Statistical characteristics of the survey domains’ assessment of minority experience among Black medical students
| Reliable domains and item description | No. of items | Cronbachα |
|---|---|---|
| Academic inclusion | ||
| Feeling welcomed in faculty, ease to make friends in medical school, able to create strong friendships in medical school, ethnicity as a barrier to fit in with peers (R). | 5 | 0.751 |
| Clinical inclusion | ||
| Ethnicity as a barrier to feel welcomed by preceptors (R), ethnicity as a barrier to fit in medical team (R), ethnicity as a barrier to feel welcomed by patients (R). | 3 | 0.893 |
| Discrimination | ||
| Reported incident (Y/N), sought institutional support (Y/N), received institutional support (Y/N). | 3 | 0.847 |
| Resilience | ||
| Impact of discrimination by peer or medical personnel on confidence (R), impact of discrimination by peer or medical personnel on career advancement (R), impact of discrimination by patient on confidence (R), impact of discrimination by patient on career advancement (R). | 4 | 0.780 |
| Wellness | ||
| Increasing negative feelings regarding clinical work or school (R), feeling drained in clinic or at school (R). | 2 | 0.775 |
| Career advancement | ||
| Discrimination seen as a barrier to professional success (R), discrimination seen as a barrier to professional satisfaction (R), perceived academic performance, refused opportunities because of ethnicity (R), evaluations affected by ethnicity (R), mentorship opportunities affected by ethnicity (R), facilitated mentorship with concordant ethnicity (R), acquiring letters of recommendations affected by ethnicity (R), specialty choice affected by ethnicity (R), city of training affected by ethnicity (R). | 10 | 0.821 |
| Minority tax | ||
| Pressure to work more than peers (R), tasked to find solutions for diversity (R), tasked to serve minority patients (R), tasked to respond to questions related to minorities (R), pressure to be a minority ambassador (R), pressure to dedicate more time to equity causes than peers (R), consecrates more time than peers to equity causes (R), closer ties to minority peers (R), professional development time affected by equity causes (R). | 8 | 0.878 |
| Diversity in medical education | ||
| Class perceived as ethnoculturally diverse, class perceived as diverse (not including ethnicity), available faculty program promoting diversity, faculty promotes diversity in curriculum and composition, curriculum responsive to clinical ethnocultural factors. | 5 | 0.814 |
Note: (R) = reverse coded question, (Y/N) = dichotomic question to which the answer can be yes or no.