Professional Identity Formation, Intersectionality and Equity in Medical Education

Paul Es Crampton; Yalda Afzali

doi:10.1111/medu.14415

Professional Identity Formation, Intersectionality and Equity in Medical Education

Paul Es Crampton, Yalda Afzali

The Hull York Medical School

Research output: Contribution to journal › Article › peer-review

Abstract

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 language	English
Journal	Medical Education
DOIs	https://doi.org/10.1111/medu.14415
Publication status	E-pub ahead of print - 11 Nov 2020

Bibliographical note

Access to Document

10.1111/medu.14415

Cite this

@article{f055caeba82d46a5b2ecf2cc15d0ea38,

title = "Professional Identity Formation, Intersectionality and Equity in Medical Education",

abstract = "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.",

author = "Crampton, {Paul Es} and Yalda Afzali",

year = "2020",

month = nov,

day = "11",

doi = "10.1111/medu.14415",

language = "English",

journal = "Medical Education",

issn = "0308-0110",

publisher = "Wiley-Blackwell",

}

TY - JOUR

T1 - Professional Identity Formation, Intersectionality and Equity in Medical Education

AU - Crampton, Paul Es

AU - Afzali, Yalda

PY - 2020/11/11

Y1 - 2020/11/11

N2 - 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.

AB - 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.

U2 - 10.1111/medu.14415

DO - 10.1111/medu.14415

M3 - Article

C2 - 33179338

SN - 0308-0110

JO - Medical Education

JF - Medical Education

ER -