School of Medicine, University of Manchester, Manchester, UK.
Med Educ. 2015 Jan;49(1):114-23. doi: 10.1111/medu.12597.
Within medical education, there is a discrepancy between the achievement level of White students and that of their ethnic minority peers. The processes underlying this disparity have not been adequately investigated or explained. This study utilises social network analysis to investigate the impact of relationships on medical student achievement by ethnicity, specifically by examining homophily (the tendency to interact with others in the same group) by ethnicity, age and role.
Data from a cross-sectional social network study conducted in one UK medical school are presented and are analysed alongside examination records obtained from the medical school. Participants were sampled across the four hospital placement sites; a total of 158 medical students in their clinical phase (Years 3 and 4) completed the survey. The research was designed and analysed using social capital theory.
Although significant patterns of ethnic and religious homophily emerged, no link was found between these factors and achievement. Interacting with problem-based learning (PBL) group peers in study-related activities, and having seniors in a wider academic support network were directly linked to better achievement. Students in higher academic quartiles were more likely to be named by members of their PBL group in study activities and to name at least one tutor or clinician in their network. Students from lower-achieving groups were least likely to have the social capital enabling, and resulting from, interactions with members of more expert social groups.
Lower levels of the social capital that mediates interaction with peers, tutors and clinicians may be the cause of underperformance by ethnic minority students. Because of ethnic homophily, minority students may be cut off from potential and actual resources that facilitate learning and achievement.
在医学教育中，白人和少数民族学生的学业成绩存在差距。造成这种差距的过程尚未得到充分的调查或解释。本研究利用社会网络分析来研究人际关系对医学生成绩的影响，特别是通过考察同种族、同年龄和同角色的同群交往倾向（即同群效应）。
本研究呈现了一项在英国一所医学院进行的横断面社会网络研究的数据，并结合从医学院获得的考试成绩进行分析。参与者在四个医院实习地点进行抽样；共有 158 名处于临床阶段（第 3 年和第 4 年）的医学生完成了调查。该研究采用社会资本理论进行设计和分析。
尽管出现了显著的种族和宗教同群效应模式，但这些因素与成绩之间没有联系。与基于问题的学习（PBL）小组同伴进行学习相关的活动，以及在更广泛的学术支持网络中有高年级学生，与更好的成绩直接相关。学业成绩较高的学生更有可能在学习活动中被 PBL 小组的成员提名，并且在他们的网络中至少提名一名导师或临床医生。成绩较低的学生群体最不可能拥有能够促进与更有经验的社会群体成员互动的社会资本，也最不可能从这些互动中获益。
与同龄人、导师和临床医生互动的社会资本水平较低，可能是少数民族学生表现不佳的原因。由于同种族效应，少数民族学生可能与促进学习和成就的潜在和实际资源隔绝。
