Gender, identities and intersectionality in medical education research

Tsouroufli, Maria; Rees, Charlotte E.; Monrouxe, Lynn V.; Sundaram, V.

doi:10.1111/j.1365-2923.2010.03908.x

Cited by 69 publications

(62 citation statements)

References 15 publications

(31 reference statements)

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“…[71] An understanding of how different social identities intersect and impact the identity formation of African American physicians is of crucial importance within medical education research and for the overall goal of diversifying the physician workforce. [71,72]…”

Section: Resultsmentioning

confidence: 99%

Racial Identity and Mental Well-Being: The Experience of African American Medical Students, A Report from the Medical Student CHANGE Study

Hardeman

Perry

Phelan

et al. 2015

J. Racial and Ethnic Health Disparities

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Purpose Diversification of the physician workforce continues to be a national priority; however a paucity of knowledge about the medical school experience for African American medical students limits our ability to achieve this goal. Previous studies document that African American medical students are at greater risk for depression and anxiety. This study moves beyond these findings to explore the role of racial identity (the extent to which a person normatively defines her/himself with regard to race) and its relationship to well-being for African American medical students in their first year of training. Methods This study used baseline data from the Medical Student CHANGE Study, a large national longitudinal cohort study of 4732 medical students at 49 medical schools in the U.S. Racial identity for African American students (n=301) was assessed using the centrality sub-scale of the Multidimensional Inventory of Black Identity. Generalized linear regression models with a Poisson regression family distribution were used to estimate the relative risks of depression, anxiety and perceived stress. Results First year African American medical students who had lower levels of racial identity were less likely to experience depressive and anxiety symptoms in their first year of medical school. After controlling for other important social predictors of poor mental health (gender and SES), this finding remained significant. Conclusions Results increase knowledge about the role of race as a core part of an individual’s self-concept. These findings provide new insight into the relationship between racial identity and psychological distress, particularly with respect to a group of high achieving young adults.

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Section: Resultsmentioning

confidence: 99%

Racial Identity and Mental Well-Being: The Experience of African American Medical Students, A Report from the Medical Student CHANGE Study

Hardeman

Perry

Phelan

et al. 2015

J. Racial and Ethnic Health Disparities

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“…Our personal and professional identities are not separate 6 . Sometimes identities are foregrounded while others are backgrounded 7 .…”

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confidence: 99%

“…1,5 Our personal and professional identities are not separate. 6 Sometimes identities are foregrounded while others are backgrounded. 7 This foregrounding and backgrounding depends on context: at a social gathering outside work, you might identify more with your broader doctor identity; at a medical education conference, you might identify more with your clinical supervisor identity (overlapping with, but extending beyond, your doctor identity).…”

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confidence: 99%

Who are you and who do you want to be? Key considerations in developing professional identities in medicine

Rees

Monrouxe

2018

Medical Journal of Australia

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“…[2][3][4] In particular, this article 1 addresses intersectionality, which is generally regarded as both a theory and a research method. 5,6 Historically, the recognition that we all hold multiple social locations served to contest the essentialism that underpinned many radical and liberal feminist theories of women's oppression. 7 Use of the intersectional framework has the potential to add richness to medical training in the area of cultural competence to provide a sense of the nuances and complexities of identity.…”

Section: Studies Of Cultural Competence Programmes Have As Yet Demonsmentioning

confidence: 99%

“…The use of theory in this article 1 is to be lauded and reflects growing recognition of the importance of theory‐informed curricula 2–4 . In particular, this article 1 addresses intersectionality, which is generally regarded as both a theory and a research method 5,6 . Historically, the recognition that we all hold multiple social locations served to contest the essentialism that underpinned many radical and liberal feminist theories of women’s oppression 7 .…”

mentioning

confidence: 99%