Applying the Servingness Framework from Hispanic-Serving Institutions to Advance the Latinx Physician Workforce.

IF 2.4 3区教育学 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

Teaching and Learning in Medicine Pub Date : 2026-10-19 DOI:10.1080/10401334.2026.2741700

Katherine Arias Garcia, Nicole A Perez

引用次数: 0

Abstract

To address the ongoing recruitment and retention of diverse students in medicine, new and cultural frameworks need to be applied to repair the academic outcomes and experiences of diverse students in US medical schools. This article introduces the multidimensional conceptual framework of "servingness" in a medical school context to understand the structural barriers in US medical schools that hinder and promote servingness for Latinx and underrepresented medical students.

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应用服务框架从西班牙裔服务机构推进拉丁裔医生的劳动力。

为了解决医学领域不断招收和留住不同学生的问题，需要应用新的文化框架来修复美国医学院不同学生的学术成果和经历。本文介绍了医学院背景下“服务”的多维概念框架，以了解美国医学院阻碍和促进拉丁裔和代表性不足的医学生服务的结构性障碍。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teaching and Learning in Medicine 医学-卫生保健

CiteScore

5.20

自引率

12.00%

发文量

审稿时长

6-12 weeks

期刊介绍： Teaching and Learning in Medicine ( TLM) is an international, forum for scholarship on teaching and learning in the health professions. Its international scope reflects the common challenge faced by all medical educators: fostering the development of capable, well-rounded, and continuous learners prepared to practice in a complex, high-stakes, and ever-changing clinical environment. TLM''s contributors and readership comprise behavioral scientists and health care practitioners, signaling the value of integrating diverse perspectives into a comprehensive understanding of learning and performance. The journal seeks to provide the theoretical foundations and practical analysis needed for effective educational decision making in such areas as admissions, instructional design and delivery, performance assessment, remediation, technology-assisted instruction, diversity management, and faculty development, among others. TLM''s scope includes all levels of medical education, from premedical to postgraduate and continuing medical education, with articles published in the following categories: