Experiences of medical students who are first in family to attend university
Experiences of medical students who are first in family to attend university
复制标题
DOI：
10.1111/medu.12995
复制
发表时间：
2016-08-01
影响因子：
6
通讯作者：
Kelly, Brian
中科院分区：
文献类型：
--
作者：
Brosnan, Caragh;Southgate, Erica;Kelly, Brian
背景来自低社会经济地位(SES)或家庭中第一个上大学(FIF)的学生在医学方面的代表性不足。研究的重点是这些学生入学前对医学的看法，而不是他们作为医科学生的生活经历。本研究以布迪厄理论为基础，探讨了FIF学生在澳大利亚一所医学院的经历，旨在找出他们所面临的障碍，并为公平策略提供参考。访谈被录制、转录并按主题进行分析。研究结果表明，布迪厄的主要资本形式(社会、经济和文化)在FIF学生的经历中的影响和相互作用。结果参与者网络中缺乏卫生专业人员(社会资本)被认为是与同学联系和获得就业机会的障碍。经济方面的担忧在受访者中很常见，他们在有偿工作和学习之间权衡，担心与医疗计划相关的费用。最后，参与者的医学生身份提供了获得新形式文化资本的途径，参与者本人和他们现有的社会网络对这种转变持矛盾态度。结论本研究揭示了医学教育中重视的资本形式与FIF学生可获得的资本形式之间的差距。接纳更多来自不同背景的学生只是解决方案的一部分；扩大参与战略需要解决FIF学生在医学院期间面临的挑战，并应使学生能够保留而不是征服他们现有的多样化形式的社会和文化资本。接受招生过程中寻求的多样性很可能有利于学生的学习，也有利于毕业生将服务的社区。理想情况下，变革必须超越医疗计划，解决医疗文化本身的问题。
ContextStudents from backgrounds of low socio-economic status (SES) or who are first in family to attend university (FiF) are under-represented in medicine. Research has focused on these students' pre-admission perceptions of medicine, rather than on their lived experience as medical students. Such research is necessary to monitor and understand the potential perpetuation of disadvantage within medical schools.ObjectivesThis study drew on the theory of Bourdieu to explore FiF students' experiences at one Australian medical school, aiming to identify any barriers faced and inform strategies for equity.MethodsTwenty-two FiF students were interviewed about their backgrounds, expectations and experiences of medical school. Interviews were recorded, transcribed and analysed thematically. Findings illustrate the influence and interaction of Bourdieu's principal forms of capital (social, economic and cultural) in FiF students' experiences.ResultsThe absence of health professionals within participants' networks (social capital) was experienced as a barrier to connecting with fellow students and accessing placements. Financial concerns were common among interviewees who juggled paid work with study and worried about expenses associated with the medical programme. Finally, participants' medical student' status provided access to new forms of cultural capital, a transition that was received with some ambivalence by participants themselves and their existing social networks.ConclusionsThis study revealed the gaps between the forms of capital valued in medical education and those accessible to FiF students. Admitting more students from diverse backgrounds is only one part of the solution; widening participation strategies need to address challenges for FiF students during medical school and should enable students to retain, rather than subdue, their existing, diverse forms of social and cultural capital. Embracing the diversity sought in admissions is likely to benefit student learning, as well as the communities graduates will serve. Change must ideally go beyond medical programmes to address medical culture itself.