PDF(Pubmed)
Abstract：
This study presents descriptions of epistemic injustice in the experiences of women medical students and provides accounts about how these students worked to redress these injustices. Epistemic injustice is both the immediate discrediting of an individual\'s knowledge based on their social identity and the act of persistently ignoring possibilities for other ways of knowing. Using critical narrative interviews and personal reflections over an eight-month period, 22 women students during their first year of medical school described instances when their knowledge and experience was discredited and ignored, then the ways they enacted agency to redress these injustices. Participants described three distinct ways they worked to redress injustices: reclaiming why they belong in medicine, speaking up and calling out the curriculum, and uplifting one another. This study has implications for recognizing medical students as whole individuals with lived histories and experiences and advocates for recognizing medical students\' perspectives as valuable sources of knowledge.
摘要：
这项研究描述了女医学生的经历中的认识不公正现象，并提供了有关这些学生如何努力纠正这些不公正现象的说明。认识上的不公正既是基于个人的社会身份对个人知识的直接抹黑，也是持续忽略其他知识方式的可能性的行为。在八个月的时间里，使用批判性叙事采访和个人反思，22名医学院一年级的女学生描述了她们的知识和经验被抹黑和忽视的情况，然后是他们制定机构纠正这些不公正的方法。参与者描述了他们纠正不公正的三种不同方式：收回他们为什么属于医学，大声说出课程，互相鼓舞。这项研究对于将医学生视为具有生活历史和经验的整体个体具有启示意义，并倡导将医学生的观点视为有价值的知识来源。
