Perceptions of the medical school learning environment (MSLE) among racially, ethnically, and socially underrepresented minority (RES-URM) medical students

The description of the medical school learning environment (MSLE) is nuanced, complex, and oftentimes fragmented. A large body of literature documents the MSLE among all medical students, but there is a growing interest in the experiences of other describing the MSLE using other frameworks of identities including race, gender, and class. We conducted a medical school-wide assessment of students to illuminate differences between racially, ethnically, and socially underrepresented minority (RES-URM). A single-site survey investigating RES-URM and non-RES-URM students’ perceptions of their MSLE was conducted in 2020 at a medical school in a metro area on the west coast, an academic medical center. All medical students, including dual-degree programs (MD/MPH, MD/PhD) were invited to participate. We combined and used the subscale from the Johns Hopkins Learning Environment Scale (JHLES) and the Medical School Diversity Climate Survey (MSDCS) to describe the MSLE. RES-URM participants rated their overall perception of the MSLE significantly lower than their non-RES-URM peers and were less likely to endorse or recommend the medical school. RES-URM students also reported significantly lower scores in sense of community, peers and inclusion and safety, as well as indicating increased recognition of negative aspects of the campus diversity climate and witnessing discrimination. Medical school institutions can work towards creating learning environments that are more inclusive of all medical students by expanding the definition of diversity and intentionally addressing all aspects of the medical training learning environment. An inclusive MSLE is critical to the retention and graduation of a diverse workforce.