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首页> 外文期刊>BMC Medical Education >Working hard to belong: a qualitative study exploring students from black, Asian and minority ethnic backgrounds experiences of pre-registration physiotherapy education
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Working hard to belong: a qualitative study exploring students from black, Asian and minority ethnic backgrounds experiences of pre-registration physiotherapy education

机译：努力工作：一项定性研究，探索来自黑人，亚洲人和少数民族背景的学生进行预注册理疗教育的经验

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Previous research has demonstrated that attainment inequalities exist for students from Black Asian and Minority Ethnic (BAME) groups in pre-registration physiotherapy education. While previous research has explored students from BAME backgrounds experience of university, the context of physiotherapy is unique and is under researched. Therefore the purpose of this study was to explore BAME student experiences during their physiotherapy training. Using a phenomenological approach pre-registration BSc and MSc students from BAME backgrounds from two universities who had completed both academic and clinical modules were invited to participate. Focus groups followed a topic guide developed from the literature and were facilitated by physiotherapy educators from outside the host institution. They were digitally recorded, transcribed verbatim and analysed thematically. Analytical triangulation was adopted throughout the research process as a mechanism to enhance rigour. Seventeen students participated from a range of self-identified BAME backgrounds that were also representative of age, gender and course. Themes derived from the data included: feeling an outsider in reflections of belonging, behaviours by others that marginalise BAME and personal strategies to integrate in physiotherapy despite the lack of power and influence. Collectively these themes demonstrate a range of challenges which students from BAME backgrounds face within both an academic and practice learning environment. While this may not be surprising based on other disciplines, this study demonstrates that studying physiotherapy as a student from BAME background requires persistence to overcome a series of many implicit challenges. Understanding the experiences of students from BAME backgrounds presents unique opportunities to educate the profession and co-create opportunities for a more diverse profession with practitioners and educators as role models. There is a need for greater training for educators to listen to these students’ voices and their stories, and understand where institutional structures and practices could be modified to enable BAME student inclusion in physiotherapy education and practice.
机译：先前的研究表明，在预注册物理治疗教育中，来自亚裔黑人和少数民族（BAME）群体的学生存在成就不平等的现象。尽管以前的研究是从BAME的大学背景中探索学生的，但物理治疗的背景却是独特的，并且仍在研究中。因此，本研究的目的是探索BAME学生在理疗培训期间的经历。使用现象学方法，预先注册了来自两所大学的BAME背景的BSc和MSc学生，他们已经完成了学术和临床模块的学习。焦点小组遵循从文献中发展而来的主题指南，并由所在机构外部的理疗教育工作者提供帮助。他们进行了数字记录，逐字记录并进行了主题分析。在整个研究过程中，都采用了分析三角剖分作为增强严谨性的机制。 17名学生来自一系列自我识别的BAME背景，这些背景也代表了年龄，性别和课程。从数据中得出的主题包括：在归属感的反映中感觉局外人，边缘化BAME的其他人的行为以及尽管缺乏力量和影响也无法融入理疗的个人策略。这些主题共同证明了来自BAME背景的学生在学术和实践学习环境中面临的一系列挑战。尽管从其他学科来看这可能不足为奇，但这项研究表明，以BAME为背景的学生学习物理疗法需要坚持不懈，以克服一系列许多内在的挑战。了解来自BAME背景的学生的经历将提供独特的机会来教育职业，并以从业者和教育者为榜样，共同为更多样化的职业创造机会。有必要对教育工作者进行更多的培训，以倾听这些学生的声音和他们的故事，并了解可以在何处修改体制结构和实践，以使BAME学生能够参与理疗教育和实践。

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