Navigating the burden of proof and responsibility: A narrative inquiry into Indigenous medical learners' experiences.
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| Title: | Navigating the burden of proof and responsibility: A narrative inquiry into Indigenous medical learners' experiences. |
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| Authors: | Burm, Sarah, Deagle, Sebastian, Watling, Christopher J., Wylie, Lloy, Alcock, Danielle |
| Source: | Medical Education. Jun2023, Vol. 57 Issue 6, p556-565. 10p. |
| Subjects: | Psychology of medical students, Hospital medical staff, Attitude (Psychology), Physicians' attitudes, Interviewing, Group identity, Responsibility, Experience, Graduates, Conceptual structures, Undergraduate programs, Undergraduates, Students, Aboriginal Canadians, Psychosocial factors, Financial stress, Medical schools, Sound recordings, Photography, Thematic analysis, Minority students, Medical education, Medical specialties & specialists, Social integration |
| Abstract: | Introduction: Many medical schools have well‐established admission pathways and programming to support Indigenous medical workforce development. Ideally, these efforts should contribute to attracting highly qualified Indigenous applicants which, in turn, may improve accessible, quality care for Indigenous people. However, it is difficult to evolve and tailor these approaches without a situated understanding of Indigenous learners' experiences. In this paper, we focus on the Canadian context, sharing Indigenous learners' stories about their journey towards and throughout medical training. Methods: The conceptual underpinnings of narrative inquiry and key principles from Indigenous methodologies were drawn upon throughout both data collection and analysis. Participants were Indigenous learners (medical students and residents) and a recently graduated physician (n = 5) from one Canadian medical school. Both spoken (formal recorded interviews) and visual (photographs) texts were used to make meaning of participants' experiences. Results: Participants' experiences during medical training showed a striking resemblance at three points in their transition to, and progression through, medical education: preparing for and applying to medical school, completing undergraduate medical training and determining specialty choice. Participants' stories revealed a tug‐of‐war between their identities as an Indigenous person and as a medical trainee, with these tensions sometimes compromising their perceived sense of belonging within both Indigenous and academic circles, creating, at times, a heavy burden to shoulder. Conclusion: Meaningful representation of Indigenous people in the medical workforce is about more than training additional health care providers; it requires understanding Indigenous learners and recently graduated physicians' experiences as they enter and navigate the medical profession. By amplifying their voices, we stand to gain a more holistic representation of the factors that contribute to and potentially impede the recruitment and retention of Indigenous people into the medical profession. By blending narrative and Indigenous research approaches, the authors explore Indigenous learners' motivations for pursuing a career in medicine, the barriers and enablers they encounter, and their future aspirations. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Introduction: Many medical schools have well‐established admission pathways and programming to support Indigenous medical workforce development. Ideally, these efforts should contribute to attracting highly qualified Indigenous applicants which, in turn, may improve accessible, quality care for Indigenous people. However, it is difficult to evolve and tailor these approaches without a situated understanding of Indigenous learners' experiences. In this paper, we focus on the Canadian context, sharing Indigenous learners' stories about their journey towards and throughout medical training. Methods: The conceptual underpinnings of narrative inquiry and key principles from Indigenous methodologies were drawn upon throughout both data collection and analysis. Participants were Indigenous learners (medical students and residents) and a recently graduated physician (n = 5) from one Canadian medical school. Both spoken (formal recorded interviews) and visual (photographs) texts were used to make meaning of participants' experiences. Results: Participants' experiences during medical training showed a striking resemblance at three points in their transition to, and progression through, medical education: preparing for and applying to medical school, completing undergraduate medical training and determining specialty choice. Participants' stories revealed a tug‐of‐war between their identities as an Indigenous person and as a medical trainee, with these tensions sometimes compromising their perceived sense of belonging within both Indigenous and academic circles, creating, at times, a heavy burden to shoulder. Conclusion: Meaningful representation of Indigenous people in the medical workforce is about more than training additional health care providers; it requires understanding Indigenous learners and recently graduated physicians' experiences as they enter and navigate the medical profession. By amplifying their voices, we stand to gain a more holistic representation of the factors that contribute to and potentially impede the recruitment and retention of Indigenous people into the medical profession. By blending narrative and Indigenous research approaches, the authors explore Indigenous learners' motivations for pursuing a career in medicine, the barriers and enablers they encounter, and their future aspirations. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 03080110 |
| DOI: | 10.1111/medu.15000 |
