Oxford University Global Surgery Group, Nuffield Department of Surgical Sciences, University of Oxford, Oxford, UK.
College of Medical and Dental Sciences, University of Birmingham, Birmingham, UK.
Med Teach. 2022 Sep;44(9):986-996. doi: 10.1080/0142159X.2022.2051464. Epub 2022 Mar 21.
Stereotypes are oversimplified beliefs about groups of people. Social psychology concepts and theories describing ethnicity-related stereotypes are well reported in non-medical educational settings. In contrast, the full impact of stereotyping on medical students, and the extent to which they were represented in health professions education (HPE) is less well-described. Using the lens of social psychological theory, this review aimed to describe ethnicity-related stereotypes about medical students portrayed in HPE literature and the impacts of those stereotypes.
A critical narrative approach was undertaken. Social psychology concepts and theories were used as a framework through which to review the impacts of ethnicity-related stereotypes on medical students as described in HPE literature. A database search of Ovid MEDLINE, JSTOR, Project Muse, and PsychINFO was conducted to identify both theoretical and empirical articles relating to this topic in the HPE literature. Data was synthesised using thematic analysis, giving particular care to appraise the evidence from perspectives in social psychology.
In HPE, the experiences and impact of stereotyping on learners from minority ethnic groups was explained by social psychology concepts such as stereotype threat, stereotype reactance, attributional ambiguity, self-fulfilling prophecy, stereotype boost, stereotype lift, and stereotype masking. Stereotype boost and stereotype lift were particularly described among students who identified as White, whereas stereotype threat was described more commonly among students from minority ethnics groups. The impact of stereotyping is not just on assessment, but may be across all teaching and learning activities at medical school.
Social psychology concepts and theories can be used to describe the experience and impact of ethnicity-related stereotypes in HPE. Educators can better support learners from minority ethnic groups by self-reflecting over assumptions about individuals from minority ethnic groups, as well as minimise the impact of stereotyping and bias to create more inclusive learning environments.
刻板印象是对人群的过于简单化的信念。社会心理学概念和理论描述了与种族相关的刻板印象，这些概念和理论在非医学教育环境中得到了很好的报道。相比之下，刻板印象对医学生的全面影响，以及它们在医学教育（HPE）中的代表性程度，描述得还不够充分。本研究运用社会心理学理论的视角，旨在描述 HPE 文献中描绘的医学生与种族相关的刻板印象，以及这些刻板印象的影响。
采用批判性叙述方法。社会心理学概念和理论被用作框架，通过该框架审查 HPE 文献中描述的与种族相关的刻板印象对医学生的影响。对 Ovid MEDLINE、JSTOR、Project Muse 和 PsychINFO 数据库进行了检索，以确定 HPE 文献中与该主题相关的理论和实证文章。使用主题分析对数据进行综合，特别关注从社会心理学角度评估证据。
在 HPE 中，社会心理学概念（如刻板印象威胁、刻板印象反应、归因模糊、自我实现预言、刻板印象提升、刻板印象提升和刻板印象掩盖）解释了少数族裔学生的经历和刻板印象对他们的影响。刻板印象提升和刻板印象提升在自认为是白人的学生中特别描述，而刻板印象威胁在少数族裔学生中更为常见。刻板印象的影响不仅在评估中，而且可能贯穿医学院的所有教学和学习活动。
社会心理学概念和理论可用于描述 HPE 中与种族相关的刻板印象的体验和影响。教育者可以通过反思对少数族裔个体的假设，以及最大限度地减少刻板印象和偏见的影响，来更好地支持少数族裔学生，从而创造更具包容性的学习环境。
