research forum
Creating virtual networks with the GEMS Program
and mentors while learning about the opportunities in IR. As part of the Grants for Education of Medical Students (GEMS) program, first- generation medical students from underrepresented communities participated in a 6-week curriculum with leaders in the field.
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“GEMS allows medical students to gain an in-depth understanding of IR through a more personal experience in a new environment,” said Alan H. Matsumoto, MD, FSIR, who founded the program in 2019 with support of his family and industry leaders. As a prelude to the residency application and interview process, GEMS enables selected third- and fourth-year medical students a chance to develop early mentoring relationships in IR and to broaden their professional networks. “This program will facilitate connections between IR training programs and the next generation of IRs who might not otherwise have the opportunity to attend these clerkships,” said Dr. Matsumoto.
ast year, third and fourth- year medical students were given the opportunity to engage virtually with peers
The virtual curriculum came in lieu of the traditional GEMS Program format, which provides scholarships to fund visiting clerkships/rotations in IR. As 2020 and 2021 clerkship positions have been canceled due to COVID-19, the virtual GEMS Program creates an online community where students can have an in-depth learning experience with an emphasis on health equity and diversity, develop early relationships with IR mentors and broaden their networks.
IR Quarterly spoke with the three cycles of 2020 GEMS recipients about the nature of IR, why opportunities like the GEMS Program matter and what they gained from their experience.
Diego Hipolito Canario
University of North Carolina School of Medicine “My desire to pursue a career in IR came about from my interest in surgery, research, and product design and development. IR relies on the creativity and innovation of interventional radiologists to drive medical breakthroughs and, as a result, it’s uniquely positioned to engage in translational research.”
Adlai Grayson
Howard University College of Medicine “The GEMS Program was incredibly validating, both of my personal identity and my passion for IR. We received lectures on a range of pathologies and technologies, but what spoke to me was how our program mentors would point out that these therapies weren’t reaching everyone at all stages of health. We were challenged to think of health as an ethical issue and shown that everyone has a piece of the solution. I knew I wanted to practice IR for the clinical and innovative components, but GEMS made me realize that I also want to be a part of this community and culture of physicians.”
Daniel Giraldo Herrera
University of Virginia School of Medicine “I often refer to the GEMS Program as a silver lining of the COVID-19 pandemic. The networking that may have occurred pre-pandemic with conference travel and audition rotations was instead condensed and doubtless enhanced within the platform of the GEMS Program. When I resumed IR rotations
The 2020 GEMS Program participants take part in virtual curriculum.
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