduated medical students between the years of 2019 and 2021 were analyzed. Ttests were used to compare numerical data. Free -text comments were qualitatively analyzed using inductive thematic analysis by two independent reviewers with conflicts resolved by a third. Results: Evaluations were completed by 214 non-URiM students (91.1 %) and 21 (8.9 %) URiM students. There were no significant differences between URiM and non-URiM students in ratings of faculty and resident teaching. When asked whether residents were positive role models for patient care, non-URiM students were more likely than URiM students to agree (3.284 vs. 2.864, p = 0.040). When asked whether they considered faculty to be positive role models, nonURM students were also more likely to answer affirmatively than URiM students (3.394 vs. 2.909 p = 0.013). Qualitative comments were similar between the two groups. When asked what the strengths of the clerkship were, the most commonly evoked theme was "interactions with team" with subthemes of "team integration" "feeling valued" and positive "faculty" or "resident" interactions. "Operative experience" was the second most commonly evoked strength of the clerkship. The most common criticisms of the clerkship involved "negative interactions with team" with subthemes of "not prioritized above other learners" and "ignored." Negative "academic experience" was the next most commonly evoked weakness, with an affiliated theme of "lack of teaching." Conclusions: URiM students are less likely than non-URiM students to see surgical residents and faculty as positive role models. Integrating medical students into the team, taking time to teach, and allowing students to feel valued in their roles improves the clerkship experience for trainees and can contribute to recruitment efforts.