PDF(Pubmed)
Abstract：
BACKGROUND: Individuals from minority groups have historically faced social injustices. Those from underrepresented groups have been less likely to access both healthcare services and higher education. Little is known about the experiences of underrepresented students during their undergraduate studies in osteopathy in the UK. The aim of this project was to explore awareness of cultural diversity and beliefs about patients from underrepresented groups in current osteopathic educational environments and evaluate students\' preparedness to manage patients from diverse groups. The project also aimed to investigate the educational experiences of students from underrepresented backgrounds during their training and their opinions on changes that could support better levels of recruitment and achievement. The findings were discussed with stakeholders in interactive workshops with the aim to develop recommendations for action and change.
METHODS: A transformative action research paradigm informed this mixed methods project. It included: 1/ a survey of students from all seven osteopathic educational providers in the UK using the Multidimensional Cultural Humility Scale (MCHS); 2/ a series of focus groups with students from underrepresented groups (women, students with disabilities, students from minority ethnic backgrounds, and students identifying as LGBTQIA+); and 3/ a workshop forum to discuss findings.
RESULTS: A total of 202 participants completed the MCHS and demographic questionnaire and seven focus groups were conducted. A model was developed to describe participants\' training experiences comprising two main themes: institutional contextual obstacles (with four sub-themes) and underrepresented students\' conceptual understanding of Equity, Diversity and Inclusion (EDI). Recommendations for change identified in the workshops were based on three topics: institutions, staff, and students.
CONCLUSIONS: Our findings confirm conclusions from other institutions that staff education is urgently needed to create and maintain equitable, inclusive environments in osteopathic educational institutions in the UK to support all students, particularly those from underrepresented groups. Institutional EDI processes and policies also need to be clarified or modified to ensure their usefulness, accessibility, and implementation.
METHODS: A transformative action research paradigm informed this mixed methods project. It included: 1/ a survey of students from all seven osteopathic educational providers in the UK using the Multidimensional Cultural Humility Scale (MCHS); 2/ a series of focus groups with students from underrepresented groups (women, students with disabilities, students from minority ethnic backgrounds, and students identifying as LGBTQIA+); and 3/ a workshop forum to discuss findings.
RESULTS: A total of 202 participants completed the MCHS and demographic questionnaire and seven focus groups were conducted. A model was developed to describe participants\' training experiences comprising two main themes: institutional contextual obstacles (with four sub-themes) and underrepresented students\' conceptual understanding of Equity, Diversity and Inclusion (EDI). Recommendations for change identified in the workshops were based on three topics: institutions, staff, and students.
CONCLUSIONS: Our findings confirm conclusions from other institutions that staff education is urgently needed to create and maintain equitable, inclusive environments in osteopathic educational institutions in the UK to support all students, particularly those from underrepresented groups. Institutional EDI processes and policies also need to be clarified or modified to ensure their usefulness, accessibility, and implementation.
摘要：
背景：来自少数群体的个人在历史上面临社会不公正。来自代表性不足群体的人不太可能获得医疗保健服务和高等教育。对于在英国进行骨病本科学习期间代表性不足的学生的经历知之甚少。该项目的目的是探索在当前整骨疗法教育环境中，文化多样性和对来自代表性不足群体的患者的信念的认识，并评估学生管理来自不同群体的患者的准备情况。该项目还旨在调查代表性不足的学生在培训期间的教育经历，以及他们对可能支持更高水平的招聘和成就的变化的看法。在互动讲习班上与利益攸关方讨论了调查结果，目的是为行动和变革提出建议。
方法：变革行动研究范式为这个混合方法项目提供了信息。它包括：1/使用多维文化谦卑量表（MCHS）对英国所有七个整骨疗法教育提供者的学生进行的调查；2/一系列焦点小组，学生来自代表性不足的群体（女性，残疾学生,来自少数民族背景的学生，和学生确定为LGBTQIA+)；和3/一个研讨会论坛，讨论发现。
结果：共有202名参与者完成了MCHS和人口统计问卷，并进行了七个重点小组。开发了一个模型来描述参与者的培训经验，包括两个主要主题：机构背景障碍（有四个子主题）和代表性不足的学生对公平的概念理解，多样性和包容性（EDI）。讲习班中确定的变革建议基于三个主题：机构，工作人员,和学生。
结论：我们的发现证实了其他机构的结论，即迫切需要员工教育来创造和维护公平，英国整骨疗法教育机构的包容性环境，以支持所有学生，特别是那些代表性不足的群体。还需要澄清或修改机构EDI流程和政策，以确保其有用性，可访问性,和执行。
方法：变革行动研究范式为这个混合方法项目提供了信息。它包括：1/使用多维文化谦卑量表（MCHS）对英国所有七个整骨疗法教育提供者的学生进行的调查；2/一系列焦点小组，学生来自代表性不足的群体（女性，残疾学生,来自少数民族背景的学生，和学生确定为LGBTQIA+)；和3/一个研讨会论坛，讨论发现。
结果：共有202名参与者完成了MCHS和人口统计问卷，并进行了七个重点小组。开发了一个模型来描述参与者的培训经验，包括两个主要主题：机构背景障碍（有四个子主题）和代表性不足的学生对公平的概念理解，多样性和包容性（EDI）。讲习班中确定的变革建议基于三个主题：机构，工作人员,和学生。
结论：我们的发现证实了其他机构的结论，即迫切需要员工教育来创造和维护公平，英国整骨疗法教育机构的包容性环境，以支持所有学生，特别是那些代表性不足的群体。还需要澄清或修改机构EDI流程和政策，以确保其有用性，可访问性,和执行。
