Faculty of Medical Sciences, University of Campinas (UNICAMP), São Paulo, Brazil.
Interdisciplinary Center of Bioethics, Faculty of Medical Sciences, University of Campinas (UNICAMP), São Paulo, Brazil.
Perspect Med Educ. 2022 Aug;11(4):187-195. doi: 10.1007/s40037-022-00715-x. Epub 2022 May 23.
Medical schools worldwide are creating inclusion policies to increase the admission of students from vulnerable social groups. This study explores how medical students from vulnerable social groups experience belongingness as they join the medical community.
This qualitative study applied thematic analysis to 10 interviews with medical students admitted to one medical school through an affirmative policy. The interviews followed the drawing of a rich picture, in which the students represented a challenging situation experienced in their training, considering their socio-economic and racial background. The analysis was guided by the modes of belonging (engagement, imagination, and alignment) described by the Communities of Practice framework.
Participants struggled to imagine themselves as future doctors because they lack identification with the medical environment, suffer from low self-esteem, aside from experiencing racial and social discrimination. Participants also find it troublesome to engage in social and professional activities because of financial disadvantages and insufficient support from the university. However, participants strongly align with the values of the public health system and show deep empathy for the patients.
Including students with different socio-economic and racial backgrounds offers an opportunity to reform the medical culture. Medical educators need to devise strategies to support students' socialization through activities that increase their self-esteem and make explicit the contributions they bring to the medical community.
世界各地的医学院都在制定包容政策，以增加弱势群体学生的入学率。本研究探讨了弱势群体的医学生在加入医学界时如何体验归属感。
本定性研究应用主题分析对通过平权政策被一所医学院录取的 10 名医学生的访谈进行了分析。访谈遵循绘制一幅丰富的图画，学生们根据自己的社会经济和种族背景，代表他们在培训中经历的具有挑战性的情况。分析由实践社区框架中描述的归属模式（参与、想象和对齐）指导。
参与者很难想象自己成为未来的医生，因为他们对医疗环境缺乏认同感，自尊心低，此外还经历了种族和社会歧视。参与者也发现参与社会和专业活动很麻烦，因为经济拮据，大学的支持不足。然而，参与者强烈认同公共卫生系统的价值观，并对患者深表同情。
招收来自不同社会经济和种族背景的学生为改革医学文化提供了机会。医学教育工作者需要制定策略，通过提高学生自尊心并明确他们对医学社区的贡献的活动来支持学生的社会化。
