Professional Identity Formation, Intersectionality and Equity in Medical Education

Crampton, Paul E.S.; Afzali, Yalda

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.

Citation

Crampton, P. E., & Afzali, Y. (2021). Professional Identity Formation, Intersectionality and Equity in Medical Education. Medical Education, 55(2), 140-142. https://doi.org/10.1111/medu.14415

• Journal Article Type: Article
• Online Publication Date: Nov 11, 2020
• Publication Date: 2021-02
• Deposit Date: Nov 17, 2020
• Publicly Available Date: Nov 11, 2021
• Journal: Medical Education
• Print ISSN: 0308-0110
• Electronic ISSN: 1365-2923
• Publisher: Wiley
• Peer Reviewed: Peer Reviewed
• Volume: 55
• Issue: 2
• Pages: 140-142
• DOI: https://doi.org/10.1111/medu.14415
• Public URL: https://durham-repository.worktribe.com/output/1250894