蒙特利尔黑人医科学生和住院医师的种族主义经历:"我一直把听诊器挂在脖子上"。

Canadian medical education journal Pub Date : 2024-08-30 eCollection Date: 2024-08-01 DOI:10.36834/cmej.77407
Roberta Soares, Marie-Odile Magnan, Yifan Liu, Margaret Henri, Jean-Michel Leduc
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引用次数: 0

摘要

背景:黑人学生和住院医师在医学院经历了种族主义。本定性研究采用种族批判理论(Critical Race Theory,CRT)记录黑人学生和住院医师的种族主义经历,并采用戏剧隐喻探讨他们的应对机制:我们对四名在蒙特利尔学习的黑人医科学生和住院医师(两名医科学生和两名住院医师)进行了半结构化访谈,并通过反故事分析了他们的经历。我们确定了与他们在医学培训期间的种族主义经历及其应对机制相关的主题:我们的分析表明,这些种族主义经历发生在学术和临床环境中(课堂、实习、与同学、教师和病人的社会交往以及课程),表现为微小的冒犯。分析还表明,黑人学生和住院医师试图通过超仪式化策略来应对种族主义,以更好地融入其中(如服装和行为):考虑到黑人学生和住院医师在接受医学培训期间经历了各种形式的种族主义(微妙的或明显的),这些研究结果敦促我们提高大学和教学医院的学生、住院医师、教师和医护人员对种族主义的认识。增加黑人学生和住院医师比例的途径似乎是解决方案的一部分,但改善学习环境必须成为实现魁北克医学培训种族公正的优先事项。
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Experiences of racism of Black medical students and residents in Montréal: "I wear my stethoscope around my neck at all times".

Background: Black students and residents experience racism in medical school. This qualitative study documents Black students' and residents' experiences of racism using Critical Race Theory (CRT) and explores their coping mechanisms using the theatrical metaphor.

Methods: We conducted semi-structured interviews with four Black medical students and residents (two medical students and two residents) studying in Montréal and analyzed their experiences through counter-stories. We identified themes related to their experiences of racism during medical training and their coping mechanisms.

Results: Our analysis reveals these experiences of racism occur in academic and clinical settings (classes, internships, social interactions with peers, faculty, and patients, and through the curriculum), in the form of microaggressions. The analysis also indicates that Black students and residents try to cope with racism using a hyper-ritualization strategy to better fit in (e.g., clothing, behaviours).

Conclusion: Considering that Black students and residents experience various forms of racism (subtle or explicit) during their medical training, these findings urge us to increase awareness about racism of students, residents, teachers and health care workers in universities and teaching hospitals. Pathways to increase the representation of Black students and residents seem to be part of the solution, but improving the learning environment must be a priority to achieve racial justice in medical training in Québec.

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