Social inclusivity – Medical education’s next hurdle

Jackson, Lauren

doi:10.1111/medu.14430

Cited by 5 publications

(11 citation statements)

References 7 publications

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“…Social wellbeing has been defined as the perception of support from others and a sense of belonging, inclusivity and social stability. 28,29 Culture and cultural wellbeing is dependent upon the context in which an individual identifies or the context under study. [30][31][32] For example, culture can be related to an individual's ethnicity but equally can be related to a profession to which an individual belongs (e.g., the medical profession or a specialty such as surgery).…”

Section: Defining Social and Cultural Wellbeingmentioning

confidence: 99%

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Heard, valued, supported? Doctors' wellbeing during transitions triggered by COVID‐19

et al. 2021

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Introduction: Supporting doctors' wellbeing is crucial for medical education to help minimise negative long-term impacts on medical workforce retention and ultimately patient care. There is limited study of how doctors' transitions experiences impact wellbeing, particularly socially and culturally. Multiple Multidimensional Transitions (MMT) theory views transitions as dynamic, incorporating multiple contexts and multiple domains.Using MMT as our lens, we report a qualitative analysis of how transitions experienced by doctors during the pandemic impacted on social and cultural aspects of wellbeing. Methods: Longitudinal narrative inquiry was employed, using interviews and audio-diaries. Data were collected over 6 months in three phases: (i) interviews with doctors from across the career spectrum (n = 98); (ii) longitudinal audio-diaries for 2-4 months (n = 71); (iii) second interviews (n = 83). Data were analysed abductively, narrowing focus to factors important to social and cultural wellbeing. Results: Doctors described experiencing multiple interacting transitions triggered by the pandemic in multiple contexts (workplace, role, homelife and education). Patterns identifiable across the dataset allowed us to explore social and cultural wellbeing crosscutting beyond individual experience. Three critical factors contributed to social and cultural wellbeing both positively and negatively: being heard (e.g., by colleagues asking how they are); being valued (e.g., removal of rest spaces by organisations showing lack of value); and being supported (e.g., through regular briefing by education bodies). Conclusions: This study is the first to longitudinally explore the multiple-multidimensional transitions experienced by doctors during the COVID-19 pandemic. Our data analysis helped us move beyond existing perceptions around wellbeing and articulate multiple factors that contribute to social and cultural wellbeing. It is vital that medical educators consider the learning from these experiences to help pinpoint what aspects of support might be beneficial to trainee doctors and their trainers. This study forms the basis for developing evidenced-based interventions that ensure doctors are heard, valued and supported.

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Section: Defining Social and Cultural Wellbeingmentioning

confidence: 99%

“…Social wellbeing has been defined as the perception of support from others and a sense of belonging, inclusivity and social stability 28,29 . Culture and cultural wellbeing is dependent upon the context in which an individual identifies or the context under study 30–32 .…”

Section: Introductionmentioning

confidence: 99%

Heard, valued, supported? Doctors' wellbeing during transitions triggered by COVID‐19

et al. 2021

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“…It would not be wrong to state that we have to adopt an inclusive approach, wherein people from all socioeconomic backgrounds, races, ethnicities, gender, etc., have the freedom and choice to opt for a medical profession as their career. 1 2 3 The purpose of the current review is to explore the reasons which make medical education expensive and identify the strategies by which the cost of medical education can be minimized.…”

Section: Introductionmentioning

confidence: 99%

Strategies to Reduce the Cost of Medical Education in India: A Narrative Review

Shrivastava

2022

Avicenna J Med

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Background The global population is being plagued by several diseases and health conditions, and this calls for the need to adopt a strategy to enable people from all socioeconomic backgrounds to have the freedom and choice to opt for a medical profession as their career. The purpose of the current review is to explore the reasons which make medical education expensive and identify the strategies by which the cost of medical education can be minimized. Methods An extensive search of all materials related to the topic was performed on the PubMed search engine and web site of the National Medical Commission. Relevant research articles focusing on costs in medical education published in the period 2005 to 2021 were included in the review. A total of 37 articles were selected based on their suitability with the current review objectives and analyzed. Keywords used in the search include medical education and cost in the title alone only. Results We have to accept the fact that medical education is quite expensive and that's not the case with one nation but the trend is worldwide. It is the need of the hour to plan and implement strategies that make medical training accessible and available to people from all socioeconomic classes and regardless of other variables. Conclusion In conclusion, the process of training medical students is expensive and accounts for a wide range of impacts on the medical aspirants. Thus, there is an indispensable need for the policy makers and the concerned stakeholders to join their hands together and take appropriate steps to minimize the overall cost of medical training, and thereby making it affordable to everyone.

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“…7,10 Traditionally, our faculty coordinates mentor/mentee matches and facilitates large-group events to provide social learning opportunities within the DMP community. In 2020, the COVID-19 pandemic indefinitely halted these 'ideal' opportunities, resulting in a completely virtual program 1,7 which further exposed pre-existing inequities within medicine-especially for students relying on inperson opportunities to gain social capital. 8 Individual mentor-mentee meetings and group session all transitioned online.…”

mentioning

confidence: 99%

“…These groups face barriers after entrance into medical schools such as lacking knowledge about extracurricular opportunities and career planning, lacking “social capital”, and experiencing feelings of “not fitting in”). 1 , 7 , 10 , 11 In 2017, the Office of Inclusion and Diversity in the University of Toronto Temerty Faculty of Medicine attempted to address these barriers by relaunching a previous pilot program to create the Diversity Mentorship Program (DMP). Trainees (medical students and junior residents) self-identifying as equity-seeking are connected with faculty mentors who support their educational and professional growth and development.…”

mentioning

confidence: 99%

“There's always something to talk about!” The unexpected benefits of a Canadian virtual diversity mentorship program

Adus

Weyman

2021

Can. Med. Ed. J

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Social inclusivity – Medical education’s next hurdle

Abstract: Diversity and inclusivity, intrinsically linked but not synonymous. Here Jackson reflects on medical education becoming a diverse community, but one that still places many barriers before non‐traditional students.

Cited by 5 publications

References 7 publications

Heard, valued, supported? Doctors' wellbeing during transitions triggered by COVID‐19

Heard, valued, supported? Doctors' wellbeing during transitions triggered by COVID‐19

Strategies to Reduce the Cost of Medical Education in India: A Narrative Review

“There's always something to talk about!” The unexpected benefits of a Canadian virtual diversity mentorship program

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