The experience of widening participation students in undergraduate medical education in the UK: A qualitative systematic review

Abstract

Introduction: Most widening participation (WP) research is focused on medical school recruitment; there is a paucity of research examining whether the experience of medical school itself is an equal experience for both ‘traditional’ and WP students.

Methods: This qualitative systematic review used the Joanna Briggs Institute (JBI) meta-aggregative approach to characterise the experience of undergraduate medical education in the UK from the perspective of WP students. Seven databases were searched, 27 studies were critically appraised, and 208 findings were grouped into 12 categories and four synthesised findings.

Results: The majority of the research found relates to ethnic minority groups, with reports of other WP groups being less frequent. Whilst WP programmes attempt to alleviate disadvantages prior to entering university, our findings suggest that difficulties follow WP students into medical school. Unfamiliarity with higher education and lack of representation of WP staff in faculty can deter help-seeking behaviour and result in lack of trust. Furthermore, students from different backgrounds can find their identity conflicted upon entering medical school. Despite difficulties in establishing social networks with ‘traditional’ medical student peers, WP students form strong relationships with students from similar backgrounds.

Conclusions: Ultimately, these students find that the uniqueness of their experience is a useful tool for communicating with diverse patients which they come across and are able to overcome adversity with the help of a supportive institution.

Keywords:

• Widening participation
• qualitative systematic review
• meta-aggregation

Disclosure statement

The authors report no declarations of interest.

Glossary

Widening Participation: A term used in the UK to describe the political agenda of ensuring that the higher education population is representative of the diversity of that of the general population. It refers to any under-represented group in the higher education system across all subject areas. This encompasses a range of factors including living in a ‘low participation’ neighbourhood, markers of low socioeconomic status, such as free school meals, disability, and certain ethnicities – although the exact definition varies across institutions.

Additional information

Notes on contributors

Courtney Krstić

Courtney Krstić, is the lead researcher and writer of this article. She is an assistant professor of medical education and this research contributes towards her PhD.

Lazar Krstić

Lazar Krstić, BMBS, current Masters in Medical Education student and was the second reviewer for this article. He was directly involved in the identification of papers, assessment of methodological quality, extraction of findings, and formation of themes.

André Tulloch

André Tulloch, is a medical student and was the third reviewer for this article. He was directly involved in the assessment of methodological quality, extraction of findings, and formation of themes.

Stevie Agius

Stevie Agius, BA (Hons), MA, PhD, PGCHE, FHEA, is an assistant professor of medical education and is a supervisor of C.K.’s PhD. He was involved in supporting the research, providing advice, and reviewing the written work.

Alistair Warren

Alistair Warren, BSc (Hons), PhD, is a vice dean of early years in the faculty of medicine and health sciences and is a supervisor of C.K.’s PhD. He was involved in supporting the research, providing advice, and reviewing the written work.

Gillian A. Doody

Gillian A. Doody, BSc, MBBS, MPhil, MD (Dist.), MMedSci, FRCPsych, is the dean of medical education in the faculty of medicine and health sciences and is the principal supervisor of C.K.’s PhD. She was involved in supporting the research, providing advice, and reviewing the written work.