Exploring Self-Censorship and Self-Disclosure Among Clinical Medical Students with Minoritized Identities

Area of Science:

• Medical Education
• Social Psychology
• Identity Development

Background:

• Students navigate personal and professional identities in clinical settings.
• Self-censorship and self-disclosure are key negotiation strategies.
• Understanding these dynamics is crucial for supporting diverse trainees.

Purpose of the Study:

• Explore how minoritized medical students navigate self-censorship and self-disclosure.
• Characterize perceived educational safety among these students.
• Identify strategies to support diverse medical trainees.

Main Methods:

• Constructivist grounded theory methodology.
• Individual qualitative interviews.
• 16 clinical medical students with minoritized identities in the US (2022-2024).

Main Results:

• Censorship used for self-preservation in biased environments; disclosure for connection and authenticity.
• Navigating these identities impacted learning but could be facilitated by perceived safety and trust.
• Students used both strategies to assert identity and reclaim power, despite challenges with professional boundaries.

Conclusions:

• Self-censorship and self-disclosure offer insights into educational safety for minoritized students.
• Educators should be aware of self-censorship and foster opportunities for disclosure.
• Promoting inclusivity and equity in clinical learning environments is vital.