Professional Identity Formation, Intersectionality and Equity in Medical Education

Paul Es Crampton, Yalda Afzali

Research output: Contribution to journalArticlepeer-review


A great many factors interlink to produce barriers, opportunities and enablers at every stage of the education continuum that produce considerable potential for inequity.1,2 While one individual may receive privilege in terms of financial, support and educator guidance, the other may face financial hardship and discrimination in the journey to reach the same objective of being a healthcare practitioner. Even at an organizational level medical training dynamically constitutes many different models of education that help define the features of learners, setting the path for their future careers.3 The impact of this variety of experience has been particularly noticeable in 2020 as the events of the year in relation to under-represented individuals have caused shockwaves throughout the world that have sharply called into question the ways in which health professional education addresses race and ethnic inequalities.

Original languageEnglish
JournalMedical Education
Publication statusE-pub ahead of print - 11 Nov 2020

Bibliographical note

This article is protected by copyright. All rights reserved.

Cite this