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An Interpretative Phenomenological Analysis Study of How Black Medical Students Who Identify as Women Experience Hidden Curriculum During Their Preclinical Years of Medical Education

Snyder Pollack, Shari
http://orcid.org/0000-0003-3647-389X
http://rave.ohiolink.edu/etdc/view?acc_num=kent168718762331199

Abstract Details

2023, PHD, Kent State University, College of Education, Health and Human Services / School of Foundations, Leadership and Administration.
The Flexner Report (1910) established the assessment that provided the standards of medical education. Although the American Association of Medical Colleges (AAMC) has updated standards to increase the diversity of medical students throughout the years, the percentage of Black medical students identifying as women has not increased as expected. There is an underlying culture, known as hidden curriculum, in medical schools that is not known to all students but is visible in institutional policy, assessment and evaluation, funding, and institutional verbiage. During the summer 2022, five Black medical students who identified as women participated in this Interpretative Phenomenological Analysis (IPA) study that explored how Black medical students who identify as women experience hidden curriculum during their pre-clinical years of medical education. The research questions focused on how this student population made meaning of their experiences and how it impacted them in their pre-clinical years of medical school. The results indicated that hidden curriculum is similarly experienced by the students even though their individual experiences vary. Data analysis produced six themes, including (1) the whole ecosystem that impacts a student’s perceptions, (2) the real pressure on students resulting from the minority tax, (3) fear of ramifications associated with being vulnerable, (4) cultural influence on the student’s pursuit of medical education, (5) semantics and actions used to communicate, and (6) the uniqueness/specialness of working on behalf of all Black medical students who identify as women.
Christa Porter (Committee Chair)
213 p.
Education; Health Education; Health Sciences; Higher Education; Medicine
Medical School Education, Preclinical Years Curriculum, Pre-clinical Years Curriculum, Hidden Curriculum, Intersectionality, Phenomenology, Interpretative Phenomenological Analysis, Black Women

Recommended Citations

Citations

  • Snyder Pollack, S. (2023). An Interpretative Phenomenological Analysis Study of How Black Medical Students Who Identify as Women Experience Hidden Curriculum During Their Preclinical Years of Medical Education [Doctoral dissertation, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent168718762331199

    APA Style (7th edition)

  • Snyder Pollack, Shari. An Interpretative Phenomenological Analysis Study of How Black Medical Students Who Identify as Women Experience Hidden Curriculum During Their Preclinical Years of Medical Education. 2023. Kent State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent168718762331199.

    MLA Style (8th edition)

  • Snyder Pollack, Shari. "An Interpretative Phenomenological Analysis Study of How Black Medical Students Who Identify as Women Experience Hidden Curriculum During Their Preclinical Years of Medical Education." Doctoral dissertation, Kent State University, 2023. http://rave.ohiolink.edu/etdc/view?acc_num=kent168718762331199

    Chicago Manual of Style (17th edition)

kent168718762331199
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© 2023, all rights reserved.
This open access ETD is published by Kent State University and OhioLINK.