Perception of Citizens and Health Professions Educators Towards the Socioeconomic Backgrounds of Medical Students in Japan

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  • Suzuki Yasuyuki
    Medical Education Development Center, Gifu University School of Medicine
  • Tsunekawa Koji
    Division of Medical Education, Gifu University Graduate School of Medicine
  • Takeda Yuko
    Department of Medical Education, Juntendo University, Faculty of Medicine
  • Kawakami Chihiro
    Medical Education Development Center, Gifu University School of Medicine
  • Hayakawa Kaho
    Medical Education Development Center, Gifu University School of Medicine
  • Imafuku Rintaro
    Medical Education Development Center, Gifu University School of Medicine
  • Saiki Takuya
    Medical Education Development Center, Gifu University School of Medicine

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Other Title
  • 医学生の社会経済的背景に対する市民と医療系教育者の認識
  • イガクセイ ノ シャカイ ケイザイテキ ハイケイ ニ タイスル シミン ト イリョウケイ キョウイクシャ ノ ニンシキ

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<p>Objective: Perceptions of citizens and health professions educators towards the socioeconomic backgrounds of medical students were investigated to elucidate the challenges of selecting medical students who will be responsible for the future of healthcare in Japan.</p><p>Methods: Ten focus groups, comprising 14 citizens and 26 health professions educators, were conducted regarding the presented information on the socioeconomic backgrounds of Japanese medical students. Data were analyzed using an inductive thematic analysis approach.</p><p>Results: Six themes related to family backgrounds, such as higher economic status, five themes related to social backgrounds, such as social and educational disparity, and four themes related to expectations for medical education, such as selection of medical students with diverse backgrounds were extracted.</p><p>Discussion: Both citizens and health professions educators were aware of the problem of the skewed socioeconomic backgrounds of medical students and the need to expand diversity. This finding will contribute to the reconsideration of future medical school admission criteria.</p>

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