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Opening Doors to Medicine: Providers’ Perspectives on Shadowing and Mentorship in Missoula
No full textJob shadowing is a critical part of pre-medical education and requirements to offer early exposure to the realities of medicine. Shadowing itself entails following a provider, such as a doctor or PA, to gain a sense of what a day or week in their field looks like. Most medical schools expect applicants to complete at least 40 hours of shadowing, though the AAMC reports that many applicants complete far more (Association of American Medical Colleges). This expectation has become an unintended barrier for many students, especially from rural areas or first-generation aspiring physicians (Tello and Zenger). Some medical schools, such as UCSF, NYU Grossman, and the University of Chicago Pritzker have acknowledged this barrier andremoved explicit shadowing requirements to address inequities. Despite this, applicants who report extensive shadowing still tend to receive preference, sustaining the opportunistic disparities (Irby et al.).
This project explores providers’, including NP, MD, PA, and DO, attitudes toward job shadowing in Missoula, Montana. A thirteen-question Qualtrics Survey was administered to local providers at Western Montana Clinic via email to assess personal shadowing experiences, willingness to host students, and perceived barriers. The results showed that 77% of respondents shadowed before medical or graduate school, 69% have hosted students, and 85% agreed that shadowing is important for pre-medical students. The common barriers mentioned were time constraints, HIPAA concerns, and lack of expectations from student and/or institution. The findings highlight disconnect between the value placed on shadowing and the limits of community healthcare systems
Ripples of Impact: A Journey in Social Work Practice
No full textThis portfolio, Ripples of Impact: A Journey in Social Work Practice, reflects my academic and professional development throughout the Master of Social Work program at the University of Montana. It demonstrates the integration of theory, research, and practice across diverse contexts, including trauma-informed care, rural and Indigenous communities, and pediatric behavioral health. The narrative highlights my progression from foundational knowledge to advanced competencies in ethical practice, cultural humility, advocacy, and leadership. Through practicum experiences, collaborative projects, and community engagement, I have strengthened my ability to assess, intervene, and evaluate at micro, mezzo, and macro levels. This work underscores my commitment to social justice, lifelong learning, and evidence-based approaches that empower individuals and communities. Ultimately, the portfolio serves as a testament to my readiness to assume a clinical and leadership role in promoting equitable, trauma-sensitive, and culturally responsive care.https://scholarworks.umt.edu/grad_portfolios/1525/thumbnail.jp
Social Work in Practice, the Final Stretch
No full textThis professional portfolio reflects what I have learned in the MSW program at the University of Montana.https://scholarworks.umt.edu/grad_portfolios/1532/thumbnail.jp
Caring for the Herd: Lessons From the Buffalo
No full textThis document represents a summary and reflection of my profound journey through the University of Montana Masters in Social Work Program. It begins with the life and professional experiences that led me to the program, and continues to reflect upon the ten competencies of advanced social work practices as I experienced them trough rigourous academic and field work. It weaves together core beliefs from my pre-MSW life and illuminates the ways in which the values and ethics of social work have helped me grow as a person and a practitioner. The title refers to my connection with wild buffalo and the ways they have taught me the values of compassion, stewardship and social justice, all of which grew and took root through the MSW journey.https://scholarworks.umt.edu/grad_portfolios/1537/thumbnail.jp
State Constitutional Challenges to Laws Defining Sex
No full textThis article examines state constitutional challenges to laws and executive orders defining sex as strictly male or female based on birth characteristics. It explores how plaintiffs invoke rights to privacy and equal protection to contest these binary definitions, particularly their impact on transgender and nonbinary individuals. The discussion highlights emerging litigation strategies and the role of state constitutions in safeguarding autonomy and equality against restrictive gender classifications