Amsterdam UMC, Research in Education, Faculty of Medicine, Vrije Universiteit, Amsterdam, The Netherlands.
LEARN! Research Institute for Learning and Education, Faculty of Psychology and Education, VU University Amsterdam, Amsterdam, The Netherlands.
Perspect Med Educ. 2021 Oct;10(5):272-278. doi: 10.1007/s40037-021-00679-4. Epub 2021 Sep 13.
Adequate representation of ethnic minority groups in the medical workforce is crucial for ensuring equitable healthcare to diverse patient groups. This requires recruiting ethnic minority medical students and taking measures that enable them to complete their medical studies successfully. Grounded in self-determination theory and intersectionality, this paper explores the experiences of ethnic minority medical students across intersections with gender and other categories of difference and how these relate to students' motivation.
An explorative, qualitative study was designed. Six focus groups were conducted with 26 ethnic minority students between December 2016 and May 2017. Thematic analysis was performed to identify, analyse and report themes within the data.
The findings were categorized into three main themes: the role of autonomy in the formation of motivation, including students' own study choice and the role of their family; interactions/'othering' in the learning environment, including feelings of not belonging; and intersection of ethnic minority background and gender with being 'the other', based on ethnicity.
Ethnic minority students generally do not have a prior medical network and need role models to whom they can relate. Ensuring or even appointing more ethnic minority role models throughout the medical educational continuum-for example, specialists from ethnic minorities in teaching and/or mentoring roles in the education-and making them more visible to students is recommended. Moreover, a culture needs to be created in the educational environment in which students and staff can discuss their ethnicity-related differences.
在医疗队伍中充分代表少数民族群体对于确保为不同患者群体提供公平的医疗保健至关重要。这需要招募少数民族医学生，并采取措施使他们能够成功完成医学学业。本文基于自决理论和交叉性，探讨了少数民族医学生在性别和其他差异类别交叉点上的经历，以及这些经历如何与学生的动机相关。
设计了一项探索性的定性研究。2016 年 12 月至 2017 年 5 月期间，与 26 名少数民族学生进行了六次焦点小组讨论。采用主题分析方法，对数据中的主题进行识别、分析和报告。
研究结果分为三个主要主题：自主性在动机形成中的作用，包括学生自己的学习选择和家庭的作用；学习环境中的互动/“他者化”，包括归属感缺失的感觉；以及少数民族背景和性别与作为“他者”的交叉，基于族裔。
少数民族学生通常没有医学网络，需要可以与之相关的榜样。建议在整个医学教育连续体中确保甚至任命更多少数民族榜样——例如，少数民族专家在教学中担任角色，或者在教育中担任指导角色，并使他们对学生更加可见。此外，需要在教育环境中营造一种文化，使学生和教职员工能够讨论他们与族裔相关的差异。
