F. Edward Hebert School of Medicine, Uniformed Services University of the Health Sciences, Bethesda, Maryland, USA.
Teach Learn Med. 2022 Jun-Jul;34(3):277-284. doi: 10.1080/10401334.2021.1939033. Epub 2021 Jul 11.
The intersection of being a Black Woman in Medicine is a unique experience that exacerbates racial trauma and can lead to the hypervigilance, withdrawal, and emotional exhaustion that many minority students experience. Yet, there are not enough avenues for medical students like myself to healthily explore and heal from their experiences. I propose that qualitative research mentorship might be one such avenue. It was neither my Black identity nor my female identity alone that isolated me: there were a handful of other Black students, and my school had matriculated a class that had equal numbers of men and women. Instead, it was the intersection of being Black and a woman that was unique and specific to me. As the only Black Woman in my cohort of almost 200 people, I took on a research project investigating the experiences of other Black learners. It was not until I sought out and cultivated mentors to guide me through conducting this research that I was positioned as a storyteller and a visionary to encourage future generations of those underrepresented in medicine to heal through sharing their stories and starting a ripple of change. It was empowering specifically because the qualitative research was specific to my experience. These interviews confirmed that my experience was not felt in isolation, and that I was not the only Black student doubting my abilities, qualifications, and right to be in medical school. Implementing formal qualitative mentorship programs, where medical schools encourage learners to explore some of the difficult and personal parts of their identities that address these intersections and support them, will ultimately make the universities healthier and create belonging for all students. Sharing stories through qualitative research has helped me (a) create positive experiences to achieve personal healing, (b) reveal systemic inequities, explain my individual experiences, and (c) develop agency and power to make change. Research became my most powerful coping tool and it can be just as powerful and healing for other underrepresented in medicine students. The framework I have provided can be used by institutions and faculty who strive to facilitate that healing.
作为一名医学领域的专业翻译，我可以将英文文本准确地翻译为简体中文。
在医学领域，身为黑人女性的经历是一种独特的体验，这种体验会加剧种族创伤，并导致许多少数族裔学生出现高度警惕、退缩和情绪疲惫等问题。然而，像我这样的医学生并没有足够的途径来健康地探索和治愈自己的经历。我认为，定性研究指导可能是一种途径。
孤立我的不是我的黑人身份，也不是我的女性身份，而是这两者的结合：我的班级里有少数其他黑人学生，我的学校也录取了一个男女比例相等的班级。相反，是作为黑人女性的经历对我来说是独特和具体的。作为近 200 名学生中的唯一黑人女性，我承担了一个研究项目，调查其他黑人学习者的经历。直到我寻求并培养导师来指导我进行这项研究，我才被定位为一个讲故事的人和一个有远见的人，鼓励未来几代在医学领域代表性不足的人通过分享自己的故事和引发变革的涟漪来治愈自己。这是一种赋权，因为定性研究是针对我的经历的。这些采访证实，我的经历并非孤立无援，我也不是唯一一个对自己的能力、资格和在医学院学习的权利表示怀疑的黑人学生。
实施正式的定性指导计划，让医学院鼓励学习者探索一些与他们的身份有关的困难和个人部分，这些身份涉及到这些交叉点，并为他们提供支持，最终将使大学更加健康，并为所有学生创造归属感。通过定性研究分享故事，帮助我（a）创造积极的体验，实现个人疗愈，（b）揭示系统不平等，解释我的个人经历，（c）发展机构和权力，实现变革。研究成为了我最有力的应对工具，它也可以为其他医学领域代表性不足的学生提供同样的力量和疗愈。我提供的框架可以被那些努力促进这种疗愈的机构和教师使用。
