Table 3 Tabular outcome space
OUTCOME SPACE | ||||
|---|---|---|---|---|
Categories of Description | Dimensions of Variation | |||
Interactions with Educators | Relationship with Peers | Educational Environment | Race | |
Rejection | No initiation by educators to develop educator-student relationships. | No rejection described in relation to relationship with peers. | 1st -4th year: Students not welcomed by medical community. 5th &6th year: Feelings of illegitimacy in the community by students. | Exclusion and poor community identification by SoC. |
Disregarded | 1st -4th year: Students not recognized by community. Clinical Years: Students ignored during significant community events. | No disregard described in relation to relationship with peers. | 1st year: Students completely ignored by medical community. 2nd -4th year: Students on medical campus but not prioritized. 5th &6th year: stressful often with little support from educators. | Neglect and othering of SoC based on race. |
Alienation | Significant isolation during early years of the programme. | Minimal academic alienation, based on race, described by collective. | 1st − 4th year: Students separated from the medical community in lecture theatres. | Sense of estrangement from the community. |
Actualization | 3rd and 4th year: Clinical Skills educators source of community acceptance. 5th &6th year: Recognition and prioritization close to graduation. | Facilitated a sense of community and identity development. Students ‘seen’ by peers. Source of comfort and guide for students to navigate the academic and clinical space. | 3rd and 4th year: Clinical Skills lessons opportunity to learn skills to be used in future. Safe environment. 5th &6th year: Opportunity to meaningfully participate. | Positive experiences of encouragement by seniors of same race. |