{"id":3639,"date":"2022-07-06T15:09:47","date_gmt":"2022-07-06T14:09:47","guid":{"rendered":"https:\/\/blogs.imperial.ac.uk\/imperial-medicine\/?p=3639"},"modified":"2022-07-06T15:20:45","modified_gmt":"2022-07-06T14:20:45","slug":"speaking-authentically-within-higher-education","status":"publish","type":"post","link":"https:\/\/blogs.imperial.ac.uk\/imperial-medicine\/2022\/07\/06\/speaking-authentically-within-higher-education\/","title":{"rendered":"Speaking authentically within higher education"},"content":{"rendered":"

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How can we foster a sense of authenticity within ethnically minoritised students? Dr Zoe Moula<\/a>, <\/strong>Teaching Fellow at the School of Public Health<\/a>, aims to raise awareness of how we can promote a more inclusive educational environment and understand the barriers which can affect a student\u2019s sense of authenticity within higher education.<\/strong><\/p>\n

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The underrepresentation of ethnically minoritised students at university, and even more so in medicine, often results in identity suppression in order to \u2018fit in\u2019. Yet, this can lead to increased anxiety, and interferes with a student\u2019s ability to succeed academically and professionally.\u202f Societal, structural and institutional factors, such as racism, discrimination and socioeconomic inequalities may all play a part into why a student may not be able to express their true self.\u202f It is therefore crucial that any effort to promote Equality, Diversity and Inclusion (EDI) must also protect and promote a student\u2019s sense of authenticity.<\/p>\n

Authenticity has been defined as the extent to which our actions are congruent with our beliefs and desires, despite external pressures. Being authentic can improve students\u2019 wellbeing and enhance the medical student-patient communication and care, with resultant impacts on patient safety and health outcomes.<\/p>\n

In this ASME\/GMC-funded project, we conducted 20 semi-structured interviews aiming to explore:<\/p>\n