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Non-traditional medical students feel in the way

By Karen Hebert Bristol

"Non-traditional" medical students feel marginalised and "in the way," says a study looking at the climate of medical education in this month's Medical Education (2004;38:659-69).

Mary Seabrook, a freelance education consultant, did a five year longitudinal study between1995-2000 at Guys, Kings, and St Thomas's Medical School, London. "It interested me because coming from a school teaching background I was interested in the differences between that teaching and learning culture and what I found in the medical school."

One recurring theme involved respect for individuality. "Students felt that there was a certain mould they were expected to fit into, and a certain image which they were expected to project," Seabrook said. "I was interested in exploring whether students felt that their experiences had been affected by their gender, ethnicity, or maturity."

Students described subtle examples of ethnic discrimination. The questions "Where are you from?" and "No, but where are your parents from?" were routinely asked. Students felt that white British students were not subjected to this line of questioning.

Women also felt that they were treated differently, particularly on surgical firms. Students said that often they felt that they were perceived to be nurses by the consultants and, often, by patients as well.

Students perceived there to be an "old boys' club" in certain specialties. They felt that direct discrimination would not occur, but that they would have to do better than other applicants to progress in certain specialities. Students also felt that should they manage to get onto such a career path "it would be a fight all the way" and that they may get stuck forever at registrar level.

Diversity is increasing in medical schools yet it seems that the climate within medical education does anything but encourage individuality and diversity among the student body. Seabrook commented, "This was in marked contrast to my own training and experience as a teacher, where there was explicit

July 2004

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