NHS Education for Scotland, Edinburgh, UK
Department of Immunology, NHS Lothian, Edinburgh, UK.
BMJ Open. 2023 Oct 21;13(10):e073733. doi: 10.1136/bmjopen-2023-073733.
To evaluate the lived experiences of doctors from minority ethnic (ME) backgrounds during postgraduate medical training, in particular their experiences of discrimination (if any); any impact of intersectionality and perceptions on how ME doctors may be better supported in their learning and working environments.
This was a qualitative study grounded in social constructivism, using semi-structured online individual interviews as the data collection method and an exploratory thematic analysis process.
Participants were recruited from postgraduate specialist medical training programmes within one Deanery (Scotland Deanery) in the UK.
Fourteen doctors in postgraduate medical specialist training, who self-identified as being from a ME background, were recruited into the study.
Doctors from ME backgrounds faced: with a perceived lack of social inclusion in the workplace community. ME doctors faced challenges in earning others' trust and experienced microaggressions and exclusion behaviours that affected their self-confidence. , with perceived challenges in being understood across diverse cultures. Doctors felt negatively pre-judged (by patients and colleagues), with additional challenges of being pre-judged in contexts of intersectionality; and ME doctors felt they needed to conceal parts of their identity in order to assimilate. where doctors felt unsupported and unable to effectively report/challenge discrimination. ME doctors perceived a lack of appropriate adjustments to the learning environment (e.g., fuller orientation) as well as inequitable processes (e.g., job and academic opportunities for those requiring visas).
Focused interventions to address unjust systems as well as improve intercultural awareness and understanding between all doctors may help to address some of the current inequities in medical education. Any such interventions require appropriate evaluation to determine their efficacy.
评估少数民族裔（ME）背景的医生在研究生医学培训期间的生活经历，特别是他们是否经历过歧视（如有）；交叉性的任何影响以及对 ME 医生在学习和工作环境中如何得到更好支持的看法。
这是一项扎根于社会建构主义的定性研究，使用半结构化的在线个人访谈作为数据收集方法和探索性主题分析过程。
参与者是从英国一个教务长（苏格兰教务长）的研究生专科医学培训项目中招募的。
14 名处于研究生专科医学培训阶段的医生，他们自我认同为 ME 背景，被招募参与研究。
ME 背景的医生面临着：在工作场所社区中感受到社会包容的缺失。ME 医生在赢得他人信任方面面临挑战，并经历了影响他们自信的微侵犯和排斥行为。在不同文化中被理解的困难。医生们感到被负面地预先判断（由患者和同事），在交叉性的背景下还存在额外的预先判断的挑战；ME 医生觉得他们需要隐藏自己身份的一部分才能融入。在缺乏支持和无法有效报告/挑战歧视的情况下。ME 医生认为学习环境缺乏适当的调整（例如，更全面的定向）以及不公平的流程（例如，签证要求的人获得工作和学术机会）。
针对不公正制度的重点干预措施，以及提高所有医生的跨文化意识和理解，可能有助于解决医学教育中的一些当前不平等问题。任何此类干预措施都需要进行适当的评估，以确定其效果。
