Social justice in medical education: inclusion is not enough —it’s just the first step

This study explores how medical students from vulnerable social groups experience belongingness as they join the medical community.MethodsThis 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. T he analysis was guided by the modes of belonging (engagement, imagination, andalignment) described by the Communities of Practice framework.ResultsParticipants struggled toimagine 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 toengage in social and professional activities because of financial disadvantages and insufficient support from the university. However, participants stronglyalign with the values of the public health system and show deep empathy for the patients.DiscussionIncluding 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.
Source: Perspectives on Medical Education - Category: Universities & Medical Training Source Type: research