Exploring the educational journey: perspectives of ethnic minority GP-trainees in Dutch GP-specialty training - a qualitative interview study DOI Creative Commons
N.M. van Moppes, Mana Nasori,

Anouk Jorissen

et al.

International Journal for Equity in Health, Journal Year: 2024, Volume and Issue: 23(1)

Published: Nov. 28, 2024

Abstract Background Previous research highlights persistent differential attainment by ethnicity in medical education, wherein the perceived inclusiveness significantly influences ethnic minority students’ and trainees’ outcomes. Biased organizational practices microaggressions exacerbate challenges faced minorities, leading to lower academic performance higher dropout rates. Consequently, understanding GP-trainees’ experiences perspectives regarding relevant educational aspects is crucial for addressing these disparities cultivating a more inclusive environment within education. "Image missing" Research question We aimed investigate of GP-trainees throughout their journey Dutch GP-specialty training, emphasizing challenges, sources support, suggestions enhancing learning environment. Method conducted semi-structured, in-depth interviews with GP trainees, employing purposive convenience sampling ensure diversity across multiple dimensions. These included gender, age, ethnicity, social background, migration generation, stage, encountered training institute attended. The analysis involved iterative, open axial coding, followed generating, reviewing, defining themes. For structured microaggressions, we adopted Sue's Taxonomy Microaggressions. Results All fourteen interviewees had barriers stemming from misunderstandings stereotyping predominantly 'white' organization. impacted various including professional identity formation, application, admission, assessment procedures, networks, course content, expert guidance. Microaggressions permeated journey, hindering full expression potential. Their ideal emphasized uniqueness all comprehensive staff engagement inclusivity, robust diversity, equity, inclusion (DEI)-policies, individual mentorship, transparent standards, concise language usage test questions, bias elimination through mandatory DEI training. Conclusion Ethnic Netherlands face significant like biased stereotyped inadequate support putting them at risk underperformance They emphasize need DEI-policies eliminate bias.

Language: Английский

Culturally Responsive Teaching: Navigating Models and Implementing Effective Strategies DOI Creative Commons
Hassan I. Abdalla,

Ahmat Moussa

Acta Pedagogia Asiana, Journal Year: 2024, Volume and Issue: 3(2), P. 91 - 100

Published: June 6, 2024

Culturally Responsive Teaching (CRT) stands as a beacon of equity and inclusivity within the realm education, advocating for instructional practices that honor affirm students' diverse cultural backgrounds, experiences, perspectives. It bridges divide between educators students, recognizing identities significantly shape learning experiences outcomes. The aim this review is to thoroughly analyze CRT, delving into its models, strategies, practical implications. CRT emphasizes competence among educators, integration culturally relevant content curriculum, fostering positive teacher-student relationships. Models developed by scholars such James A. Banks, Geneva Gay, Gloria Ladson-Billings provide frameworks implementation, promoting inclusive teaching methods nurturing intercultural interactions. Implementing involves creating cultivating However, challenges implicit bias, structural barriers, language diversity must be addressed create supportive environments. Moving forward, enhancing teacher education programs, providing ongoing professional development, policies support inclusion are essential steps advance responsive in education. Collaborative efforts researchers, policymakers, community stakeholders vital equity, collaboration, improving outcomes all students educational settings.

Language: Английский

Citations

5
Combating racism in medical education: Problems, definitions, principles and practical steps DOI
Joshua Lewis,

Lornee C Pride,

Maame A Effirim

et al.

Journal of the National Medical Association, Journal Year: 2025, Volume and Issue: unknown

Published: March 1, 2025

Language: Английский

Citations

0
Exploring the Educational Journey: Perspectives of Ethnic Minority GP- Trainees in Dutch GP-Specialty Training - A Qualitative Interview Study DOI Creative Commons
N.M. van Moppes, Mana Nasori,

Anouk Jorissen

et al.

Research Square (Research Square), Journal Year: 2024, Volume and Issue: unknown

Published: May 15, 2024

Abstract Background:Previous research highlights persistent differential attainment by ethnicity in medical education, wherein the perceived inclusiveness significantly influences ethnic minority students’ and trainees’ outcomes. Biased organizational practices microaggressions exacerbate challenges faced minorities, leading to lower academic performance higher dropout rates. Consequently, understanding GP-trainees’ experiences perspectives regarding relevant educational aspects is crucial for addressing these disparities cultivating a more inclusive environment within education.Research question:We aimed investigate of GP-trainees throughout their journey Dutch GP-specialty training, emphasizing challenges, sources support, suggestions enhancing learning environment.Method:We conducted semi-structured, in-depth interviews with GP trainees, employing purposive convenience sampling ensure diversity across multiple dimensions. These included gender, age, ethnicity, social background, migration generation, stage, encountered training institute attended. The analysis involved iterative, open coding, axial thematic analysis.Results:All fourteen interviewees had barriers stemming from misunderstandings stereotyping predominantly 'white' organization. impacted various including professional identity formation, application, admission, assessment procedures, networks, course content, expert guidance. Microaggressions permeated journey, hindering full expression potential. Their ideal emphasized uniqueness all comprehensive staff engagement inclusivity, robust diversity, equity, inclusion (DEI)-policies, individual mentorship, transparent standards, concise language usage test questions, bias elimination through mandatory DEI training.Conclusion:Ethnic Netherlands face significant like biased stereotyped inadequate support microaggressions, putting them at risk underperformance They emphasize need DEI-policies eliminate bias.

Language: Английский

Citations

0
Investigating the support for equitable admissions policies in health professions education: the Formal Consensus method DOI Creative Commons
Lianne Mulder, Anouk Wouters, Sunia Somra

et al.

BMC Medical Education, Journal Year: 2024, Volume and Issue: 24(1)

Published: Oct. 17, 2024

Higher education institutions increasingly aim to implement equity in admissions. However, there is no one-size-fits-all solution determine which equitable admissions procedures are suitable a specific context, nor groups should be its beneficiaries. Therefore, we applied the Formal Consensus Method (FCM) investigate support amongst experts and stakeholders for different policies target within context of Health Professions Education The Netherlands. We found majority (median ratings ≥ 7 on scale 1 9) both 'applicants with low or average socio-economic status' an underrepresented migration background'. participants was also favor Contextualized Admissions, especially when used increase enrolment applicants status, background, asylum status holders. Lastly, supported lottery extra tickets background. as range fell outside FCM prescribed 5-9, case could defined 'consensus'. expert group proposed use Bonded Medical Places from Caribbean parts Dutch Kingdom. broad found, contribute admissions, improved student diversity, enhanced quality health future care. Our application area may useful researchers other countries where principles not (widely) decisions.

Language: Английский

Citations

0
Exploring the educational journey: perspectives of ethnic minority GP-trainees in Dutch GP-specialty training - a qualitative interview study DOI Creative Commons
N.M. van Moppes, Mana Nasori,

Anouk Jorissen

et al.

International Journal for Equity in Health, Journal Year: 2024, Volume and Issue: 23(1)

Published: Nov. 28, 2024

Abstract Background Previous research highlights persistent differential attainment by ethnicity in medical education, wherein the perceived inclusiveness significantly influences ethnic minority students’ and trainees’ outcomes. Biased organizational practices microaggressions exacerbate challenges faced minorities, leading to lower academic performance higher dropout rates. Consequently, understanding GP-trainees’ experiences perspectives regarding relevant educational aspects is crucial for addressing these disparities cultivating a more inclusive environment within education. "Image missing" Research question We aimed investigate of GP-trainees throughout their journey Dutch GP-specialty training, emphasizing challenges, sources support, suggestions enhancing learning environment. Method conducted semi-structured, in-depth interviews with GP trainees, employing purposive convenience sampling ensure diversity across multiple dimensions. These included gender, age, ethnicity, social background, migration generation, stage, encountered training institute attended. The analysis involved iterative, open axial coding, followed generating, reviewing, defining themes. For structured microaggressions, we adopted Sue's Taxonomy Microaggressions. Results All fourteen interviewees had barriers stemming from misunderstandings stereotyping predominantly 'white' organization. impacted various including professional identity formation, application, admission, assessment procedures, networks, course content, expert guidance. Microaggressions permeated journey, hindering full expression potential. Their ideal emphasized uniqueness all comprehensive staff engagement inclusivity, robust diversity, equity, inclusion (DEI)-policies, individual mentorship, transparent standards, concise language usage test questions, bias elimination through mandatory DEI training. Conclusion Ethnic Netherlands face significant like biased stereotyped inadequate support putting them at risk underperformance They emphasize need DEI-policies eliminate bias.

Language: Английский

Citations

0