PMID- 36417160
OWN - NLM
STAT- MEDLINE
DCOM- 20221214
LR  - 20230206
IS  - 2212-277X (Electronic)
IS  - 2212-2761 (Print)
IS  - 2212-2761 (Linking)
VI  - 11
IP  - 6
DP  - 2022 Dec
TI  - "Walking on eggshells": experiences of underrepresented women in medical 
      training.
PG  - 325-332
LID - 10.1007/s40037-022-00729-5 [doi]
AB  - INTRODUCTION: Medicine remains an inequitable profession for women. Challenges 
      are compounded for underrepresented women in medicine (UWiM), yet the complex 
      features of underrepresentation and how they influence women's career paths 
      remain underexplored. This qualitative study examined the experiences of trainees 
      self-identifying as UWiM, including how navigating underrepresentation influenced 
      their envisioned career paths. METHODS: Ten UWiM family medicine trainees from 
      one Canadian institution participated in semi-structured group interviews. 
      Thematic analysis of the data was informed by feminist epistemology and unfolded 
      during an iterative process of data familiarization, coding, and theme 
      generation. RESULTS: Participants identified as UWiM based on visible and 
      invisible identity markers. All participants experienced discrimination and 
      "otherness", but experiences differed based on how identities intersected. 
      Participants spent considerable energy anticipating discrimination, navigating 
      otherness, and assuming protective behaviours against real and perceived threats. 
      Both altruism and a desire for personal safety and inclusion influenced their 
      envisioned careers serving marginalized populations and mentoring 
      underrepresented trainees. DISCUSSION: Equity, diversity, and inclusion 
      initiatives in medical education risk being of little value without 
      a comprehensive and intersectional understanding of the visible and invisible 
      identities of underrepresented trainees. UWiM trainees' accounts suggest that 
      they experience significant identity dissonance that may result in unintended 
      consequences if left unaddressed. Our study generated the critical awareness 
      required for medical educators and institutions to examine their biases and meet 
      their obligation of creating a safer and more equitable environment for UWiM 
      trainees.
CI  - (c) 2022. The Author(s).
FAU - Rezaiefar, Parisa
AU  - Rezaiefar P
AUID- ORCID: 0000-0002-3822-9033
AD  - Bruyere Academic Family Health Unit, Ottawa, Ontario, Canada. 
      prezaief@uottawa.ca.
AD  - Department of Family Medicine, University of Ottawa, Ottawa, Ontario, Canada. 
      prezaief@uottawa.ca.
FAU - Abou-Hamde, Yara
AU  - Abou-Hamde Y
AD  - Bruyere Academic Family Health Unit, Ottawa, Ontario, Canada.
AD  - Department of Family Medicine, University of Ottawa, Ottawa, Ontario, Canada.
FAU - Naz, Farah
AU  - Naz F
AD  - Bruyere Academic Family Health Unit, Ottawa, Ontario, Canada.
AD  - Department of Family Medicine, University of Ottawa, Ottawa, Ontario, Canada.
FAU - Alborhamy, Yasmine S
AU  - Alborhamy YS
AD  - Department of Family Medicine, University of Ottawa, Ottawa, Ontario, Canada.
AD  - Faculty of Education, University of Ottawa, Ottawa, Ontario, Canada.
FAU - LaDonna, Kori A
AU  - LaDonna KA
AD  - Department of Innovation in Medical Education, University of Ottawa, Ottawa, 
      Ontario, Canada.
AD  - Department of Medicine, University of Ottawa, Ottawa, Ontario, Canada.
LA  - eng
PT  - Journal Article
DEP - 20221122
PL  - Netherlands
TA  - Perspect Med Educ
JT  - Perspectives on medical education
JID - 101590643
SB  - IM
MH  - Humans
MH  - Female
MH  - Canada
MH  - *Education, Medical
MH  - Qualitative Research
MH  - Mentors
MH  - *Mentoring
PMC - PMC9684928
OTO - NOTNLM
OT  - Family Medicine
OT  - Medical education
OT  - Medical training
OT  - Underrepresented women
COIS- P. Rezaiefar, Y. Abou-Hamde, F. Naz, Y.S. Alborhamy and K.A. LaDonna declare that 
      they have no competing interests.
EDAT- 2022/11/24 06:00
MHDA- 2022/12/15 06:00
PMCR- 2022/11/22
CRDT- 2022/11/23 12:14
PHST- 2022/05/12 00:00 [received]
PHST- 2022/10/06 00:00 [accepted]
PHST- 2022/10/05 00:00 [revised]
PHST- 2022/11/24 06:00 [pubmed]
PHST- 2022/12/15 06:00 [medline]
PHST- 2022/11/23 12:14 [entrez]
PHST- 2022/11/22 00:00 [pmc-release]
AID - 10.1007/s40037-022-00729-5 [pii]
AID - 729 [pii]
AID - 10.1007/s40037-022-00729-5 [doi]
PST - ppublish
SO  - Perspect Med Educ. 2022 Dec;11(6):325-332. doi: 10.1007/s40037-022-00729-5. Epub 
      2022 Nov 22.