Academic and Professional Outcomes of Participants in an Emergency Department Research Associate Program. Issue 2 (8th August 2020)

• Record Type: Journal Article
• Authors: Liu, Michelle; Nobay, Flavia; Adler, David; Wood, Nancy; Abar, Beau
• Editors: Clarke, Sam
• Is Part Of: AEM education and training. Volume 5:Issue 2(2021)
• Page Start: n/a
• Page End: n/a
• Publication Date: 2020-08-08
• Subjects: Emergency medicine -- Study and teaching -- Periodicals; Emergency medicine -- Study and teaching -- United States -- Periodicals; Periodicals; 616.025
• DOI: 10.1002/aet2.10507
• Languages: English
• ISSNs: 2472-5390

Abstract

Abstract: Objectives: Studies have found that participation in emergency department research associate (EDRA) programs is associated with medical school acceptance. However, little is known about the association between EDRA program participation and other academic and professional outcomes. We sought to characterize the academic and professional outcomes of EDRA program participants and their perception of program influence on academic and professional outcomes. Methods: We conducted a cross‐sectional study of University of Rochester EDRA program participants who graduated from the program May 2010 to May 2017. EDRAs were sent a secure, deidentified, survey. Standard descriptive statistics were used to characterize participant demographics and outcomes. National acceptance rates were referenced from sources. Results: A total of 56 graduates completed the survey (64% response rate). Forty (71%) identified as female, 12 (21%) identified as Asian, one (2%) identified as Black or African American, and three (5%) identified as Hispanic or Latino. Acceptance rates to MD programs, DO programs, PhD programs, and master's programs were 88% (22/25), 92% (12/13), 100% (2/2), and 100% (9/9), respectively. Rates were significantly higher compared to national rates (all p < 0.001). Eighty‐three percent (30/36 responses) and 74% (37/50) spoke about the EDRA program during postgraduate program and job interviews, respectively, and 78% (35/45 responses) included the EDRA program in their personal statements. Twenty‐five percent (14/55) changed their career goals after participating in the EDRA program, of which 36% (5/14) left medicine and 21% (3/14) were undecided and chose to become a physician. Conclusions: An EDRA program can help develop and support a career in medicine and science. EDRA graduates used their experiences directly in their postgraduate program applications and job interviews. Acceptance rates of EDRA program graduates to postgraduate programs were higher than national averages. An EDRA program can help clarify career goals after program participation.