“Encouraged to be Your True Self”: An Interpretative Phenomenological Study of Medical Students’ Experiences of Role Models in Shaping Sexual Minority Identity in Medical School DOI
Antony P Zacharias, Debbie Aitken

Teaching and Learning in Medicine, Год журнала: 2025, Номер unknown, С. 1 - 16

Опубликована: Янв. 15, 2025

Phenomenon: Sexual and gender minority (SGM) identifying individuals experience worse health outcomes compared to non-SGM counterparts. Representation of SGM within medical schools may improve the delivery more equitable healthcare through reducing biases normalizing presence spaces. Approach: Our initial aim was explore extent which role models influence personal identities in United Kingdom, using an interpretative phenomenological approach. This methodology allowed us develop meaning from, give voice participants' relationship with their bespoke experiences, respecting differing narratives broad 'SGM' umbrella, rather than attempting establish commonalities. Semi-structured interviews were conducted five students three school faculty schools, who identified as SGM. Due a lack participants, we unfortunately could not adequately speak therefore narrowed our eventual focus sexual (SM) individuals. Findings: The developed themes followed cyclical process of: (1) model identification; (2) selection, influenced by matched wider including generation, hierarchy power; (3) trait assimilation, particularly where identity deficits perceived; (4) projection, used both emulate comfortable SM become advocatory themselves. Throughout, participants described multifaceted direction (vertical horizontal), (positive negative) locus effect (as individuals, part collective). Unexpectedly, identity, power, hierarchy-matching meant peer-to-peer modeling often experienced positively vertical faculty-to-student modeling. However, expected, heteronormativity exerted inhibitory on this process. Insights: We built upon existing social cognitive paradigms 'double-funnel' represent how contexts can map onto individual vice versa, mediated models. triangulation these aspects relation education presents novel understandings field. Greater explicit institutional support student-led societies, facilitation discussion symbols professional spaces, go long way redefining 'normativity' schools.

Язык: Английский

“Encouraged to be Your True Self”: An Interpretative Phenomenological Study of Medical Students’ Experiences of Role Models in Shaping Sexual Minority Identity in Medical School DOI
Antony P Zacharias, Debbie Aitken

Teaching and Learning in Medicine, Год журнала: 2025, Номер unknown, С. 1 - 16

Опубликована: Янв. 15, 2025

Phenomenon: Sexual and gender minority (SGM) identifying individuals experience worse health outcomes compared to non-SGM counterparts. Representation of SGM within medical schools may improve the delivery more equitable healthcare through reducing biases normalizing presence spaces. Approach: Our initial aim was explore extent which role models influence personal identities in United Kingdom, using an interpretative phenomenological approach. This methodology allowed us develop meaning from, give voice participants' relationship with their bespoke experiences, respecting differing narratives broad 'SGM' umbrella, rather than attempting establish commonalities. Semi-structured interviews were conducted five students three school faculty schools, who identified as SGM. Due a lack participants, we unfortunately could not adequately speak therefore narrowed our eventual focus sexual (SM) individuals. Findings: The developed themes followed cyclical process of: (1) model identification; (2) selection, influenced by matched wider including generation, hierarchy power; (3) trait assimilation, particularly where identity deficits perceived; (4) projection, used both emulate comfortable SM become advocatory themselves. Throughout, participants described multifaceted direction (vertical horizontal), (positive negative) locus effect (as individuals, part collective). Unexpectedly, identity, power, hierarchy-matching meant peer-to-peer modeling often experienced positively vertical faculty-to-student modeling. However, expected, heteronormativity exerted inhibitory on this process. Insights: We built upon existing social cognitive paradigms 'double-funnel' represent how contexts can map onto individual vice versa, mediated models. triangulation these aspects relation education presents novel understandings field. Greater explicit institutional support student-led societies, facilitation discussion symbols professional spaces, go long way redefining 'normativity' schools.

Язык: Английский

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