View in EDS HTML Full Text PDF Full Text

Exploring the social factors influencing the sense of belonging among medical students with disabilities.

Saved in:
Bibliographic Details
Title: Exploring the social factors influencing the sense of belonging among medical students with disabilities.
Authors: Hayashi, Mikio1,2 (AUTHOR) hayashi.mxa@kmu.ac.jp, Mori, Hiroko3,4 (AUTHOR), Rogers, Timothy5 (AUTHOR), Arnold, Jennifer6 (AUTHOR), Pusic, Martin V.7 (AUTHOR), Tolchin, Dorothy W.8 (AUTHOR)
Source: Medical Teacher. Jul2026, Vol. 48 Issue 7, p1137-1147. 11p.
Subject Terms: *Corporate culture, *School environment, *Medical education, *Qualitative research, *Undergraduate programs, *Students with disabilities, *Mainstreaming in special education, *Research methodology, *Psychology of medical students, Interviewing, Thematic analysis, Phenomenology, Social support, Psychosocial factors, Social stigma
Geographic Terms: Japan
Abstract: Introduction: Medical universities have become more aware of disability inclusion, and have begun taking cognizance of the importance of a supportive environment for students with disabilities. Faculty members can mitigate challenges to legitimacy and belonging by creating safe learning environments built on openness, humility, and actively valuing each learner. However, the factors contributing to these students' sense of belonging in medical university settings remain under-explored. To address this issue, the present study examines social factors influencing the sense of belonging for medical students with disabilities. Methods: A qualitative phenomenological study using organizational paradox theory was conducted with 25 Japanese faculty members who have interacted with disabled medical students. Data were collected through face-to-face online semi-structured interviews and analyzed using thematic analysis from a social constructivism orientation. Results: Faculty members believed that verbalizing appreciation for medical students with disabilities should be public and include the entire student body, feeling that this would enhance community perception and help disabled students feel a sense of belonging. They felt that disabled students' personalities and experiences before entering medical university may have already influenced their sense of belonging, potentially being a barrier in the specific medical university environment. Faculty members understood that the information network established when supporting students with disabilities also promotes a community-wide sense of belonging. The requirement for achieving certain technical standards required by physician training programs could also make some students with disabilities feel stigmatized and alienated. Discussion: Japanese faculty members articulated a tension between the organization and the individual as a paradox encompassing various social factors, and that collaboration between both the disabled medical students involved and the medical students and faculty surrounding them is necessary to foster a general sense of belonging. The findings suggest that medical university faculty can play an active role in creating more inclusive environments. [ABSTRACT FROM AUTHOR]
Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 194783038
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Exploring the social factors influencing the sense of belonging among medical students with disabilities.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Hayashi%2C+Mikio%22">Hayashi, Mikio</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<i> hayashi.mxa@kmu.ac.jp</i><br /><searchLink fieldCode="AR" term="%22Mori%2C+Hiroko%22">Mori, Hiroko</searchLink><relatesTo>3,4</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Rogers%2C+Timothy%22">Rogers, Timothy</searchLink><relatesTo>5</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Arnold%2C+Jennifer%22">Arnold, Jennifer</searchLink><relatesTo>6</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Pusic%2C+Martin+V%2E%22">Pusic, Martin V.</searchLink><relatesTo>7</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Tolchin%2C+Dorothy+W%2E%22">Tolchin, Dorothy W.</searchLink><relatesTo>8</relatesTo> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Medical+Teacher%22">Medical Teacher</searchLink>. Jul2026, Vol. 48 Issue 7, p1137-1147. 11p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Corporate+culture%22">Corporate culture</searchLink><br />*<searchLink fieldCode="DE" term="%22School+environment%22">School environment</searchLink><br />*<searchLink fieldCode="DE" term="%22Medical+education%22">Medical education</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br />*<searchLink fieldCode="DE" term="%22Undergraduate+programs%22">Undergraduate programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Students+with+disabilities%22">Students with disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Mainstreaming+in+special+education%22">Mainstreaming in special education</searchLink><br />*<searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychology+of+medical+students%22">Psychology of medical students</searchLink><br /><searchLink fieldCode="DE" term="%22Interviewing%22">Interviewing</searchLink><br /><searchLink fieldCode="DE" term="%22Thematic+analysis%22">Thematic analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Phenomenology%22">Phenomenology</searchLink><br /><searchLink fieldCode="DE" term="%22Social+support%22">Social support</searchLink><br /><searchLink fieldCode="DE" term="%22Psychosocial+factors%22">Psychosocial factors</searchLink><br /><searchLink fieldCode="DE" term="%22Social+stigma%22">Social stigma</searchLink>
– Name: SubjectGeographic
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Japan%22">Japan</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Introduction: Medical universities have become more aware of disability inclusion, and have begun taking cognizance of the importance of a supportive environment for students with disabilities. Faculty members can mitigate challenges to legitimacy and belonging by creating safe learning environments built on openness, humility, and actively valuing each learner. However, the factors contributing to these students' sense of belonging in medical university settings remain under-explored. To address this issue, the present study examines social factors influencing the sense of belonging for medical students with disabilities. Methods: A qualitative phenomenological study using organizational paradox theory was conducted with 25 Japanese faculty members who have interacted with disabled medical students. Data were collected through face-to-face online semi-structured interviews and analyzed using thematic analysis from a social constructivism orientation. Results: Faculty members believed that verbalizing appreciation for medical students with disabilities should be public and include the entire student body, feeling that this would enhance community perception and help disabled students feel a sense of belonging. They felt that disabled students' personalities and experiences before entering medical university may have already influenced their sense of belonging, potentially being a barrier in the specific medical university environment. Faculty members understood that the information network established when supporting students with disabilities also promotes a community-wide sense of belonging. The requirement for achieving certain technical standards required by physician training programs could also make some students with disabilities feel stigmatized and alienated. Discussion: Japanese faculty members articulated a tension between the organization and the individual as a paradox encompassing various social factors, and that collaboration between both the disabled medical students involved and the medical students and faculty surrounding them is necessary to foster a general sense of belonging. The findings suggest that medical university faculty can play an active role in creating more inclusive environments. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=194783038
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/0142159X.2025.2609726
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 1137
    Subjects:
      – SubjectFull: Corporate culture
        Type: general
      – SubjectFull: School environment
        Type: general
      – SubjectFull: Medical education
        Type: general
      – SubjectFull: Qualitative research
        Type: general
      – SubjectFull: Undergraduate programs
        Type: general
      – SubjectFull: Students with disabilities
        Type: general
      – SubjectFull: Mainstreaming in special education
        Type: general
      – SubjectFull: Research methodology
        Type: general
      – SubjectFull: Psychology of medical students
        Type: general
      – SubjectFull: Interviewing
        Type: general
      – SubjectFull: Thematic analysis
        Type: general
      – SubjectFull: Phenomenology
        Type: general
      – SubjectFull: Social support
        Type: general
      – SubjectFull: Psychosocial factors
        Type: general
      – SubjectFull: Social stigma
        Type: general
      – SubjectFull: Japan
        Type: general
    Titles:
      – TitleFull: Exploring the social factors influencing the sense of belonging among medical students with disabilities.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Hayashi, Mikio
      – PersonEntity:
          Name:
            NameFull: Mori, Hiroko
      – PersonEntity:
          Name:
            NameFull: Rogers, Timothy
      – PersonEntity:
          Name:
            NameFull: Arnold, Jennifer
      – PersonEntity:
          Name:
            NameFull: Pusic, Martin V.
      – PersonEntity:
          Name:
            NameFull: Tolchin, Dorothy W.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 07
              Text: Jul2026
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 0142159X
          Numbering:
            – Type: volume
              Value: 48
            – Type: issue
              Value: 7
          Titles:
            – TitleFull: Medical Teacher
              Type: main
ResultId 1