Connecting the complex chemistry of space in medical education

Gupta, Shalini; Howden, Stella; Moffat, Mandy; Pope, Lindsey; Kennedy, Chris

doi:10.1111/medu.15153

Cited by 5 publications

(1 citation statement)

References 26 publications

(46 reference statements)

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“…Dear Editor, I am writing in response to the compelling article titled 'Connecting the Complex Chemistry of Space in Medical Education' by Gupta et al 1 The authors present an intricate exploration of space and its profound implications in medical education, a topic that intertwines learning, well-being and belonging. Their work successfully illuminates the interconnectedness of spatial elements, urging further contemplation and discourse on this subject.…”

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confidence: 99%

Embodied learning in medical education: Unpacking the phenomenology of place and spatial experience

McLean

2023

Medical Education

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confidence: 99%

Embodied learning in medical education: Unpacking the phenomenology of place and spatial experience

McLean

2023

Medical Education

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Placement or displacement: An ethnographic study of space in the clinical learning environment

Gupta,

Howden,

Moffat

et al. 2023

Medical Teacher

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Social connections and social identity as a basis for learning and support: Experiences of medical students with minoritised and non‐minoritised ethnic identities

Bull,

Terry,

Rice

et al. 2024

Medical Education

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BackgroundSocial connections between medical students provide a key basis for learning and support. These connections, and associated social identity, may be patterned by ethnicity, and students often perform similarly academically to those they connect with. The mechanisms that underpin the formation of these connections and the role that they play are not fully understood. This study explored how medical students connect with each other, and the potential impact of this on their academic attainment and well‐being, with a focus on students with minoritised ethnic identities.MethodsA mixed methods study combining (1) a survey to establish the number and strength of connections formed by Years 1 and 2 medical students with both minoritised and non‐minoritised ethnicities and (2) semi‐structured interviews to understand how connections were formed, whether this was shaped by ethnicity and the role of connections in supporting students with their learning and well‐being.ResultsOne hundred fifty‐one students (15.5% response rate) completed the survey. Students connected regularly with three to four peers with the goal of supporting learning and 71.9% of students reported a sense of social identification with this group. There was no statistical difference between ethnically minoritised and White students on either of these measures (t = 0.1, p = 0.92, χ2 = 2.9, p = 0.56). Interviews with 19 students found that social connections were shaped by perceptions of their self‐identity and the need to find ‘equilibrium’ by forming relationships with compatible others. The education environment, including its ethnic diversity, impacted on the opportunities to make connections. Students who were ethnically minoritised reported encountering challenges, especially in the clinical environment, and described the burden of these for them.DiscussionCurriculum designers should consider the time and space that is afforded to student interaction during course development, as finding compatible others with whom students can socially connect is important to balancing well‐being with academic performance.

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Connecting the complex chemistry of space in medical education

Abstract: In the latest Medical Education Connections piece, Gupta et al. juxtapose four recent articles to outline the complex chemistry of space in medical education.

Cited by 5 publications

References 26 publications

Embodied learning in medical education: Unpacking the phenomenology of place and spatial experience

Embodied learning in medical education: Unpacking the phenomenology of place and spatial experience

Placement or displacement: An ethnographic study of space in the clinical learning environment

Social connections and social identity as a basis for learning and support: Experiences of medical students with minoritised and non‐minoritised ethnic identities

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