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A systematic review of the 60 year literature: Effects of outreach programs in supporting historically marginalized and first-generation, low-income students in healthcare education

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Jenkins, Eric, Nardo, Jocelyn Elizabeth, Salehi, Shima·2022·PLOS ONE
DOI 10.1371/journal.pone.0278453PMC PMC9714932
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Abstract

We have reviewed over 60 years of studies on healthcare education outreach programs that are aimed to support first-generation, low-income, as well as underrepresented racial and ethnic minority groups (historically marginalized students) to pursue pre-health professions. As a systematic literature review, we present the challenges studies on healthcare education outreach programs had as three main categories: 1) Design , 2) Evaluation , and 3) Analysis . 1) Designs of studies on healthcare education outreach programs often lacked theoretical foundations whereby a) the interventions did not present theories underlying a causal mechanism of inequity in health professions; and/or 1b) the defined outcome measures were not clearly aligned with the problem the intervention tried to address. 2) Evaluations of studies on healthcare education outreach programs were not always conducted effectively whereby: 2a) controlled groups were commonly absent for comparison with the intervention group; and/or 2b) post measures were solely used without pre-measures. 3) Analyses of studies on healthcare education outreach programs were not adequate whereby: 3a) the response rates and effect size were commonly low; and/or 3b) qualitative results commonly did not supplement quantitative results. Overall, our findings reveal studies on healthcare education outreach programs have common challenges that hinder the reliability of their effects supporting historically marginalized students in pursuing pre-health professions. To address such challenges with studies on healthcare education outreach programs aimed at supporting historically marginalized students, we created a decision flow chart for researchers to ask themselves: 1) how is the design guided by theoretical goals; 2) how are measurements used to evaluate success; and 3) how does the analysis lead to reliable results?

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Cited by

Sorted by citations

Authors
Jenkins, E., Nardo, J. E., & Salehi, S.
Affiliations
Stanford University (US)
Corresponding author
Nardo, Jocelyn Elizabeth
ORCID
Venue
PLOS ONE
Publisher
Public Library of Science (PLoS)
Published
2022-12-01
Volume
17
Issue
12
Pages
e0278453
ISSN
1932-6203 (ISSN-L)
DOI
10.1371/journal.pone.0278453
PMC
PMC9714932
OpenAlex
W4310522395
Cited by
19
References
3
Citations by year
2026: 7 · 2025: 6 · 2024: 4 · 2023: 2
FWCI
0.98
Type
journal article
Language
en
Open access
Licence
Locations
  • PLoS ONE (publishedVersion, cc-by)
  • PubMed Central (publishedVersion, cc-by)
  • PubMed (publishedVersion)
  • RePEc: Research Papers in Economics (submittedVersion)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
Topics
  • Social Sciences › Gender Studies › Diversity and Career in Medicine
  • Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Medical Education and Admissions
  • Social Sciences › Education › Higher Education Research Studies
Keywords
first-generation college students, low-income students, historically marginalized students, intervention design, program evaluation, outcome measures, research reliability
MeSH terms
Delivery of Health Care, Ethnicity, Humans, Minority Groups, Students, Reproducibility of Results

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