The Power of First-Generation Medical Students: Mapping the Contours of Belonging in Medical School

Research frequently portrays the experiences of first-generation medical students in terms of a series of challenges, such as inadequate levels of institutional and, at times, familial support, lack of financial resources, and more stress than their non-first-generation peers. These challenges affect first-generation medical students' sense of belonging in medical school. Studies that address the unique perspectives of this student population tend to focus on students' resilience. This study examines first-generation medical students' reflections on their multiple identities and experiences of marginalization that have shaped their experiences of belonging in medical school.

This exploratory, qualitative study assessed 50 medical students between March and July 2024 at a tricampus medical school in a larger Midwestern city who identified as the first in their families to attend medical school. The research team, which included first-generation medical students, developed an interview guide that examined the meanings of first generation and the impact of first-generation status on patient care, self-care, social support, and ideas around flourishing. The data analysis was inductive and data driven.

Students situated being first generation with other identities and marginalized positions in medicine. Although students reflected on experiencing insecurity and having to work harder than their peers, they also enumerated the unique perspectives that they bring to medical school and the ways in which their lived experiences will help them relate to patients and other health professionals.

Strengths and asset-based approaches are needed to understand the experiences of first-generation medical students. Medical school faculty and administrators seeking to create an inclusive community for all students should take into consideration the multiple layers of identity of first-generation students and the beneficial contributions that their lived experiences can bring to classroom learning and patient care.