The experience of widening participation students in undergraduate medical education in the UK: A qualitative systematic review

Abstract

Most Widening Participation (WP) research is focused on medical school recruitment; there is a paucity of research examining whether the experience of medical school itself is an equal experience for both 'traditional' and WP students. This qualitative systematic review used the Joanna Briggs Institute meta-aggregative approach to characterise the experience of undergraduate medical education in the UK from the perspective of WP students. Seven databases were searched, 27 studies were critically appraised, and 208 findings were grouped into 12 categories and 4 synthesised findings. The majority of the research found relates to ethnic minority groups, with reports of other WP groups being less frequent.Whilst WP programmes attempt to alleviate disadvantages prior to entering university, our findings suggest that difficulties follow WP students into medical school. Unfamiliarity with higher education and lack of representation of WP staff in faculty can deter help-seeking behaviour and result in lack of trust. Furthermore, students from different backgrounds can find their identity conflicted upon entering medical school.Despite difficulties in establishing social networks with 'traditional' medical student peers, WP students form strong relationships with students from similar backgrounds. Ultimately, these students find that the uniqueness of their experience is a useful tool for communicating with diverse patients which they come across and are able to overcome adversity with the help of a supportive institution.

Medical students' views on the value of trigger warnings in education: A qualitative study

“…These experiences impacted sense of belonging and identity and relationships with peers and the organisation, factors noted as inherent to professional identity formation 49 . These hidden curriculum experiences echoed those of students from previously underrepresented backgrounds 51 . Intersections of the experiences of traditionally underrepresented students, including minority group experiences, power hierarchies and social inequalities, with trauma provide further impetus for consideration of trauma‐informed approaches, 17 including content warnings, for increasingly diverse student cohorts.…”

Financial difficulty in the medical profession

“…Doctors with dependent children bear the extra cost of childcare, 10,11 and carers can experience Social systems are important for financial stability. Having a lack of social or family support is a risk factor for students, [12][13][14][15][16] particularly highlighted in the context of widening participation students whose families are less likely to be able to provide financial support (interviews). Those in abusive relationships (i.e.…”

Trigger warnings as tools for learning—theorising an evolving cultural concept

“…37,38 Prevalent pre-existing trauma experiences among healthcare learners are recognised, 39,40 and healthcare learners also come from increasingly diverse and traditionally under-represented backgrounds. 41,42 Risks of primary and vicarious traumatisation are recognised and unavoidable in healthcare education. 43,44 Recent experiences from the global pandemic have expedited acknowledgement of secondary traumatisation as an entity experienced by healthcare professionals.…”

“…Prevalent pre‐existing trauma experiences among healthcare learners are recognised, 39,40 and healthcare learners also come from increasingly diverse and traditionally under‐represented backgrounds 41,42 . Risks of primary and vicarious traumatisation are recognised and unavoidable in healthcare education 43,44 .…”