Blalock A Emiko, Miao Sanfeng, Wentworth Chelsea
Department of Family Medicine, College of Human Medicine, Michigan State University, East Lansing, Michigan, USA.
Higher, Adult, and Lifelong Education, College of Education, Michigan State University, East Lansing, Michigan, USA.
Clin Teach. 2023 Dec;20(6):e13617. doi: 10.1111/tct.13617. Epub 2023 Aug 7.
Women medical students experience tensions as they learn to become doctors. These tensions reflect the cultural world of medical school and clinical medicine, spaces that are highly gendered, racist and exclusionary. This study describes how women medical students are envisioning themselves as future doctors during their first 2 years of medical school while experiencing these tensions.
Using Figured Worlds theory, this qualitative study focused on four participants from a larger longitudinal study. Each participant was interviewed four times over a 2-year period using narrative methodology and provided multiple written reflections during their first year of medical school. Analysis was performed using deductive methods reflecting Figured Worlds theory.
Participants offered storied experiences about how they understood their place in the figured world, ways they enacted agency and how they responded to contradictions they encountered in medical school as they learned to become doctors. These three findings reflect concepts of Figured Worlds theory: positionality and discourse, power and agency, and improvisation. These findings also illuminate ways women medical students are navigating gendered and hierarchical structures of medical school to reimagine their roles in medicine.
Participants' stories illuminate that woman medical students' lived experiences shaped their decision to enter medical school and continue to shape how they navigate their educational experience. These interactions have implications for their future roles as physicians and how medical schools respond to cultures of teaching and learning that may not recognise these students' positionality and potential agency in medical school and clinical medicine.
女性医学生在学习成为医生的过程中会经历各种紧张。这些紧张反映了医学院和临床医学的文化世界，这些领域高度性别化、种族主义和排外。本研究描述了女性医学生在医学院的头两年中，如何在经历这些紧张的同时，想象自己成为未来的医生。
使用“有界世界”理论，本质性研究关注来自于一个更大的纵向研究中的 4 名参与者。每个参与者在两年期间使用叙事方法接受了四次访谈，并在他们的医学生涯的第一年提供了多次书面反思。分析使用了反映“有界世界”理论的演绎方法。
参与者提供了关于他们如何理解自己在有界世界中的位置、他们如何采取行动以及他们如何应对在医学院学习成为医生时遇到的矛盾的故事。这三个发现反映了“有界世界”理论的概念：定位和话语、权力和能动性以及即兴创作。这些发现还阐明了女性医学生在医学院导航性别和等级结构的方式，以重新想象她们在医学中的角色。
参与者的故事阐明了女性医学生的生活经历塑造了她们进入医学院的决定，并继续塑造她们在教育经历中的导航方式。这些相互作用对她们未来作为医生的角色以及医学院如何应对可能不承认这些学生在医学院和临床医学中的定位和潜在能动性的教学和学习文化产生影响。
