- Title
- ‘First in family’ experiences in a Canadian medical school: a critically reflexive study
- Creator
- Wright, Sarah R.; Boyd, Victoria A.; Okafor, Ike; Sharma, Malika; Giroux, Ryan; Richardson, Lisa; Brosnan, Caragh
- Relation
- Medical Education Vol. 57, Issue 10, p. 980-990
- Publisher Link
- http://dx.doi.org/10.1111/medu.15116
- Publisher
- Wiley-Blackwell
- Resource Type
- journal article
- Date
- 2023
- Description
- Background: Medical students from affluent and highly educated backgrounds remain overrepresented in Canadian medical schools despite widespread efforts to improve diversity. Little is known of the medical school experiences of students who are first in their family (FiF) to attend university. Drawing on Bourdieu and a critically reflexive lens, this study explored the experiences of FiF students in a Canadian medical school to better understand the ways in which the medical school environment can be exclusive and inequitable to underrepresented students. Methods: We interviewed 17 medical students who self-identified as being FiF to attend university. Utilising theoretical sampling, we also interviewed five students who identified as being from medical families to test our emerging theoretical framework. Participants were asked to discuss what ‘first in family’ meant to them, their journey into medical school and their experiences at medical school. Bourdieu's theories and concepts were used as sensitising concepts to explore the data. Results: FiF students discussed the implicit messages they received about who belongs in medical school, challenges in shifting from their pre-medical lives to a medical identity and competing with peers for residency programmes. They reflected on the advantages they perceived they had over their fellow students due to their less ‘typical’ social backgrounds. Conclusion: While medical schools continue to make strides when it comes to increasing diversity, inclusivity and equity require increased attention. Our findings highlight the ongoing need for structural and cultural change at admissions and beyond—change that recognises the much-needed presence and perspectives that underrepresented medical students, including those who are FiF, bring to medical education and healthcare. Engaging in critical reflexivity represents a key way that medical schools can continue to address issues of equity, diversity and inclusion.
- Subject
- Canadian medical schools; first in their family (FiF); medical students; healthcare; SDG 4; Sustainable Development Goals
- Identifier
- http://hdl.handle.net/1959.13/1493268
- Identifier
- uon:53523
- Identifier
- ISSN:0308-0110
- Rights
- © 2023 The Authors. Medical Education published by Association for the Study of Medical Education and John Wiley & Sons Ltd. This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.
- Language
- eng
- Full Text
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