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Barriers to Effective Communication II01:21

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Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology
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Medical Students' Perspectives on Inclusivity Within Clinical Environments: A Pilot Study.

Enam Haque1, Jacqueline M Lavin2, Rebecca Farrington3

  • 1School of Medical Sciences, University of Manchester, Manchester, UK.

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Summary
This summary is machine-generated.

Medical students face challenges in UK National Health Service (NHS) settings due to limited resources, impacting their well-being and career choices. This study explored their experiences and suggested improvements for learning environments.

Keywords:
diversityequalityinclusioninclusivitylearning environmentmedical schoolmedical studentstudent experience

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Area of Science:

  • Medical Education
  • Healthcare Workforce Studies
  • Student Well-being

Background:

  • Limited resources in UK National Health Service (NHS) environments create significant challenges for medical education and training.
  • These pressures negatively affect medical students' mental health, leading to career doubts, attrition, or emigration.
  • There is a lack of understanding regarding the inclusivity experiences of medical students in clinical settings.

Purpose of the Study:

  • To explore medical students' perspectives on their clinical learning environments.
  • To identify barriers hindering positive change within these environments.
  • To propose potential solutions for improving the medical student experience.

Main Methods:

  • A pilot study involving six diverse clinical medical students from the University of Manchester.
  • Four recorded focus groups were conducted, facilitated by a near-peer with protected characteristics.
  • Thematic analysis of transcriptions was performed using NVivo by two independent reviewers.

Main Results:

  • Positive interactions were noted with resident doctors.
  • Negative experiences included patient interactions, staff attitudes, poor role modelling, and perceived lack of institutional support.
  • Students reported poor learning opportunities and suggested staff training and enhanced support structures.

Conclusions:

  • The study highlights universal issues faced by minoritised students, including low research participation.
  • Recommendations include improving clinical faculty support and training.
  • Innovations in study design are needed for more inclusive and culturally sensitive research participation.