Faculty Approaches to Equitable Support for Underperforming Medical Students: A Qualitative Study.

Area of Science:

• Medical Education
• Qualitative Research

Background:

• Faculty bias and implicit biases significantly impact the support provided to underperforming medical students.
• Understanding faculty perceptions is crucial for developing effective student support strategies in medical education.

Purpose of the Study:

• To explore faculty members' perceptions and practices in supporting underperforming medical students.
• To identify differences in academic versus emotional support offered by faculty.

Main Methods:

• A qualitative case study employing constructivist paradigm at Bahria University Health Sciences campus, Pakistan.
• Data collected via 18 in-depth interviews, 2 focus groups, and reflective journaling from 47 experienced faculty members.
• Maximum variation purposive sampling used, with thematic saturation achieved after 18 interviews.

Main Results:

• Twelve major themes emerged, including perceptions of ability, early identification, tailored support, systematic barriers, faculty training needs, psychological and emotional support, institutional expectations, implicit bias, and emotional labor.
• Faculty attitudes towards underperforming students were complex and sometimes contradictory.
• Themes highlighted the influence of personal perceptions, emotional investment, systemic pressures, and implicit biases on faculty support practices.

Conclusions:

• Faculty members are pivotal in medical students' academic journeys, but their support is shaped by personal biases and institutional factors.
• Institutions must provide faculty with training, resources, and policies to ensure consistent and equitable support for all students.
• Addressing faculty emotional labor and implicit biases is essential for fostering a compassionate learning environment.