P0675 - Empowering International Trainees to Champion a Global Consortium in Medical Careers and Mentorship

Background
Global differences for medical professionals from limited-resource world regions struggle for access to diagnostics and implementation of patient care. Such differences have direct implications on learning for doctors-in-training.
Hypothesis
An initiative by/for international trainees from limited-resource settings to collaborate with a rich-resource medical center can be designed to enhance clinical competence and scholarly achievements for careers in medicine
Methods
Needs Assessment Model/Community Coalition Action Theory for “Empowerment and Collaboration” In 2019, an Alpha/Pilot of 8 international trainees rotating to a US academic center created a focus group to partner with US and global faculty/post-trainees to champion a consortium initiative that would empower global trainees in a rich-resource training experience, not otherwise available to them. Consortium elements: (1) Curriculum; (2) Scholarly projects; (3) Mentorship (peer-faculty): (4) Reflection; (5) Global sharing. Venues: on-site; global conferencing; project meetings; timelines; networking/social media
Results
Global MS “homes”: Mexico (5), Ecuador (1), Turkey (1) and Thailand (1); global languages English, Spanish, Japanese, Arabic, Turkish and Thai; global faculty: Mexico, Turkey, Venezuela, Thailand. Scholarly MS outcomes/1-year: 4 abstracts, 3 manuscripts, 10 oral presentations (2 international), 3 posters, 6/8 declared AI careers (2/8, Rheumatology; Pulmonary); 1 course scholarship; 8 non-trainee global trainees; 2 ethics courses. Bonus: US and global faculty encountered cultural awareness/opportunities supporting promotion; Consortium global impact of trainees multiple campuses TechSalud, Mexico; US impact of faculty promotion content.
Discussion
International trainees are competent, motivated and can be positioned for a successful career trajectory when engaged in an inclusive peer-driven/faculty-induced mentoring/ resource-rich learning-teaching environment. Founding trainees now serve as empowered leaders/peer mentors of their Consortium and created a scholarly momentum with added trainees and willing US-global faculty. Importantly, this model exchanges cognitive/tangible resources and ethical values from the global perspectives of diversity and cross-cultural awareness, critical to patient care and research. Moreover in this COVID19 era, all trainees have managed to create and maintain a digital empowerment career consortium, sustainable with increasing global membership and mentorship with proven scholarly outcomes.
Conclusion
This digital global medical trainee-mentor model may be applicable to trainees of all disciplines to serve as a rising platform for inclusion and diversity in medicine that would be feasible regardless of worldly location. Longitudinal studies in scholarly outcomes and competence/confidence performance tracking with post-trainee positions and their reflections would further the understanding of impact of this program on not only trainee career intentions and successes but expansions on global awareness/perceptions and mentorship roles that would otherwise not occur.