Experiences of Ethnic Minority Students in Health Sciences Programmes in High-Income Countries: A Scoping Review

Experiences of Ethnic Minority Students in Health Sciences Programmes in High-Income Countries: A Scoping Review | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Experiences of Ethnic Minority Students in Health Sciences Programmes in High-Income Countries: A Scoping Review Yasmin Carla Monroe, Matumo Catherine Ramafikeng, Fred Oti Bekoe This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8990819/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 8 You are reading this latest preprint version Abstract Background Ethnic minority students in health science programmes continue to face inequalities in academic outcomes and well-being, despite growing participation in higher education in high-income countries. These programmes are crucial for shaping future healthcare workforce, yet evidence on students’ experiences is fragmented across disciplines. Educational environments often fail to address systemic inequities or student’s specific support needs. This scoping review aimed to map existing evidence, identify barriers and facilitators, and highlight gaps to inform future research. Methods A scoping review was conducted using Joanna Briggs Institute methodology and Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-SCr) guidelines. Nine databases, including MEDLINE, CINAHL, Scopus, and Web of Science, were searched for English-language, peer-reviewed studies published between 2004 and 2024 on the experiences of ethnic minority students in health science programmes in high-income countries. Two reviewers screened records, with a third resolving disagreements. Data were extracted, then synthesised to map experiences, barriers, and facilitators. Results From 2,158 records identified through databases and supplementary searches, 58 studies met the inclusion criteria. Most were published since 2020 and conducted in the United States or the United Kingdom, with research predominantly in medicine and fewer studies in nursing or allied health programmes. The reported experiences were summarised into four broad categories, namely: 1) academic, 2) social and interpersonal, 3) psychosocial well-being and support and 4) discrimination and racism. Negative experiences were more common than positive across all programme types. Key challenges included educational inequities, social exclusion, underrepresentation, mental health strain, and racism/microaggressions. Facilitators of positive experiences included supportive staff, mentorship (particularly from staff of similar ethnic backgrounds), peer and family support, and culturally responsive learning environments. Conclusions Ethnic minority students in health science programmes continue to face systemic, institutional, and interpersonal barriers that shape their educational experiences and outcomes. Racism and discrimination remain central and unresolved influences across disciplines. Addressing these challenges requires sustained institutional commitment to inclusive and anti-racist practices, alongside targeted academic and psychosocial support. Future research should strengthen evidence base in underrepresented disciplines and explore how intersecting identities shape student experiences. Ethnic minority students Health science education Experiences High-income countries Figures Figure 1 Background The global push for racial justice, epitomised by the Black Lives Matter movement, has shed light on persistent racial and ethnic inequalities in education [ 1 ], particularly in high-income countries. Globally, ethnic minority students represent a significant percentage of higher education populations. For instance, in 2022, 47.7% of higher education students in the USA identified as non-White [ 2 ] and, in the UK, in 2023/24, about 30% were non-White [ 3 ]. Despite these numbers, ethnic minority groups remain underrepresented in educational institutions [ 4 ], and racial and ethnic inequalities remain salient. These have been further aggravated in the recent widespread hostility towards migration, evident across high-income countries. Against this backdrop of persistent racial and ethnic inequality within higher education, attention has increasingly turned to the academic outcomes for ethnic minorities. Despite increased participation, ethnic minorities continue to face significant challenges with attainment remaining persistently lower than that of their majority peers. For instance, in the United Kingdom, 36% of White students achieved first-class honours compared to 17.3% of Black, 27.5% of Asian, and 31.3% of mixed-ethnicity students [ 5 ]. Comparable disparities have been reported in other high-income contexts, though disaggregated attainment data remain limited in countries such as Canada, China and Australia [ 6 , 7 , 8 ]. This highlights that widening access does not inherently lead to equitable achievement, further underscoring the need to continue to explore factors that hinder achievement among ethnic minority students in higher education. Defining ethnic minorities remains unresolved, with no universally accepted definition to date; hence, various definitions are coined and used for various purposes [ 9 ]. In this review, ‘ethnic minority students’ refers to individuals studying in a country where they are not part of the racial majority [ 10 ]. This definition closely aligns with that by the United Nations [ 11 ] which defines “ethnic minority” as ethnic or racial groups in a given country in which they are in a non-dominant position vis-à-vis the dominant ethnic population; usually numerically smaller than the rest of the population; having a culture, language, religion or race that is distinct from that of the majority and its members willing to preserve these characteristics. Despite institutional commitments to inclusivity, ethnic minority students continue to face barriers that compromise their academic experiences, success [ 4 , 12 ] and overall well-being. Although there has been progress in inclusivity initiatives, these remain inconsistent [ 12 , 13 ], due to structural barriers such as limited financial resources, staffing, and institutional capacity [ 14 ]. Furthermore, there is a latent risk that when well-intentioned equity promoting policies are poorly designed or implemented, unintended and potentially detrimental consequences can emerge [ 15 ]. This is concerning, given the significant and ongoing psychological and physiological impact of racism, including anxiety, depression, and racial trauma that remain pervasive [ 12 , 13 ]. There are three forms of racism that ethnic minority students experience: (i) structural racism, which reflects historic systems and policies structured around dominant cultural norms that result in inequalities, (ii) institutional racism, reflecting biased organisational practices that privilege majority groups, and (iii) interpersonal racism, which is expressed through everyday interactions informed by stereotypes, assumptions, and unequal power relations, shaped by internalised beliefs about race, privilege, and difference [ 16 ]. Together, these forms of racism contribute to persistent inequalities in ethnic minority students’ educational experiences, well-being, and outcomes. Ethnic minority students frequently report experiences of social isolation, lack of mentorship, microaggressions, and limited access to culturally responsive support, all of which undermine engagement and attainment [ 17 ]. Within health science programmes, including medicine, nursing, and allied health disciplines, these inequities carry significant weight and impact. The learning environment not only influences academic success but also shapes professional identity and readiness to deliver culturally competent care [ 18 , 19 ]. Persistent disparities in these programmes risk perpetuating systemic inequities within healthcare delivery itself. Health science programmes represent one of the largest fields of higher education globally [ 20 ]. In Europe, approximately 14.5% of all graduates in 2023 completed a health sciences qualification, making it the second-largest broad field after business and law [ 21 ]. These programmes play a crucial role in developing the future health workforce, and equitable access and success within them are essential for advancing workforce diversity and meeting the needs of increasingly diverse health care systems [ 22 ]. Evidence shows that health science programmes in high-income countries enrol substantial numbers of ethnic minority students. For example, a USA study tracking more than 594,000 students across medicine, dentistry, pharmacy and related professions, between 2003 and 2019, found increasing proportions of ethnic minority students over time [ 23 ]. Despite this growing diversity, research across health science disciplines shows that many ethnic minority students continue to face structural, social and academic barriers that affect their participation, sense of belonging and progression [ 24 ]. However, this evidence remains scattered across multiple disciplines, making it difficult to develop a clear understanding of common experiences and areas requiring change [ 25 ]. A scoping review is therefore needed to bring together this dispersed body of research and clarify what is currently known about the experiences of ethnic minority students in health science programmes. Using a comprehensive approach to collect the most relevant research [ 26 ], this review aims to map the existing evidence on the experiences of ethnic minority students in health science programmes in high-income countries. To advance transformation and equitable access to educational outcomes, it is worth exploring these experiences as well as their facilitators and barriers. By consolidating this knowledge, the review provides a foundation for future research and supports policy development and institutional change aimed at strengthening equity, inclusion and representation of ethnic minorities within health science programmes. Objectives 1. To map the evidence on the types of experiences of ethnic minority students in high-income countries based on the type of health science programme. 2. To explore barriers and facilitators of ethnic minority students' educational participation and success in health science programmes in high-income countries. 3. To identify gaps for future research. An initial search of the topic was performed in MEDLINE, Cochrane Database of Systematic Reviews and JBI Evidence Synthesis; there were no existing or proceeding scoping reviews or systematic reviews. Method This scoping review was conducted according to the Joanna Briggs Institute’s (JBI) methodology [ 27 ] and reported using the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-SCr) guidelines [ 28 ]. A scoping review protocol was previously developed and reviewed as part of a submission towards the first author’s (YM) Master’s degree, but was not registered or published. Through processes of identification of eligible studies and screening them for eligibility, as depicted in Fig. 1, relevant studies were included. Following formulation of the question using the Person Concept Context (PCC) mnemonic: What are the experiences (concept) of ethnic minority students in health science programmes (population) in high-income countries (context)? A search strategy was developed in consultation with a subject librarian. Medical Literature Analysis and Retrieval System Online (MEDLINE) Subject Headings (MeSH 2024) were utilised to generate keywords that were used to search Cumulative Index to Nursing and Allied Health Literature (CINAHL), MEDLINE, SPORTDiscus, ScienceDirect, Scopus, and Web of Science. APA Thesaurus of Psychological Index Terms guided searches for APAPsycARTICLES and APAPsycINFO, whereas the internal thesaurus and synonyms were used for ERIC. Boolean operators and truncation were used to combine keywords as shown in the example search strategy below for CINAHL, MEDLINE and SPORTDiscus: (experiences OR perceptions OR attitudes OR views OR feelings OR perspective OR encounters OR incidents ) AND (ethnic minorities OR racial minorities OR ethnic groups OR minority groups OR BAME OR BME OR multiethnic OR black OR Asian OR brown) AND (students OR college students OR university students) AND ( (MH "Education, Medical+") OR (MH "Education, Health Sciences+") OR (MH "Education, Allied Health+") OR (MH "Schools, Allied Health") OR (Health Science Program*)) NOT (social work OR social workers OR social work practice OR social services) From January to April 2024, the first author searched the Titles, Abstracts, and Keywords of peer-reviewed primary research published in English between 2004 and 2024, with full-text access. The year 2004 was when the collective ethnic minority term Black, Asian, and Minority Ethnic (‘BAME’) was first used to gather data [ 29 ]. For context, high-income countries as defined by The World Bank [ 30 ] were screened at the title, abstract and full-text stage. See supplementary material 1 for full list of countries. Table 1 below shows studies retrieved per database searched: Table 1 Studies retrieved on initial search (before duplicates were removed) Online databases Number of studies APA PsycARTICLES 5 APA PsycINFO 28 CINAHL Ultimate 231 ERIC 13 MEDLINE Ultimate 166 SPORTDiscus 2 Science Direct 177 SCOPUS 646 Web Of Science 727 TOTAL 1995 In preparation for screening and duplicate removal, identified records were exported to EndNote X9 Version [ 31 ] and to ensure clarity of eligibility criteria in Table 2 below, two reviewers; first author (YM) and third author (FB) independently piloted a screening tool developed according to the criteria on the title and abstracts of 25 records as advised by Peter and colleagues [ 27 ]. Table 2 Inclusion and exclusion criteria General criteria Inclusion criteria Exclusion criteria a. Published between 2004 and 2024 b. Peer-reviewed c. In English language d. Relevant to the health sciences education field a. Published before 2004 and after 2024 b. Not peer-reviewed c. Published in other languages d. Not relevant to health sciences education Study design Primary research studies Theoretical papers, opinion pieces, reviews, or non-empirical literature Population Ethnic minority students enrolled in health science programmes Participants not studying a health science programme Concept Studies on student experiences Studies that do not address student experiences Context Studies conducted in high-income countries (based on World Bank classification) Studies conducted in low- or middle-income countries A 92% agreement between the reviewers was attained from the pilot. Reviewers then independently screened all titles and abstracts, achieving 99% agreement. The reviewers then proceeded to independently screen full-text records, and discrepancies were resolved by consensus. A third reviewer; second author (MR) was sought when consensus could not be reached for the following: Whether studies that used data before 2004 but published from 2004 were eligible (eligibility confirmed). Whether studies that explored the COVID-19 pandemic should be included (eligibility confirmed). Whether Biomed, Psychology, Science, Technology, Engineering and Mathematics (STEM) and Genetic Counselling met the inclusion criteria of a health science programme (eligibility refuted). Data Extraction Process An adapted data extraction instrument [ 27 ] shown in Table 3 below was developed to guide data extraction from eligible full-text articles. Table 3 Data Extraction Template Scoping Review Details Scoping Review title: Experiences of ethnic minority students in Health Sciences Programmes in High-Income Countries Review objective/s: - To map the evidence of the types of experiences of ethnic minority students studying a Health Science Programme in high-income countries. - To identify barriers and facilitators of ethnic minority students' experiences depending on the country, ethnicity, programme type and level. - To identify gaps for future research Evidence source Details and Characteristics Citation details (e.g. author/s, date, title, journal, volume, issue, pages) Types of evidence source Participants (ethnicity) Participants (Programme type) Participants (Programme level) Country of study Details/Results extracted from source of evidence (in relation to the concept of the scoping review) Experiences (views, feelings, perceptions) Barriers (to participation in education) Facilitators (to participation in education) One reviewer; first author (YM) extracted data, a second reviewer (third author (FB)) cross-checked for verification, and a third (second author (MR)) ensured accuracy. Analysis and Synthesis of data Extracted data was organised, analysed and synthesised according to the following steps: Data was transferred to Excel [ 32 ], as recommended [ 33 ] Frequency counts of population, characteristics, context and concepts were generated and tabulated using PivotTables in Excel [ 32 ] and Numbers for Apple application [ 34 ] alongside a descriptive summary. Frequencies reflect the total number of reporting occurrences across studies. As reporting elements were not mutually exclusive, the summed frequencies do not necessarily equal the number of included studies. Initial codes for experiences, barriers and facilitators were grouped into categories. Two reviewers categorised experiences, and these were cross-checked for accuracy. Experiences were then compared by programme type to meet objective one. Narrative summaries of barriers and facilitators were developed to meet objective two. Results Selection of sources of evidence Database searches yielded a total of 1995 records, with an additional 163 from alternative sources (60 from reference lists of excluded records after initial screening and 103 were hand-searched from reference lists of eligible studies). After removing duplicates, the title and abstracts of 1893 were screened, and 1709 records were excluded. The eligibility of the 184 full-text articles was assessed, and a further 126 were excluded, resulting in 58 records as depicted in a PRISMA flow diagram [ 35 ] (Fig. 1) below: PRISMA Fig. 1 Characteristics of Sources of Evidence Basic characteristics of sources, such as frequency of years of publication, geographical distribution and programmes and levels, are captured in Table 4 below: Table 4 Basic Characteristics of sources Characteristic Details Publication frequency (2004–2024) 2004 (1), 2005 (2), 2006 (2), 2007 (2), 2008 (3), 2012 (1), 2013 (1), 2014 (4), 2015 (4), 2016 (2), 2018 (1), 2019 (4), 2020 (6), 2021 (5), 2022 (13), 2023 (5), 2024 (2) Geographical Distribution USA (35), UK (13), The Netherlands (4), Sweden (2), Canada (1), China (1), Australia (1), Norway (1) Programme Nursing and Midwifery (18), Medicine (32), Allied Health Profession (8) Programme level/types Nursing and Midwifery: Associate degree (1), Diploma (1), Bachelors (16), Masters (1) Medicine: Year 1 (1), Year 4 (2), Years 1–4 (5), Years 1–5 and higher (1), All years (6), Preclinical (1), Clinical (3), Bachelors (3), Senior (1), Masters (3), Graduate (3), Postgraduate (3), Resident Physicians, (1), Specialty Trainees (3), not specified (2) Allied Health Professions: Entry level (1), BSc (4), MSc (2), Graduate (1), Doctorate (2) The parenthesis reflects the number of studies About half of the studies (53%) were published between 2020–2024, and 60% were from the USA. Health sciences programmes that reported ethnic minority student experiences were nursing (31%, Table 5 ), medicine-related specialities (hereafter referred to as medicine) (55%, Table 6 ), and Allied Health Professions (AHP) (14%, Table 7 ). 70% of the studies employed qualitative methods, others used mixed methods (n = 10, 17%) and quantitative methods (13%). Table 5 Studies Reporting Ethnic Minority Student Experiences in Nursing and Midwifery Programmes (n = 18) Author(s) Year of publication Country Methodology Population Nursing Programme Type & Level Ackerman-Barger and Hummel [ 36 ] 2015 USA Qualitative – Interviews African American (3) Latina (2) Wailaki (1) East-Indian/ Pacific Islander (1) Nursing Bachelors, Masters and PhD Amaro, Abriam-Yago and Yoder [ 37 ] 2006 USA Qualitative - Open ended interviews Vietnamese (5) Filipino (3) Latino (4) Portuguese (2) African American (2) African (1) Nursing Associate degree Baccalaureate Degree Diefenbeck, Michalec and Alexander [ 38 ] 2016 USA Qualitative - Semi-structured open-ended e-Questionnaire African American / Black (9) Native American / Pacific Islander (2) Puerto Rican (1) Nursing Junior and Senior Dyson et al [ 39 ] 2008 UK Mixed methods - Data Analysis and Interviews Asian (75) Black (67) Asian Indian (17) Nursing Degree Diploma Evans [ 40 ] 2008 USA Qualitative Semi-structured interviews Hispanic / Latino (12) American Indian (2) Nursing Baccalaureate degree Flateland et al. [ 41 ] 2019 Norway Qualitative – Semi-structured interviews Asian and African (11) Nursing Third year undergraduate France, Fields and Garth [ 42 ] 2004 USA Qualitative – Interviews African Americans (4) Nursing Baccalaureate of Science in Nursing (BSN) Gardner [ 43 ] 2005 USA Qualitative - Semi-structured open-ended interviews East Indian (3) Hispanic (2) Hmong (Laotian) (2) African American (2) Nigerian (2) Filipino (1) Nepalese (1) Vietnamese (1) Chinese (1) Nursing Undergraduate Baccalaureate of Science in Nursing (BSN) Gnanapragasam [ 44 ] 2024 UK Quantitative - Retrospective cohort observation study Black (29) Other than white (Asian, mixed ethnicity and Arab) (25) Midwifery BSc (Hons) all 3 years Kim et al . [ 45 ] 2022 USA Mixed methods - Survey and Focus Groups Asian American (46) Nursing Undergraduate Miller and Nambiar-Greenwood [ 46 ] 2022 UK Qualitative - Focus groups Black African-Caribbean (15) Adult mental health nurse Years 1–2 Mills-Wisneski [ 47 ] 2005 USA Mixed methods - Survey (Likert scale and open-ended question) African American (71) Nursing Baccalaureate of Science in Nursing (BSN) Okiki, Giusmin and Hunter [ 48 ] 2023 UK Qualitative - Focus groups African (4) 2 Caribbean Pakistani (1) Indonesian (1) Indian (1) Bangladeshi (1) Not stated (4) Midwifery Year 1–3 Pendleton, Clews and Cecile [ 49 ] 2022 UK Qualitative - Semi-structured interviews BAME (5) Midwifery Undergraduate Sedgwick, Oosterbroek and Ponomar [ 50 ] 2014 Canada Mixed methods - Questionnaires and Interviews Asian (16) Other (11) First Nations/Aboriginals (9) Latino (3) Black (2) Nursing Undergraduate Talley, Talley and Collins-McNeil [ 51 ] 2016 USA Qualitative - Focus groups African American (14) Black Other (2) Nursing Undergraduate (11) Graduate (5) Williams et al. [ 52 ] 2023 UK Qualitative – Interviews Asian (1) Asian Indian (1) Black African (1) Asian Filipino (1) Mixed Asian/White (1) Asian Nepalese (1) Black British/African (2) Nursing Years 2–3 Ackerman-Barger et al [ 53 ] 2020 USA Qualitative - Focus groups and interviews Black (17) Biracial (6) Latinx (12) Southeast Asian (2) Nursing (14) Medicine (22) Physician assistant (1) All years Table 6 Studies Reporting Ethnic Minority Student Experiences in Medicine and Related Specialties (n = 32) Author (s) Year of publication Location Methodology Population Programme Type & Level Alkureishi et al. [ 54 ] 2022 USA Quantitative – Survey Hispanic (395) Asian (812) Black (236) Other - Native American, Pacific Islander (263) Medical School Year 1–4 Master’s and PhD Bullock et al. [ 55 ] 2020 USA Mixed methods - Survey and interviews African American (17) Asian American (38) Native (2) Black (9) Latinx ( 2) Middle Eastern (3) Asian (3) Multiracial (1) Medicine Fourth year Bush [ 56 ] 2020 USA Qualitative - Semi-structured interviews Black (16) Hispanic/Latino/Native Hawaiian or Pacific Islander (4) Pharmacy All 4 years Dickins et al. [ 57 ] 2013 USA Qualitative - Semi-structured interviews African American (7) Latina (5) Medicine All years Dyrbye et al. [ 58 ] 2007 USA Quantitative – Survey Asian (186) other non-Caucasian (82) African American (61) Hispanic (50) Native American (23) Pacific Islander (8) Medicine All years Hill et al. [ 59 ] 2020 USA Qualitative - Questionnaire Asian (5641) American Indian, Alaska Native, Black, African American, Hispanic, Latino, Spanish, Native Hawaiian or Pacific Islander (2433) Mixed Race (2376) Medicine Not specified Isik et al. [ 60 ] 2021a The Netherlands Qualitative - Semi-structured interviews 18 ethnic minority students with parents from: Afghanistan, Armenia, Egypt, Ghana, Philippines, Morocco, Nigeria, Russia, Syria, Turkey, Ukraine, and Uzbekistan Medicine 7 Years 1–3 (preclinical) 9 Years 4–6 (clinical) Isik et al. [ 61 ] 2021b The Netherlands Qualitative - Focus groups 26 Ethnic minority students with parents from: Spain, Indonesia, Afghanistan, China, Curacao, Egypt, Ghana, Kuwait, Morocco, Russia, Sudan, Suriname, Turkey and Vietnam Medicine Bachelors (15) Masters (18) Kristoffersson and Hamberg [ 62 ] 2022 Sweden Qualitative - Interviews either born in or parents from Middle East, Asia, Europe and Africa (15) Medicine All years Kristoffersson et al. [ 63 ] 2021 Sweden Qualitative - Interviews Parents born abroad (9) Refugees or moved to Sweden as children, teens or adults (9) Medicine Clinical semester Lee et al. [ 64 ] 2021 USA Qualitative - Survey Asian (199) Hispanic/Latinx (77) African American (42) Other (36) Native American/ American Indian (5) Native Hawaiian/ Pacific Islander (1) Medicine Clinical training years Li et al. [ 65 ] 2020 China Quantitative - Questionnaire Indian (122) Nepalese (45) Bangladeshi (9) Mauritian (7) Sri Lankan (7) Thai (6) Pakistani (5) Ghanian (2) Somalia (2) Afghan (1) Comorian (1) Indonesian (1) Jordanian (1) Medicine Not specified Liebschutz et al. [ 66 ] 2006 USA Qualitative - In-depth interviews Black (19) Medicine Postgraduate year 2–4+ Medical and surgical specialty Lopez et al. [ 67 ] 2008 USA Quantitative - Survey Asian / Pacific Islander (409) Black (122) Hispanic (122) Medicine Final year Residents in specialty training McCann, Lacy and Miller [ 68 ] 2014 USA Mixed method – Survey and semi-structured interviews Mexican American (46) African American (42) Other Hispanic (33) Other (5) American Indian or Alaska Native (3) Dentistry Years 1–4 Milam et al. [ 69 ] 2022 USA Quantitative - Questionnaire Black (733) Medicine All years Morrison, Machado and Blackburn [ 70 ] 2019 UK Qualitative - Focus groups Black / African / Caribbean / Black British (11) Asian/Asian British (10) Other ethnicity (2) Mixed/multi ethnic (1) Medicine Year 1–4 (preclinical = year 1, clinical - years 2–4) Nguyen et al. [ 71 ] 2022 USA Qualitative - Data Analysis Asian (2,133) Multiracial (621) Black/African American (542) Hispanic (490) American Indian/Alaska Native (27) Hawaiian/Other Pacific Islander (13) Medicine N/A Odom et al. [ 72 ] 2007 USA Qualitative - Focus groups Black/African (38, 6 Caribbean descent and 4 African descent) Hispanic (4) Asian/Pacific Islander (1) Medicine Years 1–4 Osseo-Asare et al. [ 73 ] 2018 USA Qualitative - Semi-structured interviews Black (19) Hispanic (3) Native American (1) Mixed ethnicity/race (4) Medicine Resident physician (3rd year) Patel et al. [ 74 ] 2022 USA Quantitative - Survey Asian (27) Multiracial/other (23) Hispanic (13) Black (12) Medicine Anaesthesiology All years from intern to fellow Pattinson et al. [ 75 ] 2019 UK Qualitative - Interviews Black African (7) Asian, Asian British (3) Black African Caribbean (2) Other (Arab) (1) Medicine General Practitioner Specialty Trainees Years 1–3 Perry et al. [ 76 ] 2016 USA Qualitative - Survey Black / African American (243) Medicine First year Revell and Nolan [ 77 ] 2023 UK Qualitative - Data Analysis Asian (227) Black (66) Chinese (43) Mixed (90) Other (20) Non-declared (63) Medicine and Surgery Bachelor of Medicine and Surgery Stegers-Jager et al. [ 78 ] 2012 The Netherlands Quantitative - Data Analysis Surinamese/Antillean (162) Turkish/Moroccan/African (126) Asian (147) Western (240) Medicine All years Strayhorn [ 79 ] 2020 USA Qualitative - Focus groups African American (4) African (2) Haitian (1) West Indian (1) Medicine Graduate and Postgraduate van Andel et al. [ 80 ] 2022 The Netherlands Qualitative - Survey 72 non-Western migration backgrounds (Turkey, Morocco, Iran, Iraq, Suriname, China and Afghanistan) and 23 Western migration background Medicine Masters Vu et al. [ 81 ] 2015 USA Mixed methods - Questionnaire with open ended comments Black (14) Hispanic (36) Asian or Pacific Islander (31) Native American (5) Other (1) Dentistry Fourth year and senior students Warsame et al. [ 82 ] 2021 USA Qualitative - Interviews Asian American (9) Black or African American (2) Hispanic or Latino (3) Multiracial (2) Medicine Haematology and oncology Graduate Yang et al. [ 83 ] 2023 USA Qualitative - Semi-structured interviews Chinese American (8) Korean American (5) Indian America (5) Vietnamese American (3) Filipino American (2) Nepalese, Pakistani and Desi American (1) Medicine Years 1–4 Yates [ 84 ] 2014 UK Qualitative - Data Analysis non-White (685) undeclared ethnicity (116) Medicine Undergraduate Graduate Entry Medicine Zhang et al. [ 85 ] 2024 USA Mixed methods - Survey and Focus Groups Chinese (112) Multiracial (45) Korean (30) Vietnamese (30) Indian (25) Taiwanese (21) Filipino (17) Other - Bangladeshi, Cambodian, White, Japanese, Latino/a, Nepalese, Pakistani, Singaporean, Thai, Hmong, Burmese, Tongan, Samoan (24) Medicine Years 1–5 and higher Table 7 Studies Reporting Ethnic Minority Student Experiences in Allied Health Professions Programmes (n = 8) Author (s) Year of publication Location Methodology Population Allied Health Professional Programme Type & Level Hammond et al. [ 86 ] 2019 UK Qualitative - Focus groups Black or Black British African (7) Black or Black British Caribbean (4) other Black background (1) Mixed white and Black Caribbean (1) Asian or Asian British Indian (1) Chinese (1) other Asian background (1) Physiotherapy BSc (13) MSc (4) Jang et al. [ 87 ] 2023 Australia Qualitative - Semi-structured interviews Muslim Women - Lebanese (4) African (2) Indian (2) Malay (1) Brunei (1) Palestinian (1) Afghan (1) Bengali (1) Argentinian (1) Physiotherapy Years 1–4 Kitchens et al. [ 88 ] 2022 USA Mixed methods - Survey - Likert scale, multiple choice, and open-ended responses Black African American (124) Occupational Therapy (89) Occupational Therapy Assistant (35) Entry Level Naidoo, Yuhaniak and Abel [ 89 ] 2020 USA Mixed methods - Data Analysis and Focus Groups African American/Black (22) Asian (52) Hispanic (26) Native American/Alaskan Native (4) Mixed race (1) Hispanic (4) Physical therapy Doctorate (All 3 years) Ryan et al. [ 90 ] 2021 UK Qualitative - Data Analysis Asian (47) Black (15) Other (18) Physiotherapy First year university level Suswaram et al. [ 91 ] 2022 USA Qualitative - Semi-structured interviews Asian (4) Black (4) White and Hispanic (3) Communication Science Disorder Programme PhD and Masters Williams et al. [ 92 ] 2015 UK Qualitative - Data Analysis Asian (58) Black (28) Other (43) Physiotherapy Bachelors Zell [ 93 ] 2014 USA Qualitative - Semi-structured interviews Latino (11) Physical therapy Graduate Table 5 ( insert ) Table 6 ( insert ) Table 7 ( insert ) Synthesis of results The reported experiences were summarised into four broad categories, namely: 1) academic, 2) social and interpersonal, 3) psychosocial well-being and support and 4) discrimination and racism. However, these four categories are not mutually exclusive; they overlap and are interconnected. These are presented according to programme type, followed by a discussion on facilitators and barriers for the experiences. Although Medicine programmes accounted for more than half of the sources reviewed, this does not diminish the significance of experiences reported in other programme types. Academic Experiences In this review, academic experiences are those associated with the students’ process of acquiring knowledge, skills and attitudes of their professional programme. This includes, but is not limited to, interactions with the curriculum, the content, teaching approaches and assessments. The reviewed studies reported both positive and negative academic experiences as outlined in the narrative below. Barriers and facilitators of the experiences are also presented. Across programmes, negative experiences were more pervasive than positive experiences. Educational inequity was the most dominant negative experience reported and was more commonly found in medicine (n = 11) [ 55 , 62 , 63 , 65 , 66 , 69 – 71 , 80 , 81 , 84 ] than nursing (n = 5) [ 40 , 43 , 44 , 46 , 48 ] least encountered in AHP programmes (n = 2) [ 86 , 89 ]. Finding it difficult to achieve academic success was the second most frequently reported, with majority of the studies from medicine (n = 9) [ 59 – 61 , 65 , 72 , 77 – 80 ], then nursing (n = 4) [ 41 , 44 , 46 , 51 ] and AHP (n = 3) [ 87 , 90 , 92 ]. Similarly, feeling unsupported was more common in medicine (n = 8) [ 55 , 70 , 72 , 73 , 79 , 80 , 83 , 85 ], and nursing (n = 5) [ 37 , 38 , 40 , 46 , 48 ] compared to AHP programmes (n = 1) [ 86 ]. Although experiencing overwhelming academic pressure and expectations was only recorded in medicine (n = 6) [ 55 – 57 , 65 , 66 , 83 ] and AHP (n = 1) [ 87 ], prejudice in the curriculum was reported in nursing (n = 5) [ 37 , 40 , 48 , 49 , 53 ], than in medicine (n = 1), [ 56 ] and AHP programmes (n = 1) [ 86 ]. Challenges in diversity and inclusion practices were dominant in AHP (n = 3) [ 86 , 89 , 91 ], more than in nursing (n = 2) [ 38 , 40 ], and medicine programmes (n = 2) [ 56 , 83 ]. However, group work was highlighted as a challenge in nursing (n = 3) [ 41 , 42 , 50 ], and medicine (n = 1) [ 56 ], but not AHP. While in medicine, one study reported a lack of diversity in patient cases (n = 1) [ 56 ], and equally, in AHP, ethnic differences from majority teachers (n = 1) [ 86 ] were indicated as a challenge. Positive academic experiences were rarely documented. Across reviewed studies, themes that were captured twice were having culturally competent staff (n = 2) [ 68 , 89 ], and opportunities for learning (n = 2) [ 57 , 88 ], both occurring in AHP and medicine. Single occurrences of satisfaction with programme (n = 1) [ 65 ], a positive cultural climate [ 68 ] and discussion of ethical issues in training [ 65 ] were reported in medicine. In contrast, studies from nursing did not report positive academic experiences. Whereas in AHP literature, having committed and accessible faculty [ 89 ] and seeing improvement in verbal and mathematics scores [ 93 ] were noted. The most documented barriers to academic progress were structural inequities and systemic exclusion (n = 15) [ 40 , 47 , 50 – 52 , 59 , 68 , 69 , 73 , 78 , 79 , 81 , 83 , 85 , 86 ] and lack of academic support (n = 13) [ 41 – 43 , 58 , 66 , 72 , 79 , 81 – 83 , 88 , 91 , 93 ]. Other notable barriers, although reported in fewer than ten studies, included difficulties reporting experiences of racism (n = 6) [ 58 , 62 , 72 , 73 , 82 , 85 ], inequitable assessments (n = 5) [ 43 , 57 , 60 , 61 , 72 ], and prejudice in the curriculum (n = 4) [ 48 , 49 , 56 , 63 ] were noted. Lack of resources (n = 4) [ 40 , 49 , 51 , 73 ], ethnically focused support (n = 3) [ 37 , 40 , 48 ], academic demands (n = 2) [ 57 , 93 ], and limited opportunities and clinical exposure (n = 2) [ 75 ] created pressures, whereas not understanding processes (n = 1) [ 43 ], differences in attainment (n = 1) [ 44 ], and group work (n = 1) [ 56 ] hindered success. On the other hand, facilitators included support from teaching staff (n = 9) [ 37 , 43 , 48 , 51 , 70 , 72 , 88 , 91 , 93 ], mentors of the same ethnicity (n = 8) [ 36 , 49 , 51 , 52 , 60 , 66 , 70 , 72 ], access to comprehensive academic support (n = 7) [ 36 , 47 , 48 , 60 , 68 , 91 ], and mentoring (n = 6) [ 41 , 72 , 86 , 88 , 91 , 93 ]. In addition; an enabling environment (n = 4) [ 47 , 49 , 72 , 75 ], diversity and cultural training (n = 4) [ 38 , 57 , 65 , 82 ], a culturally responsive environment (n = 4) [ 68 , 82 , 87 , 88 ], and safe spaces for inclusion (n = 4) [ 55 , 82 , 83 , 89 ] were found beneficial even though reported in less than five studies each. Ethnically focused support (n = 3) [ 55 , 58 , 72 ] and welcoming faculty (n = 3) [ 40 , 42 , 82 ] enabled participation. Study groups (n = 2) [ 37 , 93 ] and pipeline programmes (n = 2) [ 68 , 72 ] were said to provide opportunities. Lastly, a clear process for reporting racism (n = 1) [ 48 ], same-gender tutors (n = 1) [ 87 ], previous academic experiences (n = 1) [ 90 ], and pass/fail systems (n = 1) [ 57 ] facilitated achievement. Social and interpersonal experiences In this review, social and interpersonal experiences refer to students' relationships with peers, staff, and the wider academic community, including the extent to which they felt included, valued, and able to participate in social and professional networks. Similar to academic experiences, negative experiences were more prevalent than positive ones. Social exclusion was the highest reported experience across programmes: medicine (n = 32) [ 54 – 56 , 58 , 60 – 63 , 66 , 70 , 73 , 79 , 82 , 83 , 85 ], nursing (n = 26) [ 36 , 37 , 40 – 43 , 45 , 46 , 48 – 51 , 53 ] and AHP (n = 5) [ 86 – 88 , 91 ]. Inadequate representation was equally reported in medicine (n = 9) [ 55 – 57 , 60 , 61 , 66 , 70 , 72 , 73 ] and nursing (n = 9) [ 37 , 42 , 47 – 53 ], compared to AHP (n = 4) [ 86 , 87 , 89 , 91 ]. Communication and language difficulties were frequent in nursing (n = 5) [ 37 , 41 , 43 , 47 ] and medicine (n = 4) [ 60 – 63 , 70 ] compared to AHP (n = 2) [ 86 , 91 ]. These could have led to difficulty connecting with majority peers, which was only reported in medicine (n = 4) [ 56 , 58 , 60 , 79 ] and nursing (n = 1) [ 41 ]. Cultural differences were recorded more in medicine (n = 8) [ 55 , 58 , 60 , 61 , 70 , 75 , 79 , 85 ] compared to nursing (n = 4) [ 37 , 43 , 47 , 48 ] and AHP (n = 1) [ 87 ]; similarly, discomfort discussing cultural issues was noted in medicine (n = 3) [ 56 , 57 , 79 ], nursing (n = 2) [ 40 , 48 ], and AHP (n = 2) [ 87 , 88 ]. Feeling unsupported by peers was more reported in medicine (n = 2) [ 63 , 76 ] than AHP (n = 1) [ 91 ] and nursing (n = 1) [ 42 ]. Not wanting to make a bad impression was reported in nursing (n = 1) [ 45 ] and medicine (n = 1) [ 57 ] only. Negative interactions were recorded in Nursing (n = 3) [ 38 , 43 , 52 ], more than in Medicine (n = 1) [ 56 ], whereas being a first-generation student was only reported in nursing (n = 1) [ 56 ]. Only four positive social and interpersonal experiences were highlighted, with the majority in medicine. These were standing out and being easily remembered due to ethnicity (n = 1) [ 63 ], being invited to social events (n = 1) [ 69 ] and studying with a diverse student body (n = 1) [ 57 ]. However, having a desire to build relationships with peers was only reported in Nursing (n = 3) [ 41 , 43 , 51 ]. The most documented barriers to social interactions included lack of diversity and representation (n = 15) [ 38 , 47 , 51 , 52 , 55 , 57 , 60 , 61 , 68 , 72 , 73 , 83 , 86 , 89 ], and communication and language difficulties (n = 11) [ 37 , 41 , 43 , 51 , 58 , 60 , 61 , 65 , 86 , 89 ] lack of cultural awareness and competency (n = 7) [ 39 , 40 , 52 , 56 , 72 , 73 , 87 ], as well as cultural differences (n = 7) [ 37 , 43 , 60 , 61 , 65 , 70 , 75 ]. Feeling invisible and isolated (n = 6) [ 36 , 41 , 46 , 47 , 73 , 83 ] and excluded (n = 3) [ 36 , 50 , 66 ] led to loneliness and not knowing professionals (n = 4) [ 40 , 41 , 43 , 60 ] and having family responsibilities (n = 4) [ 39 , 40 , 43 , 60 ] further hindered interactions. Being born abroad (n = 1) [ 38 ], being an international student (n = 1) [ 75 ], and a lack of awareness of the profession from others (n = 1) [ 88 ] also impacted social interactions. The most prevalent facilitator was connecting with ethnic minority staff and peers (n = 17) [ 40 , 41 , 45 , 48 , 51 , 52 , 55 , 56 , 62 , 66 , 70 , 82 , 83 , 86 , 89 , 91 , 93 ]. Others were; being acknowledged, valued, and appreciated (n = 9) [ 36 , 41 , 43 , 48 , 50 , 82 , 83 , 85 , 91 ], having a social and professional network (n = 7) [ 38 , 45 , 51 , 70 , 89 , 91 , 93 ] and supporting ethnic minority patients (n = 7) [ 48 , 55 , 56 , 63 , 66 , 67 , 72 ] boosted sense of belonging. Being multicultural and bilingual (n = 5) [ 56 , 63 , 72 , 89 , 93 ], having allies (n = 4) [ 48 , 55 , 70 , 83 ] and non-academic ethnic support (n = 4) [ 37 , 56 , 72 , 91 ] served as a support system. Positive experiences with patients (n = 4) [ 55 , 70 , 82 , 89 ], being assertive (n = 3) [ 60 , 86 , 93 ], having good language skills (n = 2) [ 65 , 72 ] and empathy for other marginalised groups (n = 1) [ 61 ] were also valued. Psychosocial well-being Psychosocial well-being in this review refers to the emotional, psychological, and personal resilience of students as they navigate their academic programmes. While a broad range of psychosocial experiences were reported, most were documented in fewer than ten studies per experience type. Mental health toll was the most frequently cited in medicine (n = 9) [ 58 , 62 , 69 , 72 , 76 , 79 , 82 , 83 , 85 ] and nursing (n = 2) [ 46 , 51 ]. Although stress was equally reported across programmes (Nursing n = 1 [ 48 ], medicine n = 1 [ 54 ], AHP n = 1, [ 87 ], burnout was only indicated in medicine (n = 2) [ 54 , 85 ] and anxiety in nursing (n = 3) [ 41 , 49 , 53 ], and medicine (n = 3) [ 64 , 69 , 79 ], and feeling overwhelmed were equally articulated in medicine (n = 1) [ 73 ] and nursing (n = 1) [ 37 ]. However, feeling frustrated was more prevalent in nursing (n = 3) [ 46 , 49 , 53 ] and medicine (n = 2) [ 70 , 79 ] than in AHP (n = 1) [ 87 ]. Emotional toll was only reported in medicine (n = 2) [ 55 , 62 ] and nursing (n = 1) [ 45 ]. Similarly, feeling withdrawn was only reported in nursing (n = 2) [ 46 , 53 ] and medicine (n = 1) [ 62 ]. However, fear of failure was more frequent in nursing (n = 5) [ 39 – 42 , 46 ] than in medicine (n = 1) [ 72 ], and diminished confidence were noted in medicine (n = 4) [ 65 , 67 , 72 , 79 ] and nursing (n = 3) [ 46 , 53 , 65 ]. Other negative experiences were unrecognised cultural differences, which were more frequent in AHP (n = 4) [ 86 , 87 , 89 , 91 ] than in nursing (n = 2) [ 43 , 48 ] and medicine (n = 1) [ 83 ]. Challenges seeking therapy were documented in nursing (n = 1) [ 53 ] and medicine (n = 1) [ 55 ] only. Lower quality of life (n = 1) [ 58 ] and concerns about exposing others to COVID-19 were only reported in medicine (n = 1) [ 64 ], and fear of bringing shame to family was expressed in nursing (n = 1) [ 39 ] only. Lastly, balancing family responsibilities was significant in nursing (n = 5) [ 37 , 39 , 41 , 43 , 46 ] compared to medicine (n = 2) [ 61 , 72 ] and financial difficulties were recorded across programmes; in nursing (n = 2) [ 39 , 46 ], medicine (n = 1) [ 72 ] and AHP (n = 1) [ 93 ]. The only positive psychosocial experience reported was feeling better prepared to deal with ethnic minority patients, in medicine (n = 2) [ 67 , 68 ] and seeking ethnic minority support (Medicine n = 3 [ 56 , 62 , 73 ], Nursing n = 1 [ 47 ]). The most noteworthy facilitators of psychosocial wellbeing, included support from family (n = 14) [ 37 , 38 , 40 , 45 , 51 , 55 , 61 , 62 , 72 , 82 , 87 , 88 , 91 , 93 ] and peers (n = 10) [ 37 , 40 , 51 , 53 , 60 , 69 , 72 , 82 , 91 , 93 ] followed by internal factors such as drive and motivation (n = 8) [ 37 , 38 , 40 , 42 , 43 , 54 – 56 , 60 ], wanting to be a role model (n = 5) [ 40 , 48 , 49 , 51 , 56 ], believing in self (n = 4) [ 48 , 56 , 72 , 93 ], motivated to serve community (n = 4) [ 40 , 43 , 89 , 93 ], perseverance (n = 3) [ 37 , 42 , 55 ], having a focused career path (n = 2) [ 89 , 93 ], and resilience (n = 2) [ 55 , 61 ]. Spirituality and religion (n = 2) [ 38 , 72 ], not taking responsibility for the perpetrator (n = 1) [ 62 ], feeling inspired and proud (n = 2) [ 55 , 73 ] and self-regulation (n = 2) [ 86 , 93 ] were also reported. Financial support (n = 4) [ 40 , 72 , 88 , 89 ], balance and stability (n = 2) [ 55 , 61 ] and past experiences of being a minority in education (n = 1) [ 55 ] were also noted. Other facilitators included seeking therapy (n = 2) [ 55 , 61 ], having hobbies (n = 1) [ 45 ] and volunteering (n = 1) [ 54 ]. The most significant barriers to psychosocial well-being were lack of family support (n = 10) [ 37 , 38 , 40 , 43 , 45 , 52 , 72 , 87 , 91 , 93 ] and mental and physical health difficulties (n = 9) [ 36 , 38 , 44 , 45 , 58 , 61 , 72 , 76 , 86 ]. These were reported more than financial difficulties (n = 8) [ 37 , 38 , 40 , 43 , 51 , 88 , 93 ], no sense of belonging and alienation (n = 7) [ 40 , 43 , 50 , 56 , 81 , 86 , 93 ], lack of peer support (n = 6) [ 42 , 52 , 70 , 85 , 88 , 91 ], and COVID-19 (n = 5) [ 45 , 49 , 54 , 64 , 69 ]. Personal barriers (n = 2) [ 72 , 93 ], balancing work and school (n = 2) [ 37 , 43 ], family pressure (n = 1) [ 37 ], and commute (n = 1) [ 40 ] also hindered progress. Discrimination and racism Experiences of discrimination and racism were widely reported across programmes as depicted in the graph below. Discrimination was reported more in medicine (n = 17) [ 58 – 60 , 63 , 66 , 68 – 70 , 72 , 74 , 76 , 79 , 81 – 83 , 85 ], than nursing (n = 10) [ 36 , 41 , 43 , 46 – 48 , 50 – 53 ], and AHP (n = 4) [ 86 – 88 , 93 ]. COVID-19-related discrimination was only reported in nursing (n = 1) [ 45 ]. Similarly, racism was most recorded in medicine (n = 17) [ 55 , 59 , 62 , 63 , 66 , 70 , 72 , 73 , 79 , 82 , 83 , 85 ] than in nursing (n = 12) [ 36 , 41 , 43 , 45 – 49 , 52 ] and AHP (n = 4) [ 86 , 89 , 91 ]. Whereas difficulty challenging and accepting racism was noted equally in nursing (n = 1) [ 46 ], medicine (n = 1) [ 60 ] and AHP (n = 1) [ 86 ] and feeling unsure how to respond to discrimination or racism was only in medicine (n = 4) [ 55 , 62 , 63 , 85 ]. Being unsure whether racism occurred was more frequent in medicine (n = 5) [ 55 , 63 , 66 , 72 , 79 ], compared to nursing (n = 2) [ 48 , 52 ]. Passive bystanders were also only reported in medicine (n = 3) [ 62 , 63 , 85 ] and nursing (n = 1) [ 48 ], as well as prejudice or bias in nursing (n = 3) [ 46 , 48 , 50 ] and medicine (n = 4) [ 63 , 73 , 79 , 82 ]. More specifically, experiences of microaggressions were more prevalent in medicine (n = 21) [ 62 , 63 , 66 , 70 , 72 , 73 , 79 , 82 , 83 , 85 ], compared to nursing (n = 7) [ 36 , 42 , 45 , 46 , 52 , 53 ], and AHP (n = 4) [ 86 , 87 , 89 ]. Again, institutional racism and discrimination barriers were prevalent in medicine (n = 20) [ 55 , 62 , 63 , 66 , 70 , 72 , 73 , 79 , 82 , 83 , 85 ], than in nursing (n = 6) [ 40 , 46 , 48 ], and AHP combined (n = 2) [ 87 , 89 ]. Power dynamics and structural inequalities were noted only in medicine (n = 5) [ 55 , 56 , 61 – 63 ] and nursing (n = 3) [ 40 , 48 , 51 ]. Experiencing oppression due to intersectional identities was reported in medicine (n = 18) [ 55 , 60 , 61 , 66 , 68 – 72 , 77 , 83 , 85 ], AHP (n = 3) [ 86 , 87 , 91 ] and barely in nursing (n = 1) [ 48 ]. Similarly, being stereotyped was common in medicine (n = 12) [ 55 – 58 , 62 , 63 , 70 , 76 , 79 , 85 ], nursing (n = 10) [ 40 – 43 , 45 , 46 , 49 , 50 , 53 ] and AHP (n = 3) [ 86 , 91 ]. Having to work harder or twice as hard as majority peers was reported in medicine (n = 7) [ 55 , 56 , 60 – 62 , 66 , 69 ], nursing (n = 6) [ 42 , 47 – 51 ] and AHP (n = 1) [ 86 ]. Segregation within peer groups was only noted in nursing (n = 3) [ 46 , 48 , 51 ] and medicine (n = 3) [ 56 , 60 , 61 ] and being 'othered' was recorded in medicine (n = 4) [ 61 – 63 , 82 ], and nursing (n = 2) [ 48 , 49 ]. Ethnic group representation and tokenism were noted in medicine (n = 9) [ 57 , 61 – 63 , 66 , 70 , 72 , 73 , 79 ], nursing (n = 4) [ 40 , 45 , 48 , 49 ], and AHP (n = 2) [ 86 , 89 ]. Diversity challenges and minority tax were more frequent in medicine (n = 2) [ 73 , 83 ], compared to nursing (n = 1) [ 53 ], but not in AHP. Having to culturally assimilate and identity masking occurred more frequently in medicine (n = 7) [ 55 , 56 , 60 , 62 , 70 , 73 , 82 ], compared to nursing (n = 3) [ 43 , 48 , 49 ], and AHP (n = 2) [ 86 , 87 ]. The most reported contributing factors to experiences of racism and discrimination were segregation amongst peers (n = 4) [ 42 , 60 , 66 , 89 ], prejudice and bias (n = 4) (36, 37, 48, 59], patients refusing care (n = 2) [ 40 , 65 ], having to defend self (n = 1) [ 53 ], and abuse (n = 1) [ 36 ] which impacted participation. However, some of these experiences were reported as empowering as they fostered resilience and strength (n = 6) [ 47 , 53 , 61 , 62 , 66 , 93 ] and being granted an opportunity to directly challenge discrimination (n = 1) [ 55 ]. Discussion This review aimed to map existing evidence on the experiences of ethnic minority students in health science programmes in high-income countries. The map established key trends: methodological, temporal, geographical and disciplinary. Qualitative methodologies were the most predominantly used (70%), perhaps due to their strength in capturing lived experiences. Temporally, the majority of studies were recently published between 2020 and 2024 (60%) in the US (55%) and the UK (22%). This is likely attributable to the widespread Black Lives Matter protests following the George Floyd incident in 2020 in the US. This could suggest that the event was a catalyst that prompted increased scholarly attention on systemic inequalities across sectors. Another contributing factor could be the COVID-19 pandemic, which was found to have disproportionately impacted Black students in higher education [ 94 , 95 ]. The reviewed studies were heavily weighted towards medicine and related specialities (55%). This disciplinary imbalance reflects medicine’s dominance, both in the number of students and the number of disciplinary specialities relative to other health sciences programmes. The thematic mapping revealed four dominant, but interconnected types of experiences reported by ethnic minority students: academic, social and interpersonal, psychological well-being and support, and experiences of discrimination and racism. The discrimination and racism category was notably pervasive, reported in some studies as the sole focus, therefore warranting its distinct categorisation, despite inherently overlapping with other themes. This is not surprising as racially minoritised students have been reported to be more likely to experience different forms of racism within universities and wider society [ 96 ] as well as other structural inequalities [ 97 ]. A notable observation from the review is that negative experiences substantially outweighed positive ones, suggesting that adversity was commonly experienced by these students across programmes. The negative experiences captured in this review across experience types are manifestations of discrimination and racism in one form or another. For instance, the most reported experience was social exclusion (n = 63) [ 36 , 37 , 40 – 43 , 45 , 46 , 48 – 51 , 53 – 56 , 58 , 60 – 63 , 66 , 70 , 73 , 79 , 82 , 83 , 85 – 88 , 91 ], followed by inadequate ethnic representation within the cohort, staff and faculty (n = 22) [ 37 , 42 , 47 – 53 , 55 – 57 , 60 , 61 , 66 , 70 , 72 , 73 , 86 , 87 , 89 , 91 ], then educational inequity (n = 18) [ 40 , 43 , 44 , 46 , 48 , 55 , 62 , 63 , 65 , 66 , 69 – 71 , 80 , 81 , 84 , 86 , 89 ], finding it difficult to achieve academic success (n = 16) [ 41 , 44 , 46 , 51 , 59 , 60 , 61 , 65 , 72 , 77 – 80 , 87 , 90 , 92 ], feeling unsupported (n = 14) [ 37 , 38 , 40 , 46 , 48 , 55 , 70 , 72 , 73 , 79 , 80 , 83 , 85 , 86 ], cultural differences (n = 13) [ 37 , 43 , 47 , 48 , 55 , 58 , 60 , 61 , 70 , 75 , 79 , 85 , 87 ] and communication and language difficulties (n = 11) [ 37 , 41 , 43 , 47 , 60 – 63 , 70 , 86 , 91 ]. In addition, specific to the category of racism and discrimination, experiences across programmes were reported as follows: racism (n = 33) [ 36 , 41 , 43 , 45 – 49 , 52 , 55 , 59 , 62 , 63 , 66 , 70 , 72 , 73 , 79 , 82 , 83 , 85 , 86 , 89 , 91 ], microaggressions (n = 32) [ 36 , 42 , 45 , 46 , 52 , 53 , 62 , 63 , 66 , 70 , 72 , 73 , 79 , 82 , 83 , 85 – 87 , 89 ], discrimination (n = 31) [ 36 , 41 , 43 , 46 – 48 , 50 – 53 , 58 – 60 , 63 , 66 , 68 – 70 , 72 , 74 , 76 , 79 , 81 – 83 , 85 – 88 , 93 ], institutional racism and discrimination (n = 28) [ 40 , 46 , 48 , 55 , 62 , 63 , 66 , 70 , 72 , 73 , 79 , 82 , 83 , 85 , 87 , 89 ], intersectionality (n = 22) [ 48 , 55 , 60 , 61 , 66 , 68 – 72 , 77 , 83 , 85 – 87 , 91 ], and being stereotyped (n = 25) [ 40 – 43 , 45 , 46 , 49 , 50 , 53 , 55 – 58 , 62 , 63 , 70 , 76 , 79 , 85 , 86 , 91 ]. These experiences echo findings of a recent systematic review that indicated that BAME healthcare students in the UK are exposed to many social-psychological experiences ranging from racial bias, prejudice, and stereotypes to a lack of support and representation from institutions [ 98 ]. Both reviews demonstrate that racism and discrimination remain critical topics to explore in health sciences programmes due to their persistence. Discrimination and racism in health care and within the broader society remain salient despite equity policies. For instance, in the UK, unsatisfactory progress on racial and ethnic equality, from health and housing to education [ 99 ], remains evident. This underscores the continued need for effective inclusive practices in health sciences education, echoing observations that efforts to eradicate racism and address inequities rooted in ethnic and cultural differences continue to drive social transformation [ 100 ]. Hence, one objective of this review was to highlight facilitators and barriers of students’ experiences. It is important to continue to illuminate student experiences as these have a direct impact on their academic success. The review also established an example of institutional practice that perpetuates ‘othering’. A proportion of students’ ethnicities were documented as ‘other’ (Table 5 , 6 , 7 ), and feeling ‘othered’ was also reported as an experience [ 48 , 49 , 61 – 63 , 82 ]. Despite the importance of collecting ethnicity data to recognise and account for ethnic disparities [ 101 ], feeling ‘othered’ undermines connectedness, insinuates inferiority, and leads to alienation [102]. Alienation was found to impact student engagement as early as primary and secondary school, and subsequently, it impacted attainment of educational outcomes and development of skills [ 103 ]. It is worth considering that many ethnic minority students in higher education are more likely to have experienced alienation throughout their school years, which could have a lasting impact on student well-being and lead to mistrust of academic institutions. In addition, experiences of alienation and exclusion from staff and faculty can result in students not accessing necessary support or a breakdown in communication [ 104 ]. Similarly, communication difficulties and lack of cultural awareness and competence were also reported in articles in this review. Experiences of exclusion and disconnection were primarily documented in medicine and nursing studies, with fewer reports from AHP. On the other hand, in this review, experiences of authentic connection with ethnic minority staff, patients and fellow students were reported to have facilitated positive experiences. This echoes findings that family and community support significantly contribute to academic performance, persistence and achieving educational and career goals [ 105 ]. Furthermore, connections with staff and peers sharing a common ethnic background were observed to be beneficial, promoting shared perspectives and fostering critical thinking [ 106 ]. Studies from AHP programmes reported that students valued committed and accessible faculty [ 89 ], and improved grades [ 93 ]. An authentic connection between staff and students can be fostered through cultural competence, which was found to improve outcomes and student experiences [ 107 , 108 ]. However, this competence does not eliminate implicit biases [ 109 , 110 ]. Instead, cultural humility training has been recommended as a more effective and safer approach, promoting respect, inclusion, and professional reflection [ 111 ]. Specific to psycho-social well-being, articles in this review stated that ethnic minority students in medicine and nursing programmes experienced their education as causing a toll on their mental health [ 46 , 51 , 58 , 62 , 69 , 72 , 76 , 79 , 82 , 83 , 85 ] leading to an emotional burden [ 45 , 55 , 62 ], diminished confidence [ 46 , 53 , 65 , 67 , 72 , 79 ] and burnout [ 54 , 85 ]. These have been attributed to unmanageable workloads, distressing scenarios and personality traits such as competitiveness, high empathy and perfectionism [ 112 ]. Given the current economic climate, it is not surprising that financial difficulties were also documented as negatively impacting the student experience [ 37 , 38 , 40 , 43 , 51 , 54 , 88 , 93 ], and absence of financial support from institutions heightened this challenge. Therefore, accessing financial aid [ 40 , 72 , 88 , 89 ] was indicated as fundamental for wellbeing [ 113 ]. Although these experiences are presented separately, at the core, they intersect and create a complex and harsh lived experience for ethnic minority students. Hence, it has been asserted that interconnected identities create unique challenges that cannot be examined separately [ 114 ]. Intersectionality was documented as influencing students’ experiences in this review. Students faced issues related to being an ethnic minority woman [ 55 , 61 , 66 , 69 – 71 , 82 , 83 , 85 , 87 ], or a man [ 72 ], religion [ 48 , 60 , 61 , 83 ], mental health [ 91 ], skin colour [ 55 ], disability [ 77 ], class and lower socio-economic status [ 86 ] and patients refusing care due to students’ ethnicity as a barrier [ 40 , 65 ]. This produces oppression and privilege, requiring inclusive, multidimensional approaches to analysing social issues and implementing policies [115]. An intersectional approach in health science education helps identify barriers and promote inclusive environments and policies, fostering a more equitable academic culture [ 116 ]. In addition, it is asserted that for ethnic minority and other underrepresented students to thrive and succeed in higher education, institutions need to commit to providing support that is well-informed and grounded in a true understanding of these students’ educational and psychological needs [ 117 ]. Strengths and Limitations Due to the scoping nature of this review, the quality of evidence from individual studies was not evaluated. Instead, this review provided a comprehensive overview of research on ethnic minority students in health science programmes in high-income countries. This aligns with scoping review guidance, which focuses on mapping existing evidence rather than evaluating study quality [ 118 ]. The review had several strengths. It used a comprehensive search strategy across multiple databases, ensuring a broad and diverse literature scope [ 119 ]. The screening and data extraction process involved multiple reviewers using predefined criteria, supporting consistency and reducing the risk of error. Synthesis of findings from diverse studies also allowed for a comprehensive summary of common themes. However, the review had some limitations. In line with best practice for scoping reviews, thematic synthesis was approached with caution, as scoping reviews aim to map evidence rather than provide in-depth interpretation [ 120 ]. The lack of in-depth analysis may have limited understanding of the students’ experiences. Conducting more detailed analysis could provide deeper insights, but might also introduce bias, so it was not recommended [ 33 ]. Furthermore, the studies included in the review predominantly reported negative experiences and challenges for minority students, which may reflect gaps or imbalances in the current literature. Other limitations included the exclusion of relevant papers due to language bias and database constraints. By restricting inclusion to English‑language studies, the review may have missed relevant research published in other languages, a limitation frequently identified in evidence synthesis literature [ 121 ]. Some databases did not allow filtering by publication year from 2004, and different search terms were required for different databases. These factors may have resulted in the exclusion of relevant studies. Additionally, most of the included studies were from the USA (60.34%) and focused on medicine (55.17%), which may have skewed the findings and not fully represented the experiences in other health science programmes or regions. Many scoping reviews draw heavily on North American sources [ 121 , 122 ], highlighting the importance of future research that focuses on allied health professions and nursing in other high-income countries to provide a more representative and balanced understanding of ethnic minority students’ experiences. Conclusions This scoping review mapped the experiences of ethnic minority students in health sciences programmes across high-income countries, demonstrating how systemic, institutional, and interpersonal factors shape participation, belonging, and academic success. Across medicine, nursing, and allied health professions, students consistently reported racism, discrimination, social exclusion, and uneven access to support, alongside communication and language challenges that constrained meaningful engagement in learning occupations and undermined occupational justice. While positive influences such as supportive staff, peer networks, and family support were identified, these were inconsistently reported. Notably, allied health and nursing remain under-represented within the evidence base despite clear and persistent inequities. The evidence indicates that racism and discrimination remain critical, unresolved phenomena within health sciences education, with enduring implications for student wellbeing, educational participation, and professional development. Their continued prominence in the literature affirms that these issues are neither peripheral nor resolved but require sustained attention within curricula and institutional practice. For occupational therapists working in education, these findings reinforce a professional responsibility to advocate for occupationally just learning environments where all students feel safe, included, and able to participate meaningfully. At institutional and policy levels, this necessitates sustained commitment to anti-racist practice, inclusive curricula, staff training in cultural competence, culturally responsive teaching, and accessible mechanisms for reporting discrimination, alongside supportive structures such as mentorship and peer networks. Future research should build on this work by strengthening the evidence base across all health professions, particularly in underrepresented fields such as allied health, and by further examining how intersecting identities shape student experiences. As the body of literature expands, a systematic review will be essential to deepen the understanding of these experiences and the factors that shape them, identify gaps, and inform coherent, evidence-driven strategies. Strengthening this work is crucial to ensuring that ethnic minority students can thrive academically, experience belonging, and achieve meaningful participation within health sciences education. Abbreviations AHP – Allied Health Professions BAME – Black, Asian, and Minority Ethnic CINAHL – Cumulative Index to Nursing and Allied Health Literature JBI – Joanna Briggs Institute MEDLINE – Medical Literature Analysis and Retrieval System Online PRISMA – Preferred Reporting Items for Systematic Reviews and Meta-Analyses PRISMA-ScR – Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews STEM – Science, Technology, Engineering and Mathematics Declarations Ethics approval and consent to participate Not applicable, this study is a scoping review of published literature and did not involve human participants, human data, or human tissue. Consent for publication Not applicable. Availability of data and materials All data generated or analysed during this study are from publicly available sources and are included in this published article and its supplementary information files. Competing interests The authors declare that they have no competing interests. Funding This study received no specific funding. Authors' contributions Yasmin Carla Monroe (YM) conceptualised the study, developed the screening tool, conducted literature searches, screened records, and extracted data. Matumo Ramafikeng (MR) contributed to the conceptualisation of the study, including initial framing of the title, provided supervision throughout the project, and wrote the methods, results and discussion sections for this manuscript. Fred Oti Bekoe (FB) independently piloted the screening tool, cross-checked extracted data for verification, and contributed to the abstract, introduction, conclusions, and references. All authors contributed to the interpretation of findings, reviewed and edited the manuscript, approved the final version, and agreed to be accountable for all aspects of the work. 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BMC Med Res Methodol. 2016;16:15. doi:10.1186/s12874-016-0116-4. Pieper D, Puljak L. Language restrictions in systematic reviews should not be imposed in the search strategy but in the eligibility criteria if necessary. J Clin Epidemiol. 2021;132:146–7. doi:10.1016/j.jclinepi.2020.12.027. Campbell F, Tricco AC, Munn Z, Pollock D, Saran A, Sutton A, et al. Mapping reviews, scoping reviews, and evidence and gap maps (EGMs): the same but different—the “Big Picture” review family. Syst Rev. 2023;12:45. doi:10.1186/s13643-023-02178-5. Additional Declarations No competing interests reported. Supplementary Files SupplementaryMaterial1.docx Cite Share Download PDF Status: Under Review Version 1 posted Reviews received at journal 25 Mar, 2026 Reviewers agreed at journal 17 Mar, 2026 Reviewers agreed at journal 17 Mar, 2026 Reviewers invited by journal 08 Mar, 2026 Editor invited by journal 06 Mar, 2026 Editor assigned by journal 04 Mar, 2026 Submission checks completed at journal 04 Mar, 2026 First submitted to journal 27 Feb, 2026 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-8990819","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":604097518,"identity":"6be50bff-9358-4659-aa76-9c65ee467508","order_by":0,"name":"Yasmin Carla Monroe","email":"","orcid":"","institution":"West Suffolk NHS Foundation Trust","correspondingAuthor":false,"prefix":"","firstName":"Yasmin","middleName":"Carla","lastName":"Monroe","suffix":""},{"id":604097519,"identity":"24d8a0d8-33bf-4038-8908-ef5e562c1126","order_by":1,"name":"Matumo Catherine Ramafikeng","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAABA0lEQVRIiWNgGAWjYPACOR4JEPUBSciAgBZjsBbGGaRoYQBpYeYhRotuA+/DTzdqDGQk23sPv7apqLPnl0hg/PCD4bAxLi1mB9iNpXOOGfBI85xLs845czhxZs8BZskehsNmuLWwMUjnsP3hkZPIMTPObTuQYHC8gUGageGwDR4tzL9z/hnwyMm/MTO2/Fdnb3+Ygfk3AS1s0rltQIdJ8Bg/ZmxgZtzA3sAGsgW3ww6zsVnn9hnwSPbkmDH2HDucOOPMwTbLHoN03N4/3sZ8O+ebgb3E8TPGH37UAENsRvLhGz8qrA0bcOlhRjDZJCA0YwPhiITp/kBYzSgYBaNgFIxEAACjskxfihZyGgAAAABJRU5ErkJggg==","orcid":"","institution":"University of Essex","correspondingAuthor":true,"prefix":"","firstName":"Matumo","middleName":"Catherine","lastName":"Ramafikeng","suffix":""},{"id":604097520,"identity":"ebec6dfb-61d5-49eb-959c-a2705b1644e4","order_by":2,"name":"Fred Oti Bekoe","email":"","orcid":"","institution":"Essex Partnership University NHS Foundation Trust","correspondingAuthor":false,"prefix":"","firstName":"Fred","middleName":"Oti","lastName":"Bekoe","suffix":""}],"badges":[],"createdAt":"2026-02-27 18:23:13","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-8990819/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-8990819/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":104511934,"identity":"f56cd08b-60a4-4643-be70-333f7916f20d","added_by":"auto","created_at":"2026-03-12 16:13:32","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":45026,"visible":true,"origin":"","legend":"\u003cp\u003ePRISMA\u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003c/p\u003e","description":"","filename":"1.png","url":"https://assets-eu.researchsquare.com/files/rs-8990819/v1/842a8a0a80ed0c26dae5d590.png"},{"id":104781144,"identity":"cfeb8bb2-2171-497b-8c6b-d7d73ab99c44","added_by":"auto","created_at":"2026-03-17 07:54:57","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":2469962,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-8990819/v1/c435a62d-d4dc-4c1d-8c6b-29d0d30c66c7.pdf"},{"id":104511935,"identity":"3500eb5b-73f3-4f59-81eb-c08089df95f2","added_by":"auto","created_at":"2026-03-12 16:13:33","extension":"docx","order_by":1,"title":"","display":"","copyAsset":false,"role":"supplement","size":17691,"visible":true,"origin":"","legend":"","description":"","filename":"SupplementaryMaterial1.docx","url":"https://assets-eu.researchsquare.com/files/rs-8990819/v1/d8f711c8d6dfb2200383c86f.docx"}],"financialInterests":"No competing interests reported.","formattedTitle":"\u003cp\u003eExperiences of Ethnic Minority Students in Health Sciences Programmes in High-Income Countries: A Scoping Review\u003c/p\u003e","fulltext":[{"header":"Background","content":"\u003cp\u003eThe global push for racial justice, epitomised by the Black Lives Matter movement, has shed light on persistent racial and ethnic inequalities in education [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e], particularly in high-income countries. Globally, ethnic minority students represent a significant percentage of higher education populations. For instance, in 2022, 47.7% of higher education students in the USA identified as non-White [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e] and, in the UK, in 2023/24, about 30% were non-White [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e]. Despite these numbers, ethnic minority groups remain underrepresented in educational institutions [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e], and racial and ethnic inequalities remain salient. These have been further aggravated in the recent widespread hostility towards migration, evident across high-income countries. Against this backdrop of persistent racial and ethnic inequality within higher education, attention has increasingly turned to the academic outcomes for ethnic minorities.\u003c/p\u003e \u003cp\u003eDespite increased participation, ethnic minorities continue to face significant challenges with attainment remaining persistently lower than that of their majority peers. For instance, in the United Kingdom, 36% of White students achieved first-class honours compared to 17.3% of Black, 27.5% of Asian, and 31.3% of mixed-ethnicity students [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e]. Comparable disparities have been reported in other high-income contexts, though disaggregated attainment data remain limited in countries such as Canada, China and Australia [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e]. This highlights that widening access does not inherently lead to equitable achievement, further underscoring the need to continue to explore factors that hinder achievement among ethnic minority students in higher education.\u003c/p\u003e \u003cp\u003eDefining ethnic minorities remains unresolved, with no universally accepted definition to date; hence, various definitions are coined and used for various purposes [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e]. In this review, \u0026lsquo;ethnic minority students\u0026rsquo; refers to individuals studying in a country where they are not part of the racial majority [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e]. This definition closely aligns with that by the United Nations [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e] which defines \u0026ldquo;ethnic minority\u0026rdquo; as ethnic or racial groups in a given country in which they are in a non-dominant position vis-\u0026agrave;-vis the dominant ethnic population; usually numerically smaller than the rest of the population; having a culture, language, religion or race that is distinct from that of the majority and its members willing to preserve these characteristics.\u003c/p\u003e \u003cp\u003eDespite institutional commitments to inclusivity, ethnic minority students continue to face barriers that compromise their academic experiences, success [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e] and overall well-being. Although there has been progress in inclusivity initiatives, these remain inconsistent [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e], due to structural barriers such as limited financial resources, staffing, and institutional capacity [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e]. Furthermore, there is a latent risk that when well-intentioned equity promoting policies are poorly designed or implemented, unintended and potentially detrimental consequences can emerge [\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e]. This is concerning, given the significant and ongoing psychological and physiological impact of racism, including anxiety, depression, and racial trauma that remain pervasive [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e]. There are three forms of racism that ethnic minority students experience: (i) structural racism, which reflects historic systems and policies structured around dominant cultural norms that result in inequalities, (ii) institutional racism, reflecting biased organisational practices that privilege majority groups, and (iii) interpersonal racism, which is expressed through everyday interactions informed by stereotypes, assumptions, and unequal power relations, shaped by internalised beliefs about race, privilege, and difference [\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e]. Together, these forms of racism contribute to persistent inequalities in ethnic minority students\u0026rsquo; educational experiences, well-being, and outcomes.\u003c/p\u003e \u003cp\u003eEthnic minority students frequently report experiences of social isolation, lack of mentorship, microaggressions, and limited access to culturally responsive support, all of which undermine engagement and attainment [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e]. Within health science programmes, including medicine, nursing, and allied health disciplines, these inequities carry significant weight and impact. The learning environment not only influences academic success but also shapes professional identity and readiness to deliver culturally competent care [\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e]. Persistent disparities in these programmes risk perpetuating systemic inequities within healthcare delivery itself.\u003c/p\u003e \u003cp\u003eHealth science programmes represent one of the largest fields of higher education globally [\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e]. In Europe, approximately 14.5% of all graduates in 2023 completed a health sciences qualification, making it the second-largest broad field after business and law [\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e]. These programmes play a crucial role in developing the future health workforce, and equitable access and success within them are essential for advancing workforce diversity and meeting the needs of increasingly diverse health care systems [\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e]. Evidence shows that health science programmes in high-income countries enrol substantial numbers of ethnic minority students. For example, a USA study tracking more than 594,000 students across medicine, dentistry, pharmacy and related professions, between 2003 and 2019, found increasing proportions of ethnic minority students over time [\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e]. Despite this growing diversity, research across health science disciplines shows that many ethnic minority students continue to face structural, social and academic barriers that affect their participation, sense of belonging and progression [\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e]. However, this evidence remains scattered across multiple disciplines, making it difficult to develop a clear understanding of common experiences and areas requiring change [\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eA scoping review is therefore needed to bring together this dispersed body of research and clarify what is currently known about the experiences of ethnic minority students in health science programmes. Using a comprehensive approach to collect the most relevant research [\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e], this review aims to map the existing evidence on the experiences of ethnic minority students in health science programmes in high-income countries. To advance transformation and equitable access to educational outcomes, it is worth exploring these experiences as well as their facilitators and barriers. By consolidating this knowledge, the review provides a foundation for future research and supports policy development and institutional change aimed at strengthening equity, inclusion and representation of ethnic minorities within health science programmes.\u003c/p\u003e \u003ch2\u003eObjectives\u003c/h2\u003e\n\u003cp\u003e\u003cstrong\u003e1.\u0026nbsp;\u003c/strong\u003eTo map the evidence on the types of experiences of ethnic minority students in high-income countries based on the type of health science programme.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2.\u0026nbsp;\u003c/strong\u003eTo explore barriers and facilitators of ethnic minority students\u0026apos; educational participation and success in health science programmes in high-income countries.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e3.\u0026nbsp;\u003c/strong\u003eTo identify gaps for future research.\u003c/p\u003e\n\u003cp\u003eAn initial search of the topic was performed in MEDLINE, Cochrane Database of Systematic Reviews and JBI Evidence Synthesis; there were no existing or proceeding scoping reviews or systematic reviews.\u003c/p\u003e"},{"header":"Method","content":"\u003cp\u003eThis scoping review was conducted according to the Joanna Briggs Institute\u0026rsquo;s (JBI) methodology [\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e] and reported using the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-SCr) guidelines [\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e]. A scoping review protocol was previously developed and reviewed as part of a submission towards the first author\u0026rsquo;s (YM) Master\u0026rsquo;s degree, but was not registered or published.\u003c/p\u003e \u003cp\u003eThrough processes of identification of eligible studies and screening them for eligibility, as depicted in Fig.\u0026nbsp;1, relevant studies were included. Following formulation of the question using the Person Concept Context (PCC) mnemonic:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eWhat are the experiences (concept) of ethnic minority students in health science programmes (population) in high-income countries (context)?\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eA search strategy was developed in consultation with a subject librarian. Medical Literature Analysis and Retrieval System Online (MEDLINE) Subject Headings (MeSH 2024) were utilised to generate keywords that were used to search Cumulative Index to Nursing and Allied Health Literature (CINAHL), MEDLINE, SPORTDiscus, ScienceDirect, Scopus, and Web of Science. APA Thesaurus of Psychological Index Terms guided searches for APAPsycARTICLES and APAPsycINFO, whereas the internal thesaurus and synonyms were used for ERIC. Boolean operators and truncation were used to combine keywords as shown in the example search strategy below for CINAHL, MEDLINE and SPORTDiscus:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e(experiences OR perceptions OR attitudes OR views OR feelings OR perspective OR encounters OR incidents ) AND (ethnic minorities OR racial minorities OR ethnic groups OR minority groups OR BAME OR BME OR multiethnic OR black OR Asian OR brown) AND (students OR college students OR university students) AND ( (MH \"Education, Medical+\") OR (MH \"Education, Health Sciences+\") OR (MH \"Education, Allied Health+\") OR (MH \"Schools, Allied Health\") OR (Health Science Program*)) NOT (social work OR social workers OR social work practice OR social services)\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eFrom January to April 2024, the first author searched the Titles, Abstracts, and Keywords of peer-reviewed primary research published in English between 2004 and 2024, with full-text access. The year 2004 was when the collective ethnic minority term Black, Asian, and Minority Ethnic (\u0026lsquo;BAME\u0026rsquo;) was first used to gather data [\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e]. For context, high-income countries as defined by The World Bank [\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e] were screened at the title, abstract and full-text stage. See supplementary material 1 for full list of countries. Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e below shows studies retrieved per database searched:\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eStudies retrieved on initial search (before duplicates were removed)\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"2\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eOnline databases\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNumber of studies\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAPA PsycARTICLES\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAPA PsycINFO\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e28\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCINAHL Ultimate\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e231\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eERIC\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMEDLINE Ultimate\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e166\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSPORTDiscus\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eScience Direct\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e177\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSCOPUS\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e646\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eWeb Of Science\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e727\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eTOTAL\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e1995\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eIn preparation for screening and duplicate removal, identified records were exported to EndNote X9 Version [\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e31\u003c/span\u003e] and to ensure clarity of eligibility criteria in Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e below, two reviewers; first author (YM) and third author (FB) independently piloted a screening tool developed according to the criteria on the title and abstracts of 25 records as advised by Peter and colleagues [\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e].\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eInclusion and exclusion criteria\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eGeneral criteria\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eInclusion criteria\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eExclusion criteria\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003ea. Published between 2004 and 2024\u003c/p\u003e \u003cp\u003eb. Peer-reviewed\u003c/p\u003e \u003cp\u003ec. In English language\u003c/p\u003e \u003cp\u003ed. Relevant to the health sciences education field\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003ea. Published before 2004 and after 2024\u003c/p\u003e \u003cp\u003eb. Not peer-reviewed\u003c/p\u003e \u003cp\u003ec. Published in other languages\u003c/p\u003e \u003cp\u003ed. Not relevant to health sciences education\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eStudy design\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePrimary research studies\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eTheoretical papers, opinion pieces, reviews, or non-empirical literature\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePopulation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eEthnic minority students enrolled in health science programmes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eParticipants not studying a health science programme\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eConcept\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eStudies on student experiences\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eStudies that do not address student experiences\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eContext\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eStudies conducted in high-income countries (based on World Bank classification)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eStudies conducted in low- or middle-income countries\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eA 92% agreement between the reviewers was attained from the pilot. Reviewers then independently screened all titles and abstracts, achieving 99% agreement. The reviewers then proceeded to independently screen full-text records, and discrepancies were resolved by consensus. A third reviewer; second author (MR) was sought when consensus could not be reached for the following:\u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003eWhether studies that used data before 2004 but published from 2004 were eligible (eligibility confirmed).\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eWhether studies that explored the COVID-19 pandemic should be included (eligibility confirmed).\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eWhether Biomed, Psychology, Science, Technology, Engineering and Mathematics (STEM) and Genetic Counselling met the inclusion criteria of a health science programme (eligibility refuted).\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eData Extraction Process\u003c/h2\u003e \u003cp\u003eAn adapted data extraction instrument [\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e] shown in Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e below was developed to guide data extraction from eligible full-text articles.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eData Extraction Template\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"2\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eScoping Review Details\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eScoping Review title:\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eExperiences of ethnic minority students in Health Sciences Programmes in High-Income Countries\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eReview objective/s:\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003e-\u003c/b\u003e To map the evidence of the types of experiences of ethnic minority students studying a Health Science Programme in high-income countries.\u003c/p\u003e \u003cp\u003e\u003cb\u003e-\u003c/b\u003e To identify barriers and facilitators of ethnic minority students' experiences depending on the country, ethnicity, programme type and level.\u003c/p\u003e \u003cp\u003e\u003cb\u003e-\u003c/b\u003e To identify gaps for future research\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eEvidence source Details and Characteristics\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCitation details (e.g. author/s, date, title, journal, volume, issue, pages)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTypes of evidence source\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eParticipants (ethnicity)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eParticipants (Programme type)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eParticipants (Programme level)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCountry of study\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eDetails/Results extracted from source of evidence\u003c/b\u003e (in relation to the concept of the scoping review)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eExperiences (views, feelings, perceptions)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBarriers (to participation in education)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFacilitators (to participation in education)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eOne reviewer; first author (YM) extracted data, a second reviewer (third author (FB)) cross-checked for verification, and a third (second author (MR)) ensured accuracy.\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eAnalysis and Synthesis of data\u003c/h3\u003e\n\u003cp\u003eExtracted data was organised, analysed and synthesised according to the following steps:\u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003eData was transferred to Excel [\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e32\u003c/span\u003e], as recommended [\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e33\u003c/span\u003e]\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eFrequency counts of population, characteristics, context and concepts were generated and tabulated using PivotTables in Excel [\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e32\u003c/span\u003e] and Numbers for Apple application [\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e34\u003c/span\u003e] alongside a descriptive summary. Frequencies reflect the total number of reporting occurrences across studies. As reporting elements were not mutually exclusive, the summed frequencies do not necessarily equal the number of included studies.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eInitial codes for experiences, barriers and facilitators were grouped into categories. Two reviewers categorised experiences, and these were cross-checked for accuracy.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eExperiences were then compared by programme type to meet objective one.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eNarrative summaries of barriers and facilitators were developed to meet objective two.\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e"},{"header":"Results","content":"\u003cdiv id=\"Sec6\" class=\"Section2\"\u003e \u003ch2\u003eSelection of sources of evidence\u003c/h2\u003e \u003cp\u003eDatabase searches yielded a total of 1995 records, with an additional 163 from alternative sources (60 from reference lists of excluded records after initial screening and 103 were hand-searched from reference lists of eligible studies). After removing duplicates, the title and abstracts of 1893 were screened, and 1709 records were excluded. The eligibility of the 184 full-text articles was assessed, and a further 126 were excluded, resulting in 58 records as depicted in a PRISMA flow diagram [\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e35\u003c/span\u003e] (Fig.\u0026nbsp;1) below:\u003c/p\u003e \u003cp\u003ePRISMA Fig.\u0026nbsp;1\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eCharacteristics of Sources of Evidence\u003c/h3\u003e\n\u003cp\u003eBasic characteristics of sources, such as frequency of years of publication, geographical distribution and programmes and levels, are captured in Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e below:\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eBasic Characteristics of sources\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"2\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCharacteristic\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDetails\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePublication frequency (2004\u0026ndash;2024)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2004 (1), 2005 (2), 2006 (2), 2007 (2), 2008 (3), 2012 (1), 2013 (1), 2014 (4), 2015 (4), 2016 (2), 2018 (1), 2019 (4), 2020 (6), 2021 (5), 2022 (13), 2023 (5), 2024 (2)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGeographical Distribution\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eUSA (35), UK (13), The Netherlands (4), Sweden (2), Canada (1), China (1), Australia (1), Norway (1)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eProgramme\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNursing and Midwifery (18), Medicine (32), Allied Health Profession (8)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eProgramme level/types\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNursing and Midwifery: Associate degree (1), Diploma (1), Bachelors (16), Masters (1)\u003c/p\u003e \u003cp\u003eMedicine: Year 1 (1), Year 4 (2), Years 1\u0026ndash;4 (5), Years 1\u0026ndash;5 and higher (1), All years (6), Preclinical (1), Clinical (3), Bachelors (3), Senior (1), Masters (3), Graduate (3), Postgraduate (3), Resident Physicians, (1), Specialty Trainees (3), not specified (2)\u003c/p\u003e \u003cp\u003eAllied Health Professions: Entry level (1), BSc (4), MSc (2), Graduate (1), Doctorate (2)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"2\"\u003eThe parenthesis reflects the number of studies\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eAbout half of the studies (53%) were published between 2020\u0026ndash;2024, and 60% were from the USA. Health sciences programmes that reported ethnic minority student experiences were nursing (31%, Table\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e), medicine-related specialities (hereafter referred to as medicine) (55%, Table\u0026nbsp;\u003cspan refid=\"Tab6\" class=\"InternalRef\"\u003e6\u003c/span\u003e), and Allied Health Professions (AHP) (14%, Table\u0026nbsp;\u003cspan refid=\"Tab7\" class=\"InternalRef\"\u003e7\u003c/span\u003e). 70% of the studies employed qualitative methods, others used mixed methods (n\u0026thinsp;=\u0026thinsp;10, 17%) and quantitative methods (13%).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab5\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eStudies Reporting Ethnic Minority Student Experiences in Nursing and Midwifery Programmes (n\u0026thinsp;=\u0026thinsp;18)\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"6\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAuthor(s)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eYear of publication\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eCountry\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMethodology\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003ePopulation\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eNursing Programme Type \u0026amp; Level\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eAckerman-Barger and Hummel\u003c/b\u003e [\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e36\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2015\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eUSA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eQualitative \u0026ndash; Interviews\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eAfrican American (3)\u003c/p\u003e \u003cp\u003eLatina (2)\u003c/p\u003e \u003cp\u003eWailaki (1) East-Indian/ Pacific Islander (1)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eNursing\u003c/p\u003e \u003cp\u003eBachelors, Masters and PhD\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eAmaro, Abriam-Yago and Yoder\u003c/b\u003e [\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e37\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2006\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eUSA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eQualitative - Open ended interviews\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eVietnamese (5) Filipino (3) Latino (4) Portuguese (2) African American (2) African (1)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eNursing\u003c/p\u003e \u003cp\u003eAssociate degree Baccalaureate Degree\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eDiefenbeck, Michalec and Alexander\u003c/b\u003e [\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e38\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2016\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eUSA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eQualitative - Semi-structured open-ended e-Questionnaire\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eAfrican American / Black (9) Native American / Pacific Islander (2) Puerto Rican (1)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eNursing\u003c/p\u003e \u003cp\u003eJunior and Senior\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eDyson et al\u003c/b\u003e [\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e39\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2008\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eUK\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMixed methods - Data Analysis and Interviews\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eAsian (75) Black (67) Asian Indian (17)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eNursing\u003c/p\u003e \u003cp\u003eDegree Diploma\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eEvans\u003c/b\u003e [\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e40\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2008\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eUSA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eQualitative Semi-structured interviews\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eHispanic / Latino (12) American Indian (2)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eNursing\u003c/p\u003e \u003cp\u003eBaccalaureate degree\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eFlateland\u003c/b\u003e \u003cb\u003eet al.\u003c/b\u003e [\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e41\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2019\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eNorway\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eQualitative \u0026ndash; Semi-structured interviews\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eAsian and African (11)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eNursing\u003c/p\u003e \u003cp\u003eThird year undergraduate\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eFrance, Fields and Garth\u003c/b\u003e [\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e42\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2004\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eUSA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eQualitative \u0026ndash; Interviews\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eAfrican Americans (4)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eNursing\u003c/p\u003e \u003cp\u003eBaccalaureate of Science in Nursing (BSN)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eGardner\u003c/b\u003e [\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e43\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2005\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eUSA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eQualitative - Semi-structured open-ended interviews\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eEast Indian (3) Hispanic (2) Hmong (Laotian) (2) African American (2) Nigerian (2) Filipino (1) Nepalese (1) Vietnamese (1) Chinese (1)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eNursing\u003c/p\u003e \u003cp\u003eUndergraduate Baccalaureate of Science in Nursing (BSN)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eGnanapragasam\u003c/b\u003e [\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e44\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2024\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eUK\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eQuantitative - Retrospective cohort observation study\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eBlack (29) Other than white (Asian, mixed ethnicity and Arab) (25)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eMidwifery\u003c/p\u003e \u003cp\u003eBSc (Hons) all 3 years\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eKim\u003c/b\u003e \u003cb\u003eet al\u003c/b\u003e. [\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e45\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2022\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eUSA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMixed methods - Survey and Focus Groups\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eAsian American (46)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eNursing\u003c/p\u003e \u003cp\u003eUndergraduate\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eMiller and Nambiar-Greenwood\u003c/b\u003e [\u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e46\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2022\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eUK\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eQualitative - Focus groups\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eBlack African-Caribbean (15)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eAdult mental health nurse\u003c/p\u003e \u003cp\u003eYears 1\u0026ndash;2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eMills-Wisneski\u003c/b\u003e [\u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e47\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2005\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eUSA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMixed methods - Survey (Likert scale and open-ended question)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eAfrican American (71)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eNursing\u003c/p\u003e \u003cp\u003eBaccalaureate of Science in Nursing (BSN)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eOkiki, Giusmin and Hunter\u003c/b\u003e [\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e48\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2023\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eUK\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eQualitative - Focus groups\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eAfrican (4) 2 Caribbean Pakistani (1) Indonesian (1) Indian (1) Bangladeshi (1) Not stated (4)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eMidwifery\u003c/p\u003e \u003cp\u003eYear 1\u0026ndash;3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003ePendleton, Clews and Cecile\u003c/b\u003e [\u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e49\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2022\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eUK\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eQualitative - Semi-structured interviews\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eBAME (5)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eMidwifery\u003c/p\u003e \u003cp\u003eUndergraduate\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eSedgwick, Oosterbroek and Ponomar\u003c/b\u003e [\u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e50\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2014\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eCanada\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMixed methods - Questionnaires and Interviews\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eAsian (16) Other (11) First Nations/Aboriginals (9) Latino (3) Black (2)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eNursing\u003c/p\u003e \u003cp\u003eUndergraduate\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eTalley, Talley and Collins-McNeil\u003c/b\u003e [\u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e51\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2016\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eUSA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eQualitative - Focus groups\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eAfrican American (14) Black Other (2)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eNursing\u003c/p\u003e \u003cp\u003eUndergraduate (11) Graduate (5)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eWilliams\u003c/b\u003e \u003cb\u003eet al.\u003c/b\u003e [\u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e52\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2023\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eUK\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eQualitative \u0026ndash; Interviews\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eAsian (1) Asian Indian (1) Black African (1) Asian Filipino (1) Mixed Asian/White (1) Asian Nepalese (1) Black British/African (2)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eNursing\u003c/p\u003e \u003cp\u003eYears 2\u0026ndash;3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eAckerman-Barger et al\u003c/b\u003e [\u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e53\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2020\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eUSA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eQualitative - Focus groups and interviews\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eBlack (17)\u003c/p\u003e \u003cp\u003eBiracial (6)\u003c/p\u003e \u003cp\u003eLatinx (12) Southeast Asian (2)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eNursing (14)\u003c/p\u003e \u003cp\u003eMedicine (22)\u003c/p\u003e \u003cp\u003ePhysician assistant (1)\u003c/p\u003e \u003cp\u003eAll years\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab6\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 6\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eStudies Reporting Ethnic Minority Student Experiences in Medicine and Related Specialties (n\u0026thinsp;=\u0026thinsp;32)\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"6\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAuthor (s)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eYear of publication\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eLocation\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMethodology\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003ePopulation\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eProgramme Type \u0026amp; Level\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eAlkureishi\u003c/b\u003e \u003cb\u003eet al.\u003c/b\u003e [\u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e54\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2022\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eUSA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eQuantitative \u0026ndash; Survey\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eHispanic (395) Asian (812)\u003c/p\u003e \u003cp\u003eBlack (236)\u003c/p\u003e \u003cp\u003eOther - Native American, Pacific Islander (263)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eMedical School\u003c/p\u003e \u003cp\u003eYear 1\u0026ndash;4\u003c/p\u003e \u003cp\u003eMaster\u0026rsquo;s and PhD\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eBullock\u003c/b\u003e \u003cb\u003eet al.\u003c/b\u003e [\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e55\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2020\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eUSA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMixed methods - Survey and interviews\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eAfrican American (17) Asian American (38) Native (2) Black (9) Latinx ( 2) Middle Eastern (3) Asian (3) Multiracial (1)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eMedicine\u003c/p\u003e \u003cp\u003eFourth year\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eBush\u003c/b\u003e [\u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e56\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2020\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eUSA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eQualitative - Semi-structured interviews\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eBlack (16) Hispanic/Latino/Native Hawaiian or Pacific Islander (4)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003ePharmacy\u003c/p\u003e \u003cp\u003eAll 4 years\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eDickins\u003c/b\u003e \u003cb\u003eet al.\u003c/b\u003e [\u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e57\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2013\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eUSA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eQualitative - Semi-structured interviews\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eAfrican American (7) Latina (5)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eMedicine\u003c/p\u003e \u003cp\u003eAll years\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eDyrbye\u003c/b\u003e \u003cb\u003eet al.\u003c/b\u003e [\u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e58\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2007\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eUSA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eQuantitative \u0026ndash; Survey\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eAsian (186) other non-Caucasian (82)\u003c/p\u003e \u003cp\u003eAfrican American (61)\u003c/p\u003e \u003cp\u003eHispanic (50) Native American (23) Pacific Islander (8)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eMedicine\u003c/p\u003e \u003cp\u003eAll years\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eHill\u003c/b\u003e \u003cb\u003eet al.\u003c/b\u003e [\u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e59\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2020\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eUSA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eQualitative - Questionnaire\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eAsian (5641) American Indian, Alaska Native, Black, African American, Hispanic, Latino, Spanish, Native Hawaiian or Pacific Islander (2433) Mixed Race (2376)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eMedicine\u003c/p\u003e \u003cp\u003eNot specified\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eIsik\u003c/b\u003e \u003cb\u003eet al.\u003c/b\u003e [\u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e60\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2021a\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eThe Netherlands\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eQualitative - Semi-structured interviews\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e18 ethnic minority students with parents from: Afghanistan, Armenia, Egypt, Ghana, Philippines, Morocco, Nigeria, Russia, Syria, Turkey, Ukraine, and Uzbekistan\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eMedicine\u003c/p\u003e \u003cp\u003e7 Years 1\u0026ndash;3 (preclinical)\u003c/p\u003e \u003cp\u003e9 Years 4\u0026ndash;6 (clinical)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eIsik\u003c/b\u003e \u003cb\u003eet al.\u003c/b\u003e [\u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e61\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2021b\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eThe Netherlands\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eQualitative - Focus groups\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e26 Ethnic minority students with parents from: Spain, Indonesia, Afghanistan, China, Curacao, Egypt, Ghana, Kuwait, Morocco, Russia, Sudan, Suriname, Turkey and Vietnam\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eMedicine\u003c/p\u003e \u003cp\u003eBachelors (15)\u003c/p\u003e \u003cp\u003eMasters (18)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eKristoffersson and Hamberg\u003c/b\u003e [\u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e62\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2022\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSweden\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eQualitative - Interviews\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eeither born in or parents from Middle East, Asia, Europe and Africa (15)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eMedicine\u003c/p\u003e \u003cp\u003eAll years\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eKristoffersson\u003c/b\u003e \u003cb\u003eet al.\u003c/b\u003e [\u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e63\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2021\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSweden\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eQualitative - Interviews\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eParents born abroad (9) Refugees or moved to Sweden as children, teens or adults (9)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eMedicine\u003c/p\u003e \u003cp\u003eClinical semester\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eLee\u003c/b\u003e \u003cb\u003eet al.\u003c/b\u003e [\u003cspan citationid=\"CR65\" class=\"CitationRef\"\u003e64\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2021\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eUSA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eQualitative - Survey\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eAsian (199) Hispanic/Latinx (77) African American (42) Other (36) Native American/ American Indian (5) Native Hawaiian/ Pacific Islander (1)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eMedicine\u003c/p\u003e \u003cp\u003eClinical training years\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eLi\u003c/b\u003e \u003cb\u003eet al.\u003c/b\u003e [\u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e65\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2020\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eChina\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eQuantitative - Questionnaire\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eIndian (122) Nepalese (45) Bangladeshi (9) Mauritian (7) Sri Lankan (7) Thai (6) Pakistani (5) Ghanian (2) Somalia (2) Afghan (1) Comorian (1) Indonesian (1) Jordanian (1)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eMedicine\u003c/p\u003e \u003cp\u003eNot specified\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eLiebschutz\u003c/b\u003e \u003cb\u003eet al.\u003c/b\u003e [\u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e66\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2006\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eUSA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eQualitative - In-depth interviews\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eBlack (19)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eMedicine\u003c/p\u003e \u003cp\u003ePostgraduate year 2\u0026ndash;4+\u003c/p\u003e \u003cp\u003eMedical and surgical specialty\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eLopez\u003c/b\u003e \u003cb\u003eet al.\u003c/b\u003e [\u003cspan citationid=\"CR68\" class=\"CitationRef\"\u003e67\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2008\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eUSA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eQuantitative - Survey\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eAsian / Pacific Islander (409) Black (122) Hispanic (122)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eMedicine\u003c/p\u003e \u003cp\u003eFinal year Residents in specialty training\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eMcCann, Lacy and Miller\u003c/b\u003e [\u003cspan citationid=\"CR69\" class=\"CitationRef\"\u003e68\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2014\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eUSA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMixed method \u0026ndash; Survey and semi-structured interviews\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eMexican American (46) African American (42) Other Hispanic (33) Other (5) American Indian or Alaska Native (3)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eDentistry\u003c/p\u003e \u003cp\u003eYears 1\u0026ndash;4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eMilam\u003c/b\u003e \u003cb\u003eet al.\u003c/b\u003e [\u003cspan citationid=\"CR70\" class=\"CitationRef\"\u003e69\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2022\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eUSA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eQuantitative - Questionnaire\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eBlack (733)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eMedicine\u003c/p\u003e \u003cp\u003eAll years\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eMorrison, Machado and Blackburn\u003c/b\u003e [\u003cspan citationid=\"CR71\" class=\"CitationRef\"\u003e70\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2019\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eUK\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eQualitative - Focus groups\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eBlack / African / Caribbean / Black British (11) Asian/Asian British (10) Other ethnicity (2) Mixed/multi ethnic (1)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eMedicine\u003c/p\u003e \u003cp\u003eYear 1\u0026ndash;4 (preclinical\u0026thinsp;=\u0026thinsp;year 1, clinical - years 2\u0026ndash;4)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eNguyen\u003c/b\u003e \u003cb\u003eet al.\u003c/b\u003e [\u003cspan citationid=\"CR72\" class=\"CitationRef\"\u003e71\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2022\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eUSA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eQualitative - Data Analysis\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eAsian (2,133) Multiracial (621) Black/African American (542) Hispanic (490) American Indian/Alaska Native (27) Hawaiian/Other Pacific Islander (13)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eMedicine\u003c/p\u003e \u003cp\u003eN/A\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eOdom\u003c/b\u003e \u003cb\u003eet al.\u003c/b\u003e [\u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e72\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2007\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eUSA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eQualitative - Focus groups\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eBlack/African (38, 6 Caribbean descent and 4 African descent) Hispanic (4) Asian/Pacific Islander (1)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eMedicine\u003c/p\u003e \u003cp\u003eYears 1\u0026ndash;4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eOsseo-Asare\u003c/b\u003e \u003cb\u003eet al.\u003c/b\u003e [\u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e73\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2018\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eUSA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eQualitative - Semi-structured interviews\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eBlack (19) Hispanic (3) Native American (1) Mixed ethnicity/race (4)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eMedicine\u003c/p\u003e \u003cp\u003eResident physician (3rd year)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003ePatel\u003c/b\u003e \u003cb\u003eet al.\u003c/b\u003e [\u003cspan citationid=\"CR75\" class=\"CitationRef\"\u003e74\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2022\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eUSA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eQuantitative - Survey\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eAsian (27) Multiracial/other (23) Hispanic (13) Black (12)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eMedicine Anaesthesiology\u003c/p\u003e \u003cp\u003eAll years from intern to fellow\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003ePattinson\u003c/b\u003e \u003cb\u003eet al.\u003c/b\u003e [\u003cspan citationid=\"CR76\" class=\"CitationRef\"\u003e75\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2019\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eUK\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eQualitative - Interviews\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eBlack African (7) Asian, Asian British (3) Black African Caribbean (2) Other (Arab) (1)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eMedicine\u003c/p\u003e \u003cp\u003eGeneral Practitioner Specialty Trainees\u003c/p\u003e \u003cp\u003eYears 1\u0026ndash;3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003ePerry\u003c/b\u003e \u003cb\u003eet al.\u003c/b\u003e [\u003cspan citationid=\"CR77\" class=\"CitationRef\"\u003e76\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2016\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eUSA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eQualitative - Survey\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eBlack / African American (243)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eMedicine\u003c/p\u003e \u003cp\u003eFirst year\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eRevell and Nolan\u003c/b\u003e [\u003cspan citationid=\"CR78\" class=\"CitationRef\"\u003e77\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2023\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eUK\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eQualitative - Data Analysis\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eAsian (227) Black (66) Chinese (43) Mixed (90) Other (20) Non-declared (63)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eMedicine and Surgery\u003c/p\u003e \u003cp\u003eBachelor of Medicine and Surgery\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eStegers-Jager\u003c/b\u003e \u003cb\u003eet al.\u003c/b\u003e [\u003cspan citationid=\"CR79\" class=\"CitationRef\"\u003e78\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2012\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eThe Netherlands\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eQuantitative - Data Analysis\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eSurinamese/Antillean (162) Turkish/Moroccan/African (126) Asian (147) Western (240)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eMedicine\u003c/p\u003e \u003cp\u003eAll years\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eStrayhorn\u003c/b\u003e [\u003cspan citationid=\"CR80\" class=\"CitationRef\"\u003e79\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2020\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eUSA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eQualitative - Focus groups\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eAfrican American (4) African (2) Haitian (1) West Indian (1)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eMedicine\u003c/p\u003e \u003cp\u003eGraduate and Postgraduate\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003evan Andel\u003c/b\u003e \u003cb\u003eet al.\u003c/b\u003e [\u003cspan citationid=\"CR81\" class=\"CitationRef\"\u003e80\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2022\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eThe Netherlands\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eQualitative - Survey\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e72 non-Western migration backgrounds (Turkey, Morocco, Iran, Iraq, Suriname, China and Afghanistan) and 23 Western migration background\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eMedicine\u003c/p\u003e \u003cp\u003eMasters\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eVu\u003c/b\u003e \u003cb\u003eet al.\u003c/b\u003e [\u003cspan citationid=\"CR82\" class=\"CitationRef\"\u003e81\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2015\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eUSA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMixed methods - Questionnaire with open ended comments\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eBlack (14) Hispanic (36) Asian or Pacific Islander (31) Native American (5) Other (1)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eDentistry\u003c/p\u003e \u003cp\u003eFourth year and senior students\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eWarsame\u003c/b\u003e \u003cb\u003eet al.\u003c/b\u003e [\u003cspan citationid=\"CR83\" class=\"CitationRef\"\u003e82\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2021\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eUSA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eQualitative - Interviews\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eAsian American (9) Black or African American (2) Hispanic or Latino (3) Multiracial (2)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eMedicine Haematology and oncology\u003c/p\u003e \u003cp\u003eGraduate\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eYang\u003c/b\u003e \u003cb\u003eet al.\u003c/b\u003e [\u003cspan citationid=\"CR84\" class=\"CitationRef\"\u003e83\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2023\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eUSA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eQualitative - Semi-structured interviews\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eChinese American (8) Korean American (5) Indian America (5) Vietnamese American (3) Filipino American (2) Nepalese, Pakistani and Desi American (1)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eMedicine\u003c/p\u003e \u003cp\u003eYears 1\u0026ndash;4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eYates\u003c/b\u003e [\u003cspan citationid=\"CR85\" class=\"CitationRef\"\u003e84\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2014\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eUK\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eQualitative - Data Analysis\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003enon-White (685) undeclared ethnicity (116)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eMedicine\u003c/p\u003e \u003cp\u003eUndergraduate Graduate Entry Medicine\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eZhang\u003c/b\u003e \u003cb\u003eet al.\u003c/b\u003e [\u003cspan citationid=\"CR86\" class=\"CitationRef\"\u003e85\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2024\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eUSA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMixed methods - Survey and Focus Groups\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eChinese (112) Multiracial (45) Korean (30) Vietnamese (30) Indian (25) Taiwanese (21) Filipino (17) Other - Bangladeshi, Cambodian, White, Japanese, Latino/a, Nepalese, Pakistani, Singaporean, Thai, Hmong, Burmese, Tongan, Samoan (24)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eMedicine\u003c/p\u003e \u003cp\u003eYears 1\u0026ndash;5 and higher\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab7\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 7\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eStudies Reporting Ethnic Minority Student Experiences in Allied Health Professions Programmes (n\u0026thinsp;=\u0026thinsp;8)\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"6\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAuthor (s)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eYear of publication\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eLocation\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMethodology\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003ePopulation\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eAllied Health Professional Programme Type \u0026amp; Level\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eHammond\u003c/b\u003e \u003cb\u003eet al.\u003c/b\u003e [\u003cspan citationid=\"CR87\" class=\"CitationRef\"\u003e86\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2019\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eUK\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eQualitative - Focus groups\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eBlack or Black British African (7) Black or Black British Caribbean (4) other Black background (1) Mixed white and Black Caribbean (1) Asian or Asian British Indian (1) Chinese (1) other Asian background (1)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003ePhysiotherapy\u003c/p\u003e \u003cp\u003eBSc (13) MSc (4)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eJang\u003c/b\u003e \u003cb\u003eet al.\u003c/b\u003e [\u003cspan citationid=\"CR88\" class=\"CitationRef\"\u003e87\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2023\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eAustralia\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eQualitative - Semi-structured interviews\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eMuslim Women - Lebanese (4) African (2) Indian (2) Malay (1) Brunei (1) Palestinian (1) Afghan (1) Bengali (1) Argentinian (1)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003ePhysiotherapy\u003c/p\u003e \u003cp\u003eYears 1\u0026ndash;4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eKitchens\u003c/b\u003e \u003cb\u003eet al.\u003c/b\u003e [\u003cspan citationid=\"CR89\" class=\"CitationRef\"\u003e88\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2022\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eUSA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMixed methods - Survey - Likert scale, multiple choice, and open-ended responses\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eBlack African American (124)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eOccupational Therapy (89) Occupational Therapy Assistant (35)\u003c/p\u003e \u003cp\u003eEntry Level\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eNaidoo, Yuhaniak and Abel\u003c/b\u003e [\u003cspan citationid=\"CR90\" class=\"CitationRef\"\u003e89\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2020\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eUSA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMixed methods - Data Analysis and Focus Groups\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eAfrican American/Black (22) Asian (52) Hispanic (26) Native American/Alaskan Native (4) Mixed race (1) Hispanic (4)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003ePhysical therapy\u003c/p\u003e \u003cp\u003eDoctorate (All 3 years)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eRyan\u003c/b\u003e \u003cb\u003eet al.\u003c/b\u003e [\u003cspan citationid=\"CR91\" class=\"CitationRef\"\u003e90\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2021\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eUK\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eQualitative - Data Analysis\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eAsian (47) Black (15) Other (18)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003ePhysiotherapy\u003c/p\u003e \u003cp\u003eFirst year university level\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eSuswaram\u003c/b\u003e \u003cb\u003eet al.\u003c/b\u003e [\u003cspan citationid=\"CR92\" class=\"CitationRef\"\u003e91\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2022\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eUSA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eQualitative - Semi-structured interviews\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eAsian (4) Black (4) White and Hispanic (3)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eCommunication Science Disorder Programme\u003c/p\u003e \u003cp\u003ePhD and Masters\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eWilliams\u003c/b\u003e \u003cb\u003eet al.\u003c/b\u003e [\u003cspan citationid=\"CR93\" class=\"CitationRef\"\u003e92\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2015\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eUK\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eQualitative - Data Analysis\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eAsian (58) Black (28) Other (43)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003ePhysiotherapy\u003c/p\u003e \u003cp\u003eBachelors\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eZell\u003c/b\u003e [\u003cspan citationid=\"CR94\" class=\"CitationRef\"\u003e93\u003c/span\u003e]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2014\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eUSA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eQualitative - Semi-structured interviews\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eLatino (11)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003ePhysical therapy\u003c/p\u003e \u003cp\u003eGraduate\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e \u003cb\u003e(\u003c/b\u003einsert\u003cb\u003e)\u003c/b\u003e\u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab6\" class=\"InternalRef\"\u003e6\u003c/span\u003e \u003cb\u003e(\u003c/b\u003einsert\u003cb\u003e)\u003c/b\u003e\u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab7\" class=\"InternalRef\"\u003e7\u003c/span\u003e \u003cb\u003e(\u003c/b\u003einsert\u003cb\u003e)\u003c/b\u003e\u003c/p\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003eSynthesis of results\u003c/h2\u003e \u003cp\u003eThe reported experiences were summarised into four broad categories, namely: 1) academic, 2) social and interpersonal, 3) psychosocial well-being and support and 4) discrimination and racism. However, these four categories are not mutually exclusive; they overlap and are interconnected. These are presented according to programme type, followed by a discussion on facilitators and barriers for the experiences. Although Medicine programmes accounted for more than half of the sources reviewed, this does not diminish the significance of experiences reported in other programme types.\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eAcademic Experiences\u003c/h3\u003e\n\u003cp\u003eIn this review, academic experiences are those associated with the students\u0026rsquo; process of acquiring knowledge, skills and attitudes of their professional programme. This includes, but is not limited to, interactions with the curriculum, the content, teaching approaches and assessments. The reviewed studies reported both positive and negative academic experiences as outlined in the narrative below. Barriers and facilitators of the experiences are also presented.\u003c/p\u003e \u003cp\u003eAcross programmes, negative experiences were more pervasive than positive experiences. Educational inequity was the most dominant negative experience reported and was more commonly found in medicine (n\u0026thinsp;=\u0026thinsp;11) [\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e55\u003c/span\u003e, \u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e62\u003c/span\u003e, \u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e63\u003c/span\u003e, \u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e65\u003c/span\u003e, \u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e66\u003c/span\u003e, \u003cspan additionalcitationids=\"CR70\" citationid=\"CR70\" class=\"CitationRef\"\u003e69\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR72\" class=\"CitationRef\"\u003e71\u003c/span\u003e, \u003cspan citationid=\"CR81\" class=\"CitationRef\"\u003e80\u003c/span\u003e, \u003cspan citationid=\"CR82\" class=\"CitationRef\"\u003e81\u003c/span\u003e, \u003cspan citationid=\"CR85\" class=\"CitationRef\"\u003e84\u003c/span\u003e] than nursing (n\u0026thinsp;=\u0026thinsp;5) [\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e40\u003c/span\u003e, \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e43\u003c/span\u003e, \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e44\u003c/span\u003e, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e46\u003c/span\u003e, \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e48\u003c/span\u003e] least encountered in AHP programmes (n\u0026thinsp;=\u0026thinsp;2) [\u003cspan citationid=\"CR87\" class=\"CitationRef\"\u003e86\u003c/span\u003e, \u003cspan citationid=\"CR90\" class=\"CitationRef\"\u003e89\u003c/span\u003e]. Finding it difficult to achieve academic success was the second most frequently reported, with majority of the studies from medicine (n\u0026thinsp;=\u0026thinsp;9) [\u003cspan additionalcitationids=\"CR60\" citationid=\"CR60\" class=\"CitationRef\"\u003e59\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e61\u003c/span\u003e, \u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e65\u003c/span\u003e, \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e72\u003c/span\u003e, \u003cspan additionalcitationids=\"CR78 CR79\" citationid=\"CR78\" class=\"CitationRef\"\u003e77\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR81\" class=\"CitationRef\"\u003e80\u003c/span\u003e], then nursing (n\u0026thinsp;=\u0026thinsp;4) [\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e41\u003c/span\u003e, \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e44\u003c/span\u003e, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e46\u003c/span\u003e, \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e51\u003c/span\u003e] and AHP (n\u0026thinsp;=\u0026thinsp;3) [\u003cspan citationid=\"CR88\" class=\"CitationRef\"\u003e87\u003c/span\u003e, \u003cspan citationid=\"CR91\" class=\"CitationRef\"\u003e90\u003c/span\u003e, \u003cspan citationid=\"CR93\" class=\"CitationRef\"\u003e92\u003c/span\u003e]. Similarly, feeling unsupported was more common in medicine (n\u0026thinsp;=\u0026thinsp;8) [\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e55\u003c/span\u003e, \u003cspan citationid=\"CR71\" class=\"CitationRef\"\u003e70\u003c/span\u003e, \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e72\u003c/span\u003e, \u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e73\u003c/span\u003e, \u003cspan citationid=\"CR80\" class=\"CitationRef\"\u003e79\u003c/span\u003e, \u003cspan citationid=\"CR81\" class=\"CitationRef\"\u003e80\u003c/span\u003e, \u003cspan citationid=\"CR84\" class=\"CitationRef\"\u003e83\u003c/span\u003e, \u003cspan citationid=\"CR86\" class=\"CitationRef\"\u003e85\u003c/span\u003e], and nursing (n\u0026thinsp;=\u0026thinsp;5) [\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e37\u003c/span\u003e, \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e38\u003c/span\u003e, \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e40\u003c/span\u003e, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e46\u003c/span\u003e, \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e48\u003c/span\u003e] compared to AHP programmes (n\u0026thinsp;=\u0026thinsp;1) [\u003cspan citationid=\"CR87\" class=\"CitationRef\"\u003e86\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eAlthough experiencing overwhelming academic pressure and expectations was only recorded in medicine (n\u0026thinsp;=\u0026thinsp;6) [\u003cspan additionalcitationids=\"CR56\" citationid=\"CR56\" class=\"CitationRef\"\u003e55\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e57\u003c/span\u003e, \u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e65\u003c/span\u003e, \u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e66\u003c/span\u003e, \u003cspan citationid=\"CR84\" class=\"CitationRef\"\u003e83\u003c/span\u003e] and AHP (n\u0026thinsp;=\u0026thinsp;1) [\u003cspan citationid=\"CR88\" class=\"CitationRef\"\u003e87\u003c/span\u003e], prejudice in the curriculum was reported in nursing (n\u0026thinsp;=\u0026thinsp;5) [\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e37\u003c/span\u003e, \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e40\u003c/span\u003e, \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e48\u003c/span\u003e, \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e49\u003c/span\u003e, \u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e53\u003c/span\u003e], than in medicine (n\u0026thinsp;=\u0026thinsp;1), [\u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e56\u003c/span\u003e] and AHP programmes (n\u0026thinsp;=\u0026thinsp;1) [\u003cspan citationid=\"CR87\" class=\"CitationRef\"\u003e86\u003c/span\u003e]. Challenges in diversity and inclusion practices were dominant in AHP (n\u0026thinsp;=\u0026thinsp;3) [\u003cspan citationid=\"CR87\" class=\"CitationRef\"\u003e86\u003c/span\u003e, \u003cspan citationid=\"CR90\" class=\"CitationRef\"\u003e89\u003c/span\u003e, \u003cspan citationid=\"CR92\" class=\"CitationRef\"\u003e91\u003c/span\u003e], more than in nursing (n\u0026thinsp;=\u0026thinsp;2) [\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e38\u003c/span\u003e, \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e40\u003c/span\u003e], and medicine programmes (n\u0026thinsp;=\u0026thinsp;2) [\u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e56\u003c/span\u003e, \u003cspan citationid=\"CR84\" class=\"CitationRef\"\u003e83\u003c/span\u003e]. However, group work was highlighted as a challenge in nursing (n\u0026thinsp;=\u0026thinsp;3) [\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e41\u003c/span\u003e, \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e42\u003c/span\u003e, \u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e50\u003c/span\u003e], and medicine (n\u0026thinsp;=\u0026thinsp;1) [\u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e56\u003c/span\u003e], but not AHP. While in medicine, one study reported a lack of diversity in patient cases (n\u0026thinsp;=\u0026thinsp;1) [\u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e56\u003c/span\u003e], and equally, in AHP, ethnic differences from majority teachers (n\u0026thinsp;=\u0026thinsp;1) [\u003cspan citationid=\"CR87\" class=\"CitationRef\"\u003e86\u003c/span\u003e] were indicated as a challenge.\u003c/p\u003e \u003cp\u003ePositive academic experiences were rarely documented. Across reviewed studies, themes that were captured twice were having culturally competent staff (n\u0026thinsp;=\u0026thinsp;2) [\u003cspan citationid=\"CR69\" class=\"CitationRef\"\u003e68\u003c/span\u003e, \u003cspan citationid=\"CR90\" class=\"CitationRef\"\u003e89\u003c/span\u003e], and opportunities for learning (n\u0026thinsp;=\u0026thinsp;2) [\u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e57\u003c/span\u003e, \u003cspan citationid=\"CR89\" class=\"CitationRef\"\u003e88\u003c/span\u003e], both occurring in AHP and medicine. Single occurrences of satisfaction with programme (n\u0026thinsp;=\u0026thinsp;1) [\u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e65\u003c/span\u003e], a positive cultural climate [\u003cspan citationid=\"CR69\" class=\"CitationRef\"\u003e68\u003c/span\u003e] and discussion of ethical issues in training [\u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e65\u003c/span\u003e] were reported in medicine. In contrast, studies from nursing did not report positive academic experiences. Whereas in AHP literature, having committed and accessible faculty [\u003cspan citationid=\"CR90\" class=\"CitationRef\"\u003e89\u003c/span\u003e] and seeing improvement in verbal and mathematics scores [\u003cspan citationid=\"CR94\" class=\"CitationRef\"\u003e93\u003c/span\u003e] were noted.\u003c/p\u003e \u003cp\u003eThe most documented barriers to academic progress were structural inequities and systemic exclusion (n\u0026thinsp;=\u0026thinsp;15) [\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e40\u003c/span\u003e, \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e47\u003c/span\u003e, \u003cspan additionalcitationids=\"CR51\" citationid=\"CR51\" class=\"CitationRef\"\u003e50\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e52\u003c/span\u003e, \u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e59\u003c/span\u003e, \u003cspan citationid=\"CR69\" class=\"CitationRef\"\u003e68\u003c/span\u003e, \u003cspan citationid=\"CR70\" class=\"CitationRef\"\u003e69\u003c/span\u003e, \u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e73\u003c/span\u003e, \u003cspan citationid=\"CR79\" class=\"CitationRef\"\u003e78\u003c/span\u003e, \u003cspan citationid=\"CR80\" class=\"CitationRef\"\u003e79\u003c/span\u003e, \u003cspan citationid=\"CR82\" class=\"CitationRef\"\u003e81\u003c/span\u003e, \u003cspan citationid=\"CR84\" class=\"CitationRef\"\u003e83\u003c/span\u003e, \u003cspan citationid=\"CR86\" class=\"CitationRef\"\u003e85\u003c/span\u003e, \u003cspan citationid=\"CR87\" class=\"CitationRef\"\u003e86\u003c/span\u003e] and lack of academic support (n\u0026thinsp;=\u0026thinsp;13) [\u003cspan additionalcitationids=\"CR42\" citationid=\"CR42\" class=\"CitationRef\"\u003e41\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e43\u003c/span\u003e, \u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e58\u003c/span\u003e, \u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e66\u003c/span\u003e, \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e72\u003c/span\u003e, \u003cspan citationid=\"CR80\" class=\"CitationRef\"\u003e79\u003c/span\u003e, \u003cspan additionalcitationids=\"CR82\" citationid=\"CR82\" class=\"CitationRef\"\u003e81\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR84\" class=\"CitationRef\"\u003e83\u003c/span\u003e, \u003cspan citationid=\"CR89\" class=\"CitationRef\"\u003e88\u003c/span\u003e, \u003cspan citationid=\"CR92\" class=\"CitationRef\"\u003e91\u003c/span\u003e, \u003cspan citationid=\"CR94\" class=\"CitationRef\"\u003e93\u003c/span\u003e]. Other notable barriers, although reported in fewer than ten studies, included difficulties reporting experiences of racism (n\u0026thinsp;=\u0026thinsp;6) [\u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e58\u003c/span\u003e, \u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e62\u003c/span\u003e, \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e72\u003c/span\u003e, \u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e73\u003c/span\u003e, \u003cspan citationid=\"CR83\" class=\"CitationRef\"\u003e82\u003c/span\u003e, \u003cspan citationid=\"CR86\" class=\"CitationRef\"\u003e85\u003c/span\u003e], inequitable assessments (n\u0026thinsp;=\u0026thinsp;5) [\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e43\u003c/span\u003e, \u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e57\u003c/span\u003e, \u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e60\u003c/span\u003e, \u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e61\u003c/span\u003e, \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e72\u003c/span\u003e], and prejudice in the curriculum (n\u0026thinsp;=\u0026thinsp;4) [\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e48\u003c/span\u003e, \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e49\u003c/span\u003e, \u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e56\u003c/span\u003e, \u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e63\u003c/span\u003e] were noted. Lack of resources (n\u0026thinsp;=\u0026thinsp;4) [\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e40\u003c/span\u003e, \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e49\u003c/span\u003e, \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e51\u003c/span\u003e, \u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e73\u003c/span\u003e], ethnically focused support (n\u0026thinsp;=\u0026thinsp;3) [\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e37\u003c/span\u003e, \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e40\u003c/span\u003e, \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e48\u003c/span\u003e], academic demands (n\u0026thinsp;=\u0026thinsp;2) [\u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e57\u003c/span\u003e, \u003cspan citationid=\"CR94\" class=\"CitationRef\"\u003e93\u003c/span\u003e], and limited opportunities and clinical exposure (n\u0026thinsp;=\u0026thinsp;2) [\u003cspan citationid=\"CR76\" class=\"CitationRef\"\u003e75\u003c/span\u003e] created pressures, whereas not understanding processes (n\u0026thinsp;=\u0026thinsp;1) [\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e43\u003c/span\u003e], differences in attainment (n\u0026thinsp;=\u0026thinsp;1) [\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e44\u003c/span\u003e], and group work (n\u0026thinsp;=\u0026thinsp;1) [\u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e56\u003c/span\u003e] hindered success.\u003c/p\u003e \u003cp\u003eOn the other hand, facilitators included support from teaching staff (n\u0026thinsp;=\u0026thinsp;9) [\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e37\u003c/span\u003e, \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e43\u003c/span\u003e, \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e48\u003c/span\u003e, \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e51\u003c/span\u003e, \u003cspan citationid=\"CR71\" class=\"CitationRef\"\u003e70\u003c/span\u003e, \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e72\u003c/span\u003e, \u003cspan citationid=\"CR89\" class=\"CitationRef\"\u003e88\u003c/span\u003e, \u003cspan citationid=\"CR92\" class=\"CitationRef\"\u003e91\u003c/span\u003e, \u003cspan citationid=\"CR94\" class=\"CitationRef\"\u003e93\u003c/span\u003e], mentors of the same ethnicity (n\u0026thinsp;=\u0026thinsp;8) [\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e36\u003c/span\u003e, \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e49\u003c/span\u003e, \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e51\u003c/span\u003e, \u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e52\u003c/span\u003e, \u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e60\u003c/span\u003e, \u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e66\u003c/span\u003e, \u003cspan citationid=\"CR71\" class=\"CitationRef\"\u003e70\u003c/span\u003e, \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e72\u003c/span\u003e], access to comprehensive academic support (n\u0026thinsp;=\u0026thinsp;7) [\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e36\u003c/span\u003e, \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e47\u003c/span\u003e, \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e48\u003c/span\u003e, \u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e60\u003c/span\u003e, \u003cspan citationid=\"CR69\" class=\"CitationRef\"\u003e68\u003c/span\u003e, \u003cspan citationid=\"CR92\" class=\"CitationRef\"\u003e91\u003c/span\u003e], and mentoring (n\u0026thinsp;=\u0026thinsp;6) [\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e41\u003c/span\u003e, \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e72\u003c/span\u003e, \u003cspan citationid=\"CR87\" class=\"CitationRef\"\u003e86\u003c/span\u003e, \u003cspan citationid=\"CR89\" class=\"CitationRef\"\u003e88\u003c/span\u003e, \u003cspan citationid=\"CR92\" class=\"CitationRef\"\u003e91\u003c/span\u003e, \u003cspan citationid=\"CR94\" class=\"CitationRef\"\u003e93\u003c/span\u003e]. In addition; an enabling environment (n\u0026thinsp;=\u0026thinsp;4) [\u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e47\u003c/span\u003e, \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e49\u003c/span\u003e, \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e72\u003c/span\u003e, \u003cspan citationid=\"CR76\" class=\"CitationRef\"\u003e75\u003c/span\u003e], diversity and cultural training (n\u0026thinsp;=\u0026thinsp;4) [\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e38\u003c/span\u003e, \u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e57\u003c/span\u003e, \u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e65\u003c/span\u003e, \u003cspan citationid=\"CR83\" class=\"CitationRef\"\u003e82\u003c/span\u003e], a culturally responsive environment (n\u0026thinsp;=\u0026thinsp;4) [\u003cspan citationid=\"CR69\" class=\"CitationRef\"\u003e68\u003c/span\u003e, \u003cspan citationid=\"CR83\" class=\"CitationRef\"\u003e82\u003c/span\u003e, \u003cspan citationid=\"CR88\" class=\"CitationRef\"\u003e87\u003c/span\u003e, \u003cspan citationid=\"CR89\" class=\"CitationRef\"\u003e88\u003c/span\u003e], and safe spaces for inclusion (n\u0026thinsp;=\u0026thinsp;4) [\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e55\u003c/span\u003e, \u003cspan citationid=\"CR83\" class=\"CitationRef\"\u003e82\u003c/span\u003e, \u003cspan citationid=\"CR84\" class=\"CitationRef\"\u003e83\u003c/span\u003e, \u003cspan citationid=\"CR90\" class=\"CitationRef\"\u003e89\u003c/span\u003e] were found beneficial even though reported in less than five studies each. Ethnically focused support (n\u0026thinsp;=\u0026thinsp;3) [\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e55\u003c/span\u003e, \u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e58\u003c/span\u003e, \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e72\u003c/span\u003e] and welcoming faculty (n\u0026thinsp;=\u0026thinsp;3) [\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e40\u003c/span\u003e, \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e42\u003c/span\u003e, \u003cspan citationid=\"CR83\" class=\"CitationRef\"\u003e82\u003c/span\u003e] enabled participation. Study groups (n\u0026thinsp;=\u0026thinsp;2) [\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e37\u003c/span\u003e, \u003cspan citationid=\"CR94\" class=\"CitationRef\"\u003e93\u003c/span\u003e] and pipeline programmes (n\u0026thinsp;=\u0026thinsp;2) [\u003cspan citationid=\"CR69\" class=\"CitationRef\"\u003e68\u003c/span\u003e, \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e72\u003c/span\u003e] were said to provide opportunities. Lastly, a clear process for reporting racism (n\u0026thinsp;=\u0026thinsp;1) [\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e48\u003c/span\u003e], same-gender tutors (n\u0026thinsp;=\u0026thinsp;1) [\u003cspan citationid=\"CR88\" class=\"CitationRef\"\u003e87\u003c/span\u003e], previous academic experiences (n\u0026thinsp;=\u0026thinsp;1) [\u003cspan citationid=\"CR91\" class=\"CitationRef\"\u003e90\u003c/span\u003e], and pass/fail systems (n\u0026thinsp;=\u0026thinsp;1) [\u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e57\u003c/span\u003e] facilitated achievement.\u003c/p\u003e\n\u003ch3\u003eSocial and interpersonal experiences\u003c/h3\u003e\n\u003cp\u003eIn this review, social and interpersonal experiences refer to students' relationships with peers, staff, and the wider academic community, including the extent to which they felt included, valued, and able to participate in social and professional networks. Similar to academic experiences, negative experiences were more prevalent than positive ones.\u003c/p\u003e \u003cp\u003eSocial exclusion was the highest reported experience across programmes: medicine (n\u0026thinsp;=\u0026thinsp;32) [\u003cspan additionalcitationids=\"CR55\" citationid=\"CR55\" class=\"CitationRef\"\u003e54\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e56\u003c/span\u003e, \u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e58\u003c/span\u003e, \u003cspan additionalcitationids=\"CR61 CR62\" citationid=\"CR61\" class=\"CitationRef\"\u003e60\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e63\u003c/span\u003e, \u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e66\u003c/span\u003e, \u003cspan citationid=\"CR71\" class=\"CitationRef\"\u003e70\u003c/span\u003e, \u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e73\u003c/span\u003e, \u003cspan citationid=\"CR80\" class=\"CitationRef\"\u003e79\u003c/span\u003e, \u003cspan citationid=\"CR83\" class=\"CitationRef\"\u003e82\u003c/span\u003e, \u003cspan citationid=\"CR84\" class=\"CitationRef\"\u003e83\u003c/span\u003e, \u003cspan citationid=\"CR86\" class=\"CitationRef\"\u003e85\u003c/span\u003e], nursing (n\u0026thinsp;=\u0026thinsp;26) [\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e36\u003c/span\u003e, \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e37\u003c/span\u003e, \u003cspan additionalcitationids=\"CR41 CR42\" citationid=\"CR41\" class=\"CitationRef\"\u003e40\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e43\u003c/span\u003e, \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e45\u003c/span\u003e, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e46\u003c/span\u003e, \u003cspan additionalcitationids=\"CR49 CR50\" citationid=\"CR49\" class=\"CitationRef\"\u003e48\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e51\u003c/span\u003e, \u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e53\u003c/span\u003e] and AHP (n\u0026thinsp;=\u0026thinsp;5) [\u003cspan additionalcitationids=\"CR87\" citationid=\"CR87\" class=\"CitationRef\"\u003e86\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR89\" class=\"CitationRef\"\u003e88\u003c/span\u003e, \u003cspan citationid=\"CR92\" class=\"CitationRef\"\u003e91\u003c/span\u003e]. Inadequate representation was equally reported in medicine (n\u0026thinsp;=\u0026thinsp;9) [\u003cspan additionalcitationids=\"CR56\" citationid=\"CR56\" class=\"CitationRef\"\u003e55\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e57\u003c/span\u003e, \u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e60\u003c/span\u003e, \u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e61\u003c/span\u003e, \u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e66\u003c/span\u003e, \u003cspan citationid=\"CR71\" class=\"CitationRef\"\u003e70\u003c/span\u003e, \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e72\u003c/span\u003e, \u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e73\u003c/span\u003e] and nursing (n\u0026thinsp;=\u0026thinsp;9) [\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e37\u003c/span\u003e, \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e42\u003c/span\u003e, \u003cspan additionalcitationids=\"CR48 CR49 CR50 CR51 CR52\" citationid=\"CR48\" class=\"CitationRef\"\u003e47\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e53\u003c/span\u003e], compared to AHP (n\u0026thinsp;=\u0026thinsp;4) [\u003cspan citationid=\"CR87\" class=\"CitationRef\"\u003e86\u003c/span\u003e, \u003cspan citationid=\"CR88\" class=\"CitationRef\"\u003e87\u003c/span\u003e, \u003cspan citationid=\"CR90\" class=\"CitationRef\"\u003e89\u003c/span\u003e, \u003cspan citationid=\"CR92\" class=\"CitationRef\"\u003e91\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eCommunication and language difficulties were frequent in nursing (n\u0026thinsp;=\u0026thinsp;5) [\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e37\u003c/span\u003e, \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e41\u003c/span\u003e, \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e43\u003c/span\u003e, \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e47\u003c/span\u003e] and medicine (n\u0026thinsp;=\u0026thinsp;4) [\u003cspan additionalcitationids=\"CR61 CR62\" citationid=\"CR61\" class=\"CitationRef\"\u003e60\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e63\u003c/span\u003e, \u003cspan citationid=\"CR71\" class=\"CitationRef\"\u003e70\u003c/span\u003e] compared to AHP (n\u0026thinsp;=\u0026thinsp;2) [\u003cspan citationid=\"CR87\" class=\"CitationRef\"\u003e86\u003c/span\u003e, \u003cspan citationid=\"CR92\" class=\"CitationRef\"\u003e91\u003c/span\u003e]. These could have led to difficulty connecting with majority peers, which was only reported in medicine (n\u0026thinsp;=\u0026thinsp;4) [\u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e56\u003c/span\u003e, \u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e58\u003c/span\u003e, \u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e60\u003c/span\u003e, \u003cspan citationid=\"CR80\" class=\"CitationRef\"\u003e79\u003c/span\u003e] and nursing (n\u0026thinsp;=\u0026thinsp;1) [\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e41\u003c/span\u003e]. Cultural differences were recorded more in medicine (n\u0026thinsp;=\u0026thinsp;8) [\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e55\u003c/span\u003e, \u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e58\u003c/span\u003e, \u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e60\u003c/span\u003e, \u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e61\u003c/span\u003e, \u003cspan citationid=\"CR71\" class=\"CitationRef\"\u003e70\u003c/span\u003e, \u003cspan citationid=\"CR76\" class=\"CitationRef\"\u003e75\u003c/span\u003e, \u003cspan citationid=\"CR80\" class=\"CitationRef\"\u003e79\u003c/span\u003e, \u003cspan citationid=\"CR86\" class=\"CitationRef\"\u003e85\u003c/span\u003e] compared to nursing (n\u0026thinsp;=\u0026thinsp;4) [\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e37\u003c/span\u003e, \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e43\u003c/span\u003e, \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e47\u003c/span\u003e, \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e48\u003c/span\u003e] and AHP (n\u0026thinsp;=\u0026thinsp;1) [\u003cspan citationid=\"CR88\" class=\"CitationRef\"\u003e87\u003c/span\u003e]; similarly, discomfort discussing cultural issues was noted in medicine (n\u0026thinsp;=\u0026thinsp;3) [\u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e56\u003c/span\u003e, \u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e57\u003c/span\u003e, \u003cspan citationid=\"CR80\" class=\"CitationRef\"\u003e79\u003c/span\u003e], nursing (n\u0026thinsp;=\u0026thinsp;2) [\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e40\u003c/span\u003e, \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e48\u003c/span\u003e], and AHP (n\u0026thinsp;=\u0026thinsp;2) [\u003cspan citationid=\"CR88\" class=\"CitationRef\"\u003e87\u003c/span\u003e, \u003cspan citationid=\"CR89\" class=\"CitationRef\"\u003e88\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eFeeling unsupported by peers was more reported in medicine (n\u0026thinsp;=\u0026thinsp;2) [\u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e63\u003c/span\u003e, \u003cspan citationid=\"CR77\" class=\"CitationRef\"\u003e76\u003c/span\u003e] than AHP (n\u0026thinsp;=\u0026thinsp;1) [\u003cspan citationid=\"CR92\" class=\"CitationRef\"\u003e91\u003c/span\u003e] and nursing (n\u0026thinsp;=\u0026thinsp;1) [\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e42\u003c/span\u003e]. Not wanting to make a bad impression was reported in nursing (n\u0026thinsp;=\u0026thinsp;1) [\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e45\u003c/span\u003e] and medicine (n\u0026thinsp;=\u0026thinsp;1) [\u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e57\u003c/span\u003e] only. Negative interactions were recorded in Nursing (n\u0026thinsp;=\u0026thinsp;3) [\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e38\u003c/span\u003e, \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e43\u003c/span\u003e, \u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e52\u003c/span\u003e], more than in Medicine (n\u0026thinsp;=\u0026thinsp;1) [\u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e56\u003c/span\u003e], whereas being a first-generation student was only reported in nursing (n\u0026thinsp;=\u0026thinsp;1) [\u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e56\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eOnly four positive social and interpersonal experiences were highlighted, with the majority in medicine. These were standing out and being easily remembered due to ethnicity (n\u0026thinsp;=\u0026thinsp;1) [\u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e63\u003c/span\u003e], being invited to social events (n\u0026thinsp;=\u0026thinsp;1) [\u003cspan citationid=\"CR70\" class=\"CitationRef\"\u003e69\u003c/span\u003e] and studying with a diverse student body (n\u0026thinsp;=\u0026thinsp;1) [\u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e57\u003c/span\u003e]. However, having a desire to build relationships with peers was only reported in Nursing (n\u0026thinsp;=\u0026thinsp;3) [\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e41\u003c/span\u003e, \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e43\u003c/span\u003e, \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e51\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eThe most documented barriers to social interactions included lack of diversity and representation (n\u0026thinsp;=\u0026thinsp;15) [\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e38\u003c/span\u003e, \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e47\u003c/span\u003e, \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e51\u003c/span\u003e, \u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e52\u003c/span\u003e, \u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e55\u003c/span\u003e, \u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e57\u003c/span\u003e, \u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e60\u003c/span\u003e, \u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e61\u003c/span\u003e, \u003cspan citationid=\"CR69\" class=\"CitationRef\"\u003e68\u003c/span\u003e, \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e72\u003c/span\u003e, \u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e73\u003c/span\u003e, \u003cspan citationid=\"CR84\" class=\"CitationRef\"\u003e83\u003c/span\u003e, \u003cspan citationid=\"CR87\" class=\"CitationRef\"\u003e86\u003c/span\u003e, \u003cspan citationid=\"CR90\" class=\"CitationRef\"\u003e89\u003c/span\u003e], and communication and language difficulties (n\u0026thinsp;=\u0026thinsp;11) [\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e37\u003c/span\u003e, \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e41\u003c/span\u003e, \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e43\u003c/span\u003e, \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e51\u003c/span\u003e, \u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e58\u003c/span\u003e, \u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e60\u003c/span\u003e, \u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e61\u003c/span\u003e, \u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e65\u003c/span\u003e, \u003cspan citationid=\"CR87\" class=\"CitationRef\"\u003e86\u003c/span\u003e, \u003cspan citationid=\"CR90\" class=\"CitationRef\"\u003e89\u003c/span\u003e] lack of cultural awareness and competency (n\u0026thinsp;=\u0026thinsp;7) [\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e39\u003c/span\u003e, \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e40\u003c/span\u003e, \u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e52\u003c/span\u003e, \u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e56\u003c/span\u003e, \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e72\u003c/span\u003e, \u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e73\u003c/span\u003e, \u003cspan citationid=\"CR88\" class=\"CitationRef\"\u003e87\u003c/span\u003e], as well as cultural differences (n\u0026thinsp;=\u0026thinsp;7) [\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e37\u003c/span\u003e, \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e43\u003c/span\u003e, \u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e60\u003c/span\u003e, \u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e61\u003c/span\u003e, \u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e65\u003c/span\u003e, \u003cspan citationid=\"CR71\" class=\"CitationRef\"\u003e70\u003c/span\u003e, \u003cspan citationid=\"CR76\" class=\"CitationRef\"\u003e75\u003c/span\u003e]. Feeling invisible and isolated (n\u0026thinsp;=\u0026thinsp;6) [\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e36\u003c/span\u003e, \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e41\u003c/span\u003e, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e46\u003c/span\u003e, \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e47\u003c/span\u003e, \u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e73\u003c/span\u003e, \u003cspan citationid=\"CR84\" class=\"CitationRef\"\u003e83\u003c/span\u003e] and excluded (n\u0026thinsp;=\u0026thinsp;3) [\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e36\u003c/span\u003e, \u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e50\u003c/span\u003e, \u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e66\u003c/span\u003e] led to loneliness and not knowing professionals (n\u0026thinsp;=\u0026thinsp;4) [\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e40\u003c/span\u003e, \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e41\u003c/span\u003e, \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e43\u003c/span\u003e, \u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e60\u003c/span\u003e] and having family responsibilities (n\u0026thinsp;=\u0026thinsp;4) [\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e39\u003c/span\u003e, \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e40\u003c/span\u003e, \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e43\u003c/span\u003e, \u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e60\u003c/span\u003e] further hindered interactions. Being born abroad (n\u0026thinsp;=\u0026thinsp;1) [\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e38\u003c/span\u003e], being an international student (n\u0026thinsp;=\u0026thinsp;1) [\u003cspan citationid=\"CR76\" class=\"CitationRef\"\u003e75\u003c/span\u003e], and a lack of awareness of the profession from others (n\u0026thinsp;=\u0026thinsp;1) [\u003cspan citationid=\"CR89\" class=\"CitationRef\"\u003e88\u003c/span\u003e] also impacted social interactions.\u003c/p\u003e \u003cp\u003eThe most prevalent facilitator was connecting with ethnic minority staff and peers (n\u0026thinsp;=\u0026thinsp;17) [\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e40\u003c/span\u003e, \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e41\u003c/span\u003e, \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e45\u003c/span\u003e, \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e48\u003c/span\u003e, \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e51\u003c/span\u003e, \u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e52\u003c/span\u003e, \u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e55\u003c/span\u003e, \u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e56\u003c/span\u003e, \u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e62\u003c/span\u003e, \u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e66\u003c/span\u003e, \u003cspan citationid=\"CR71\" class=\"CitationRef\"\u003e70\u003c/span\u003e, \u003cspan citationid=\"CR83\" class=\"CitationRef\"\u003e82\u003c/span\u003e, \u003cspan citationid=\"CR84\" class=\"CitationRef\"\u003e83\u003c/span\u003e, \u003cspan citationid=\"CR87\" class=\"CitationRef\"\u003e86\u003c/span\u003e, \u003cspan citationid=\"CR90\" class=\"CitationRef\"\u003e89\u003c/span\u003e, \u003cspan citationid=\"CR92\" class=\"CitationRef\"\u003e91\u003c/span\u003e, \u003cspan citationid=\"CR94\" class=\"CitationRef\"\u003e93\u003c/span\u003e]. Others were; being acknowledged, valued, and appreciated (n\u0026thinsp;=\u0026thinsp;9) [\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e36\u003c/span\u003e, \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e41\u003c/span\u003e, \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e43\u003c/span\u003e, \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e48\u003c/span\u003e, \u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e50\u003c/span\u003e, \u003cspan citationid=\"CR83\" class=\"CitationRef\"\u003e82\u003c/span\u003e, \u003cspan citationid=\"CR84\" class=\"CitationRef\"\u003e83\u003c/span\u003e, \u003cspan citationid=\"CR86\" class=\"CitationRef\"\u003e85\u003c/span\u003e, \u003cspan citationid=\"CR92\" class=\"CitationRef\"\u003e91\u003c/span\u003e], having a social and professional network (n\u0026thinsp;=\u0026thinsp;7) [\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e38\u003c/span\u003e, \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e45\u003c/span\u003e, \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e51\u003c/span\u003e, \u003cspan citationid=\"CR71\" class=\"CitationRef\"\u003e70\u003c/span\u003e, \u003cspan citationid=\"CR90\" class=\"CitationRef\"\u003e89\u003c/span\u003e, \u003cspan citationid=\"CR92\" class=\"CitationRef\"\u003e91\u003c/span\u003e, \u003cspan citationid=\"CR94\" class=\"CitationRef\"\u003e93\u003c/span\u003e] and supporting ethnic minority patients (n\u0026thinsp;=\u0026thinsp;7) [\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e48\u003c/span\u003e, \u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e55\u003c/span\u003e, \u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e56\u003c/span\u003e, \u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e63\u003c/span\u003e, \u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e66\u003c/span\u003e, \u003cspan citationid=\"CR68\" class=\"CitationRef\"\u003e67\u003c/span\u003e, \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e72\u003c/span\u003e] boosted sense of belonging. Being multicultural and bilingual (n\u0026thinsp;=\u0026thinsp;5) [\u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e56\u003c/span\u003e, \u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e63\u003c/span\u003e, \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e72\u003c/span\u003e, \u003cspan citationid=\"CR90\" class=\"CitationRef\"\u003e89\u003c/span\u003e, \u003cspan citationid=\"CR94\" class=\"CitationRef\"\u003e93\u003c/span\u003e], having allies (n\u0026thinsp;=\u0026thinsp;4) [\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e48\u003c/span\u003e, \u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e55\u003c/span\u003e, \u003cspan citationid=\"CR71\" class=\"CitationRef\"\u003e70\u003c/span\u003e, \u003cspan citationid=\"CR84\" class=\"CitationRef\"\u003e83\u003c/span\u003e] and non-academic ethnic support (n\u0026thinsp;=\u0026thinsp;4) [\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e37\u003c/span\u003e, \u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e56\u003c/span\u003e, \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e72\u003c/span\u003e, \u003cspan citationid=\"CR92\" class=\"CitationRef\"\u003e91\u003c/span\u003e] served as a support system. Positive experiences with patients (n\u0026thinsp;=\u0026thinsp;4) [\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e55\u003c/span\u003e, \u003cspan citationid=\"CR71\" class=\"CitationRef\"\u003e70\u003c/span\u003e, \u003cspan citationid=\"CR83\" class=\"CitationRef\"\u003e82\u003c/span\u003e, \u003cspan citationid=\"CR90\" class=\"CitationRef\"\u003e89\u003c/span\u003e], being assertive (n\u0026thinsp;=\u0026thinsp;3) [\u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e60\u003c/span\u003e, \u003cspan citationid=\"CR87\" class=\"CitationRef\"\u003e86\u003c/span\u003e, \u003cspan citationid=\"CR94\" class=\"CitationRef\"\u003e93\u003c/span\u003e], having good language skills (n\u0026thinsp;=\u0026thinsp;2) [\u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e65\u003c/span\u003e, \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e72\u003c/span\u003e] and empathy for other marginalised groups (n\u0026thinsp;=\u0026thinsp;1) [\u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e61\u003c/span\u003e] were also valued.\u003c/p\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003ePsychosocial well-being\u003c/h2\u003e \u003cp\u003ePsychosocial well-being in this review refers to the emotional, psychological, and personal resilience of students as they navigate their academic programmes. While a broad range of psychosocial experiences were reported, most were documented in fewer than ten studies per experience type.\u003c/p\u003e \u003cp\u003eMental health toll was the most frequently cited in medicine (n\u0026thinsp;=\u0026thinsp;9) [\u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e58\u003c/span\u003e, \u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e62\u003c/span\u003e, \u003cspan citationid=\"CR70\" class=\"CitationRef\"\u003e69\u003c/span\u003e, \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e72\u003c/span\u003e, \u003cspan citationid=\"CR77\" class=\"CitationRef\"\u003e76\u003c/span\u003e, \u003cspan citationid=\"CR80\" class=\"CitationRef\"\u003e79\u003c/span\u003e, \u003cspan citationid=\"CR83\" class=\"CitationRef\"\u003e82\u003c/span\u003e, \u003cspan citationid=\"CR84\" class=\"CitationRef\"\u003e83\u003c/span\u003e, \u003cspan citationid=\"CR86\" class=\"CitationRef\"\u003e85\u003c/span\u003e] and nursing (n\u0026thinsp;=\u0026thinsp;2) [\u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e46\u003c/span\u003e, \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e51\u003c/span\u003e]. Although stress was equally reported across programmes (Nursing n\u0026thinsp;=\u0026thinsp;1 [\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e48\u003c/span\u003e], medicine n\u0026thinsp;=\u0026thinsp;1 [\u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e54\u003c/span\u003e], AHP n\u0026thinsp;=\u0026thinsp;1, [\u003cspan citationid=\"CR88\" class=\"CitationRef\"\u003e87\u003c/span\u003e], burnout was only indicated in medicine (n\u0026thinsp;=\u0026thinsp;2) [\u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e54\u003c/span\u003e, \u003cspan citationid=\"CR86\" class=\"CitationRef\"\u003e85\u003c/span\u003e] and anxiety in nursing (n\u0026thinsp;=\u0026thinsp;3) [\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e41\u003c/span\u003e, \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e49\u003c/span\u003e, \u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e53\u003c/span\u003e], and medicine (n\u0026thinsp;=\u0026thinsp;3) [\u003cspan citationid=\"CR65\" class=\"CitationRef\"\u003e64\u003c/span\u003e, \u003cspan citationid=\"CR70\" class=\"CitationRef\"\u003e69\u003c/span\u003e, \u003cspan citationid=\"CR80\" class=\"CitationRef\"\u003e79\u003c/span\u003e], and feeling overwhelmed were equally articulated in medicine (n\u0026thinsp;=\u0026thinsp;1) [\u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e73\u003c/span\u003e] and nursing (n\u0026thinsp;=\u0026thinsp;1) [\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e37\u003c/span\u003e]. However, feeling frustrated was more prevalent in nursing (n\u0026thinsp;=\u0026thinsp;3) [\u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e46\u003c/span\u003e, \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e49\u003c/span\u003e, \u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e53\u003c/span\u003e] and medicine (n\u0026thinsp;=\u0026thinsp;2) [\u003cspan citationid=\"CR71\" class=\"CitationRef\"\u003e70\u003c/span\u003e, \u003cspan citationid=\"CR80\" class=\"CitationRef\"\u003e79\u003c/span\u003e] than in AHP (n\u0026thinsp;=\u0026thinsp;1) [\u003cspan citationid=\"CR88\" class=\"CitationRef\"\u003e87\u003c/span\u003e]. Emotional toll was only reported in medicine (n\u0026thinsp;=\u0026thinsp;2) [\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e55\u003c/span\u003e, \u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e62\u003c/span\u003e] and nursing (n\u0026thinsp;=\u0026thinsp;1) [\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e45\u003c/span\u003e]. Similarly, feeling withdrawn was only reported in nursing (n\u0026thinsp;=\u0026thinsp;2) [\u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e46\u003c/span\u003e, \u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e53\u003c/span\u003e] and medicine (n\u0026thinsp;=\u0026thinsp;1) [\u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e62\u003c/span\u003e]. However, fear of failure was more frequent in nursing (n\u0026thinsp;=\u0026thinsp;5) [\u003cspan additionalcitationids=\"CR40 CR41\" citationid=\"CR40\" class=\"CitationRef\"\u003e39\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e42\u003c/span\u003e, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e46\u003c/span\u003e] than in medicine (n\u0026thinsp;=\u0026thinsp;1) [\u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e72\u003c/span\u003e], and diminished confidence were noted in medicine (n\u0026thinsp;=\u0026thinsp;4) [\u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e65\u003c/span\u003e, \u003cspan citationid=\"CR68\" class=\"CitationRef\"\u003e67\u003c/span\u003e, \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e72\u003c/span\u003e, \u003cspan citationid=\"CR80\" class=\"CitationRef\"\u003e79\u003c/span\u003e] and nursing (n\u0026thinsp;=\u0026thinsp;3) [\u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e46\u003c/span\u003e, \u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e53\u003c/span\u003e, \u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e65\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eOther negative experiences were unrecognised cultural differences, which were more frequent in AHP (n\u0026thinsp;=\u0026thinsp;4) [\u003cspan citationid=\"CR87\" class=\"CitationRef\"\u003e86\u003c/span\u003e, \u003cspan citationid=\"CR88\" class=\"CitationRef\"\u003e87\u003c/span\u003e, \u003cspan citationid=\"CR90\" class=\"CitationRef\"\u003e89\u003c/span\u003e, \u003cspan citationid=\"CR92\" class=\"CitationRef\"\u003e91\u003c/span\u003e] than in nursing (n\u0026thinsp;=\u0026thinsp;2) [\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e43\u003c/span\u003e, \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e48\u003c/span\u003e] and medicine (n\u0026thinsp;=\u0026thinsp;1) [\u003cspan citationid=\"CR84\" class=\"CitationRef\"\u003e83\u003c/span\u003e]. Challenges seeking therapy were documented in nursing (n\u0026thinsp;=\u0026thinsp;1) [\u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e53\u003c/span\u003e] and medicine (n\u0026thinsp;=\u0026thinsp;1) [\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e55\u003c/span\u003e] only. Lower quality of life (n\u0026thinsp;=\u0026thinsp;1) [\u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e58\u003c/span\u003e] and concerns about exposing others to COVID-19 were only reported in medicine (n\u0026thinsp;=\u0026thinsp;1) [\u003cspan citationid=\"CR65\" class=\"CitationRef\"\u003e64\u003c/span\u003e], and fear of bringing shame to family was expressed in nursing (n\u0026thinsp;=\u0026thinsp;1) [\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e39\u003c/span\u003e] only. Lastly, balancing family responsibilities was significant in nursing (n\u0026thinsp;=\u0026thinsp;5) [\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e37\u003c/span\u003e, \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e39\u003c/span\u003e, \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e41\u003c/span\u003e, \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e43\u003c/span\u003e, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e46\u003c/span\u003e] compared to medicine (n\u0026thinsp;=\u0026thinsp;2) [\u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e61\u003c/span\u003e, \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e72\u003c/span\u003e] and financial difficulties were recorded across programmes; in nursing (n\u0026thinsp;=\u0026thinsp;2) [\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e39\u003c/span\u003e, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e46\u003c/span\u003e], medicine (n\u0026thinsp;=\u0026thinsp;1) [\u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e72\u003c/span\u003e] and AHP (n\u0026thinsp;=\u0026thinsp;1) [\u003cspan citationid=\"CR94\" class=\"CitationRef\"\u003e93\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eThe only positive psychosocial experience reported was feeling better prepared to deal with ethnic minority patients, in medicine (n\u0026thinsp;=\u0026thinsp;2) [\u003cspan citationid=\"CR68\" class=\"CitationRef\"\u003e67\u003c/span\u003e, \u003cspan citationid=\"CR69\" class=\"CitationRef\"\u003e68\u003c/span\u003e] and seeking ethnic minority support (Medicine n\u0026thinsp;=\u0026thinsp;3 [\u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e56\u003c/span\u003e, \u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e62\u003c/span\u003e, \u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e73\u003c/span\u003e], Nursing n\u0026thinsp;=\u0026thinsp;1 [\u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e47\u003c/span\u003e]).\u003c/p\u003e \u003cp\u003eThe most noteworthy facilitators of psychosocial wellbeing, included support from family (n\u0026thinsp;=\u0026thinsp;14) [\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e37\u003c/span\u003e, \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e38\u003c/span\u003e, \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e40\u003c/span\u003e, \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e45\u003c/span\u003e, \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e51\u003c/span\u003e, \u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e55\u003c/span\u003e, \u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e61\u003c/span\u003e, \u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e62\u003c/span\u003e, \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e72\u003c/span\u003e, \u003cspan citationid=\"CR83\" class=\"CitationRef\"\u003e82\u003c/span\u003e, \u003cspan citationid=\"CR88\" class=\"CitationRef\"\u003e87\u003c/span\u003e, \u003cspan citationid=\"CR89\" class=\"CitationRef\"\u003e88\u003c/span\u003e, \u003cspan citationid=\"CR92\" class=\"CitationRef\"\u003e91\u003c/span\u003e, \u003cspan citationid=\"CR94\" class=\"CitationRef\"\u003e93\u003c/span\u003e] and peers (n\u0026thinsp;=\u0026thinsp;10) [\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e37\u003c/span\u003e, \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e40\u003c/span\u003e, \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e51\u003c/span\u003e, \u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e53\u003c/span\u003e, \u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e60\u003c/span\u003e, \u003cspan citationid=\"CR70\" class=\"CitationRef\"\u003e69\u003c/span\u003e, \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e72\u003c/span\u003e, \u003cspan citationid=\"CR83\" class=\"CitationRef\"\u003e82\u003c/span\u003e, \u003cspan citationid=\"CR92\" class=\"CitationRef\"\u003e91\u003c/span\u003e, \u003cspan citationid=\"CR94\" class=\"CitationRef\"\u003e93\u003c/span\u003e] followed by internal factors such as drive and motivation (n\u0026thinsp;=\u0026thinsp;8) [\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e37\u003c/span\u003e, \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e38\u003c/span\u003e, \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e40\u003c/span\u003e, \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e42\u003c/span\u003e, \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e43\u003c/span\u003e, \u003cspan additionalcitationids=\"CR55\" citationid=\"CR55\" class=\"CitationRef\"\u003e54\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e56\u003c/span\u003e, \u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e60\u003c/span\u003e], wanting to be a role model (n\u0026thinsp;=\u0026thinsp;5) [\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e40\u003c/span\u003e, \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e48\u003c/span\u003e, \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e49\u003c/span\u003e, \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e51\u003c/span\u003e, \u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e56\u003c/span\u003e], believing in self (n\u0026thinsp;=\u0026thinsp;4) [\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e48\u003c/span\u003e, \u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e56\u003c/span\u003e, \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e72\u003c/span\u003e, \u003cspan citationid=\"CR94\" class=\"CitationRef\"\u003e93\u003c/span\u003e], motivated to serve community (n\u0026thinsp;=\u0026thinsp;4) [\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e40\u003c/span\u003e, \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e43\u003c/span\u003e, \u003cspan citationid=\"CR90\" class=\"CitationRef\"\u003e89\u003c/span\u003e, \u003cspan citationid=\"CR94\" class=\"CitationRef\"\u003e93\u003c/span\u003e], perseverance (n\u0026thinsp;=\u0026thinsp;3) [\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e37\u003c/span\u003e, \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e42\u003c/span\u003e, \u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e55\u003c/span\u003e], having a focused career path (n\u0026thinsp;=\u0026thinsp;2) [\u003cspan citationid=\"CR90\" class=\"CitationRef\"\u003e89\u003c/span\u003e, \u003cspan citationid=\"CR94\" class=\"CitationRef\"\u003e93\u003c/span\u003e], and resilience (n\u0026thinsp;=\u0026thinsp;2) [\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e55\u003c/span\u003e, \u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e61\u003c/span\u003e]. Spirituality and religion (n\u0026thinsp;=\u0026thinsp;2) [\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e38\u003c/span\u003e, \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e72\u003c/span\u003e], not taking responsibility for the perpetrator (n\u0026thinsp;=\u0026thinsp;1) [\u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e62\u003c/span\u003e], feeling inspired and proud (n\u0026thinsp;=\u0026thinsp;2) [\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e55\u003c/span\u003e, \u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e73\u003c/span\u003e] and self-regulation (n\u0026thinsp;=\u0026thinsp;2) [\u003cspan citationid=\"CR87\" class=\"CitationRef\"\u003e86\u003c/span\u003e, \u003cspan citationid=\"CR94\" class=\"CitationRef\"\u003e93\u003c/span\u003e] were also reported. Financial support (n\u0026thinsp;=\u0026thinsp;4) [\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e40\u003c/span\u003e, \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e72\u003c/span\u003e, \u003cspan citationid=\"CR89\" class=\"CitationRef\"\u003e88\u003c/span\u003e, \u003cspan citationid=\"CR90\" class=\"CitationRef\"\u003e89\u003c/span\u003e], balance and stability (n\u0026thinsp;=\u0026thinsp;2) [\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e55\u003c/span\u003e, \u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e61\u003c/span\u003e] and past experiences of being a minority in education (n\u0026thinsp;=\u0026thinsp;1) [\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e55\u003c/span\u003e] were also noted. Other facilitators included seeking therapy (n\u0026thinsp;=\u0026thinsp;2) [\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e55\u003c/span\u003e, \u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e61\u003c/span\u003e], having hobbies (n\u0026thinsp;=\u0026thinsp;1) [\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e45\u003c/span\u003e] and volunteering (n\u0026thinsp;=\u0026thinsp;1) [\u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e54\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eThe most significant barriers to psychosocial well-being were lack of family support (n\u0026thinsp;=\u0026thinsp;10) [\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e37\u003c/span\u003e, \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e38\u003c/span\u003e, \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e40\u003c/span\u003e, \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e43\u003c/span\u003e, \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e45\u003c/span\u003e, \u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e52\u003c/span\u003e, \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e72\u003c/span\u003e, \u003cspan citationid=\"CR88\" class=\"CitationRef\"\u003e87\u003c/span\u003e, \u003cspan citationid=\"CR92\" class=\"CitationRef\"\u003e91\u003c/span\u003e, \u003cspan citationid=\"CR94\" class=\"CitationRef\"\u003e93\u003c/span\u003e] and mental and physical health difficulties (n\u0026thinsp;=\u0026thinsp;9) [\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e36\u003c/span\u003e, \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e38\u003c/span\u003e, \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e44\u003c/span\u003e, \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e45\u003c/span\u003e, \u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e58\u003c/span\u003e, \u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e61\u003c/span\u003e, \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e72\u003c/span\u003e, \u003cspan citationid=\"CR77\" class=\"CitationRef\"\u003e76\u003c/span\u003e, \u003cspan citationid=\"CR87\" class=\"CitationRef\"\u003e86\u003c/span\u003e]. These were reported more than financial difficulties (n\u0026thinsp;=\u0026thinsp;8) [\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e37\u003c/span\u003e, \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e38\u003c/span\u003e, \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e40\u003c/span\u003e, \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e43\u003c/span\u003e, \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e51\u003c/span\u003e, \u003cspan citationid=\"CR89\" class=\"CitationRef\"\u003e88\u003c/span\u003e, \u003cspan citationid=\"CR94\" class=\"CitationRef\"\u003e93\u003c/span\u003e], no sense of belonging and alienation (n\u0026thinsp;=\u0026thinsp;7) [\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e40\u003c/span\u003e, \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e43\u003c/span\u003e, \u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e50\u003c/span\u003e, \u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e56\u003c/span\u003e, \u003cspan citationid=\"CR82\" class=\"CitationRef\"\u003e81\u003c/span\u003e, \u003cspan citationid=\"CR87\" class=\"CitationRef\"\u003e86\u003c/span\u003e, \u003cspan citationid=\"CR94\" class=\"CitationRef\"\u003e93\u003c/span\u003e], lack of peer support (n\u0026thinsp;=\u0026thinsp;6) [\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e42\u003c/span\u003e, \u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e52\u003c/span\u003e, \u003cspan citationid=\"CR71\" class=\"CitationRef\"\u003e70\u003c/span\u003e, \u003cspan citationid=\"CR86\" class=\"CitationRef\"\u003e85\u003c/span\u003e, \u003cspan citationid=\"CR89\" class=\"CitationRef\"\u003e88\u003c/span\u003e, \u003cspan citationid=\"CR92\" class=\"CitationRef\"\u003e91\u003c/span\u003e], and COVID-19 (n\u0026thinsp;=\u0026thinsp;5) [\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e45\u003c/span\u003e, \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e49\u003c/span\u003e, \u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e54\u003c/span\u003e, \u003cspan citationid=\"CR65\" class=\"CitationRef\"\u003e64\u003c/span\u003e, \u003cspan citationid=\"CR70\" class=\"CitationRef\"\u003e69\u003c/span\u003e]. Personal barriers (n\u0026thinsp;=\u0026thinsp;2) [\u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e72\u003c/span\u003e, \u003cspan citationid=\"CR94\" class=\"CitationRef\"\u003e93\u003c/span\u003e], balancing work and school (n\u0026thinsp;=\u0026thinsp;2) [\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e37\u003c/span\u003e, \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e43\u003c/span\u003e], family pressure (n\u0026thinsp;=\u0026thinsp;1) [\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e37\u003c/span\u003e], and commute (n\u0026thinsp;=\u0026thinsp;1) [\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e40\u003c/span\u003e] also hindered progress.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec12\" class=\"Section2\"\u003e \u003ch2\u003eDiscrimination and racism\u003c/h2\u003e \u003cp\u003eExperiences of discrimination and racism were widely reported across programmes as depicted in the graph below.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eDiscrimination was reported more in medicine (n\u0026thinsp;=\u0026thinsp;17) [\u003cspan additionalcitationids=\"CR59\" citationid=\"CR59\" class=\"CitationRef\"\u003e58\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e60\u003c/span\u003e, \u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e63\u003c/span\u003e, \u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e66\u003c/span\u003e, \u003cspan additionalcitationids=\"CR69\" citationid=\"CR69\" class=\"CitationRef\"\u003e68\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR71\" class=\"CitationRef\"\u003e70\u003c/span\u003e, \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e72\u003c/span\u003e, \u003cspan citationid=\"CR75\" class=\"CitationRef\"\u003e74\u003c/span\u003e, \u003cspan citationid=\"CR77\" class=\"CitationRef\"\u003e76\u003c/span\u003e, \u003cspan citationid=\"CR80\" class=\"CitationRef\"\u003e79\u003c/span\u003e, \u003cspan additionalcitationids=\"CR82\" citationid=\"CR82\" class=\"CitationRef\"\u003e81\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR84\" class=\"CitationRef\"\u003e83\u003c/span\u003e, \u003cspan citationid=\"CR86\" class=\"CitationRef\"\u003e85\u003c/span\u003e], than nursing (n\u0026thinsp;=\u0026thinsp;10) [\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e36\u003c/span\u003e, \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e41\u003c/span\u003e, \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e43\u003c/span\u003e, \u003cspan additionalcitationids=\"CR47\" citationid=\"CR47\" class=\"CitationRef\"\u003e46\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e48\u003c/span\u003e, \u003cspan additionalcitationids=\"CR51 CR52\" citationid=\"CR51\" class=\"CitationRef\"\u003e50\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e53\u003c/span\u003e], and AHP (n\u0026thinsp;=\u0026thinsp;4) [\u003cspan additionalcitationids=\"CR87\" citationid=\"CR87\" class=\"CitationRef\"\u003e86\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR89\" class=\"CitationRef\"\u003e88\u003c/span\u003e, \u003cspan citationid=\"CR94\" class=\"CitationRef\"\u003e93\u003c/span\u003e]. COVID-19-related discrimination was only reported in nursing (n\u0026thinsp;=\u0026thinsp;1) [\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e45\u003c/span\u003e]. Similarly, racism was most recorded in medicine (n\u0026thinsp;=\u0026thinsp;17) [\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e55\u003c/span\u003e, \u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e59\u003c/span\u003e, \u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e62\u003c/span\u003e, \u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e63\u003c/span\u003e, \u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e66\u003c/span\u003e, \u003cspan citationid=\"CR71\" class=\"CitationRef\"\u003e70\u003c/span\u003e, \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e72\u003c/span\u003e, \u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e73\u003c/span\u003e, \u003cspan citationid=\"CR80\" class=\"CitationRef\"\u003e79\u003c/span\u003e, \u003cspan citationid=\"CR83\" class=\"CitationRef\"\u003e82\u003c/span\u003e, \u003cspan citationid=\"CR84\" class=\"CitationRef\"\u003e83\u003c/span\u003e, \u003cspan citationid=\"CR86\" class=\"CitationRef\"\u003e85\u003c/span\u003e] than in nursing (n\u0026thinsp;=\u0026thinsp;12) [\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e36\u003c/span\u003e, \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e41\u003c/span\u003e, \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e43\u003c/span\u003e, \u003cspan additionalcitationids=\"CR46 CR47 CR48\" citationid=\"CR46\" class=\"CitationRef\"\u003e45\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e49\u003c/span\u003e, \u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e52\u003c/span\u003e] and AHP (n\u0026thinsp;=\u0026thinsp;4) [\u003cspan citationid=\"CR87\" class=\"CitationRef\"\u003e86\u003c/span\u003e, \u003cspan citationid=\"CR90\" class=\"CitationRef\"\u003e89\u003c/span\u003e, \u003cspan citationid=\"CR92\" class=\"CitationRef\"\u003e91\u003c/span\u003e]. Whereas difficulty challenging and accepting racism was noted equally in nursing (n\u0026thinsp;=\u0026thinsp;1) [\u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e46\u003c/span\u003e], medicine (n\u0026thinsp;=\u0026thinsp;1) [\u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e60\u003c/span\u003e] and AHP (n\u0026thinsp;=\u0026thinsp;1) [\u003cspan citationid=\"CR87\" class=\"CitationRef\"\u003e86\u003c/span\u003e] and feeling unsure how to respond to discrimination or racism was only in medicine (n\u0026thinsp;=\u0026thinsp;4) [\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e55\u003c/span\u003e, \u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e62\u003c/span\u003e, \u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e63\u003c/span\u003e, \u003cspan citationid=\"CR86\" class=\"CitationRef\"\u003e85\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eBeing unsure whether racism occurred was more frequent in medicine (n\u0026thinsp;=\u0026thinsp;5) [\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e55\u003c/span\u003e, \u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e63\u003c/span\u003e, \u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e66\u003c/span\u003e, \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e72\u003c/span\u003e, \u003cspan citationid=\"CR80\" class=\"CitationRef\"\u003e79\u003c/span\u003e], compared to nursing (n\u0026thinsp;=\u0026thinsp;2) [\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e48\u003c/span\u003e, \u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e52\u003c/span\u003e]. Passive bystanders were also only reported in medicine (n\u0026thinsp;=\u0026thinsp;3) [\u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e62\u003c/span\u003e, \u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e63\u003c/span\u003e, \u003cspan citationid=\"CR86\" class=\"CitationRef\"\u003e85\u003c/span\u003e] and nursing (n\u0026thinsp;=\u0026thinsp;1) [\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e48\u003c/span\u003e], as well as prejudice or bias in nursing (n\u0026thinsp;=\u0026thinsp;3) [\u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e46\u003c/span\u003e, \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e48\u003c/span\u003e, \u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e50\u003c/span\u003e] and medicine (n\u0026thinsp;=\u0026thinsp;4) [\u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e63\u003c/span\u003e, \u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e73\u003c/span\u003e, \u003cspan citationid=\"CR80\" class=\"CitationRef\"\u003e79\u003c/span\u003e, \u003cspan citationid=\"CR83\" class=\"CitationRef\"\u003e82\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eMore specifically, experiences of microaggressions were more prevalent in medicine (n\u0026thinsp;=\u0026thinsp;21) [\u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e62\u003c/span\u003e, \u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e63\u003c/span\u003e, \u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e66\u003c/span\u003e, \u003cspan citationid=\"CR71\" class=\"CitationRef\"\u003e70\u003c/span\u003e, \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e72\u003c/span\u003e, \u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e73\u003c/span\u003e, \u003cspan citationid=\"CR80\" class=\"CitationRef\"\u003e79\u003c/span\u003e, \u003cspan citationid=\"CR83\" class=\"CitationRef\"\u003e82\u003c/span\u003e, \u003cspan citationid=\"CR84\" class=\"CitationRef\"\u003e83\u003c/span\u003e, \u003cspan citationid=\"CR86\" class=\"CitationRef\"\u003e85\u003c/span\u003e], compared to nursing (n\u0026thinsp;=\u0026thinsp;7) [\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e36\u003c/span\u003e, \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e42\u003c/span\u003e, \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e45\u003c/span\u003e, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e46\u003c/span\u003e, \u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e52\u003c/span\u003e, \u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e53\u003c/span\u003e], and AHP (n\u0026thinsp;=\u0026thinsp;4) [\u003cspan citationid=\"CR87\" class=\"CitationRef\"\u003e86\u003c/span\u003e, \u003cspan citationid=\"CR88\" class=\"CitationRef\"\u003e87\u003c/span\u003e, \u003cspan citationid=\"CR90\" class=\"CitationRef\"\u003e89\u003c/span\u003e]. Again, institutional racism and discrimination barriers were prevalent in medicine (n\u0026thinsp;=\u0026thinsp;20) [\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e55\u003c/span\u003e, \u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e62\u003c/span\u003e, \u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e63\u003c/span\u003e, \u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e66\u003c/span\u003e, \u003cspan citationid=\"CR71\" class=\"CitationRef\"\u003e70\u003c/span\u003e, \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e72\u003c/span\u003e, \u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e73\u003c/span\u003e, \u003cspan citationid=\"CR80\" class=\"CitationRef\"\u003e79\u003c/span\u003e, \u003cspan citationid=\"CR83\" class=\"CitationRef\"\u003e82\u003c/span\u003e, \u003cspan citationid=\"CR84\" class=\"CitationRef\"\u003e83\u003c/span\u003e, \u003cspan citationid=\"CR86\" class=\"CitationRef\"\u003e85\u003c/span\u003e], than in nursing (n\u0026thinsp;=\u0026thinsp;6) [\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e40\u003c/span\u003e, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e46\u003c/span\u003e, \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e48\u003c/span\u003e], and AHP combined (n\u0026thinsp;=\u0026thinsp;2) [\u003cspan citationid=\"CR88\" class=\"CitationRef\"\u003e87\u003c/span\u003e, \u003cspan citationid=\"CR90\" class=\"CitationRef\"\u003e89\u003c/span\u003e]. Power dynamics and structural inequalities were noted only in medicine (n\u0026thinsp;=\u0026thinsp;5) [\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e55\u003c/span\u003e, \u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e56\u003c/span\u003e, \u003cspan additionalcitationids=\"CR62\" citationid=\"CR62\" class=\"CitationRef\"\u003e61\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e63\u003c/span\u003e] and nursing (n\u0026thinsp;=\u0026thinsp;3) [\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e40\u003c/span\u003e, \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e48\u003c/span\u003e, \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e51\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eExperiencing oppression due to intersectional identities was reported in medicine (n\u0026thinsp;=\u0026thinsp;18) [\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e55\u003c/span\u003e, \u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e60\u003c/span\u003e, \u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e61\u003c/span\u003e, \u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e66\u003c/span\u003e, \u003cspan additionalcitationids=\"CR69 CR70 CR71\" citationid=\"CR69\" class=\"CitationRef\"\u003e68\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e72\u003c/span\u003e, \u003cspan citationid=\"CR78\" class=\"CitationRef\"\u003e77\u003c/span\u003e, \u003cspan citationid=\"CR84\" class=\"CitationRef\"\u003e83\u003c/span\u003e, \u003cspan citationid=\"CR86\" class=\"CitationRef\"\u003e85\u003c/span\u003e], AHP (n\u0026thinsp;=\u0026thinsp;3) [\u003cspan citationid=\"CR87\" class=\"CitationRef\"\u003e86\u003c/span\u003e, \u003cspan citationid=\"CR88\" class=\"CitationRef\"\u003e87\u003c/span\u003e, \u003cspan citationid=\"CR92\" class=\"CitationRef\"\u003e91\u003c/span\u003e] and barely in nursing (n\u0026thinsp;=\u0026thinsp;1) [\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e48\u003c/span\u003e]. Similarly, being stereotyped was common in medicine (n\u0026thinsp;=\u0026thinsp;12) [\u003cspan additionalcitationids=\"CR56 CR57\" citationid=\"CR56\" class=\"CitationRef\"\u003e55\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e58\u003c/span\u003e, \u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e62\u003c/span\u003e, \u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e63\u003c/span\u003e, \u003cspan citationid=\"CR71\" class=\"CitationRef\"\u003e70\u003c/span\u003e, \u003cspan citationid=\"CR77\" class=\"CitationRef\"\u003e76\u003c/span\u003e, \u003cspan citationid=\"CR80\" class=\"CitationRef\"\u003e79\u003c/span\u003e, \u003cspan citationid=\"CR86\" class=\"CitationRef\"\u003e85\u003c/span\u003e], nursing (n\u0026thinsp;=\u0026thinsp;10) [\u003cspan additionalcitationids=\"CR41 CR42\" citationid=\"CR41\" class=\"CitationRef\"\u003e40\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e43\u003c/span\u003e, \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e45\u003c/span\u003e, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e46\u003c/span\u003e, \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e49\u003c/span\u003e, \u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e50\u003c/span\u003e, \u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e53\u003c/span\u003e] and AHP (n\u0026thinsp;=\u0026thinsp;3) [\u003cspan citationid=\"CR87\" class=\"CitationRef\"\u003e86\u003c/span\u003e, \u003cspan citationid=\"CR92\" class=\"CitationRef\"\u003e91\u003c/span\u003e]. Having to work harder or twice as hard as majority peers was reported in medicine (n\u0026thinsp;=\u0026thinsp;7) [\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e55\u003c/span\u003e, \u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e56\u003c/span\u003e, \u003cspan additionalcitationids=\"CR61\" citationid=\"CR61\" class=\"CitationRef\"\u003e60\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e62\u003c/span\u003e, \u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e66\u003c/span\u003e, \u003cspan citationid=\"CR70\" class=\"CitationRef\"\u003e69\u003c/span\u003e], nursing (n\u0026thinsp;=\u0026thinsp;6) [\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e42\u003c/span\u003e, \u003cspan additionalcitationids=\"CR48 CR49 CR50\" citationid=\"CR48\" class=\"CitationRef\"\u003e47\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e51\u003c/span\u003e] and AHP (n\u0026thinsp;=\u0026thinsp;1) [\u003cspan citationid=\"CR87\" class=\"CitationRef\"\u003e86\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eSegregation within peer groups was only noted in nursing (n\u0026thinsp;=\u0026thinsp;3) [\u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e46\u003c/span\u003e, \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e48\u003c/span\u003e, \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e51\u003c/span\u003e] and medicine (n\u0026thinsp;=\u0026thinsp;3) [\u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e56\u003c/span\u003e, \u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e60\u003c/span\u003e, \u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e61\u003c/span\u003e] and being 'othered' was recorded in medicine (n\u0026thinsp;=\u0026thinsp;4) [\u003cspan additionalcitationids=\"CR62\" citationid=\"CR62\" class=\"CitationRef\"\u003e61\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e63\u003c/span\u003e, \u003cspan citationid=\"CR83\" class=\"CitationRef\"\u003e82\u003c/span\u003e], and nursing (n\u0026thinsp;=\u0026thinsp;2) [\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e48\u003c/span\u003e, \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e49\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eEthnic group representation and tokenism were noted in medicine (n\u0026thinsp;=\u0026thinsp;9) [\u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e57\u003c/span\u003e, \u003cspan additionalcitationids=\"CR62\" citationid=\"CR62\" class=\"CitationRef\"\u003e61\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e63\u003c/span\u003e, \u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e66\u003c/span\u003e, \u003cspan citationid=\"CR71\" class=\"CitationRef\"\u003e70\u003c/span\u003e, \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e72\u003c/span\u003e, \u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e73\u003c/span\u003e, \u003cspan citationid=\"CR80\" class=\"CitationRef\"\u003e79\u003c/span\u003e], nursing (n\u0026thinsp;=\u0026thinsp;4) [\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e40\u003c/span\u003e, \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e45\u003c/span\u003e, \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e48\u003c/span\u003e, \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e49\u003c/span\u003e], and AHP (n\u0026thinsp;=\u0026thinsp;2) [\u003cspan citationid=\"CR87\" class=\"CitationRef\"\u003e86\u003c/span\u003e, \u003cspan citationid=\"CR90\" class=\"CitationRef\"\u003e89\u003c/span\u003e]. Diversity challenges and minority tax were more frequent in medicine (n\u0026thinsp;=\u0026thinsp;2) [\u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e73\u003c/span\u003e, \u003cspan citationid=\"CR84\" class=\"CitationRef\"\u003e83\u003c/span\u003e], compared to nursing (n\u0026thinsp;=\u0026thinsp;1) [\u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e53\u003c/span\u003e], but not in AHP. Having to culturally assimilate and identity masking occurred more frequently in medicine (n\u0026thinsp;=\u0026thinsp;7) [\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e55\u003c/span\u003e, \u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e56\u003c/span\u003e, \u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e60\u003c/span\u003e, \u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e62\u003c/span\u003e, \u003cspan citationid=\"CR71\" class=\"CitationRef\"\u003e70\u003c/span\u003e, \u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e73\u003c/span\u003e, \u003cspan citationid=\"CR83\" class=\"CitationRef\"\u003e82\u003c/span\u003e], compared to nursing (n\u0026thinsp;=\u0026thinsp;3) [\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e43\u003c/span\u003e, \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e48\u003c/span\u003e, \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e49\u003c/span\u003e], and AHP (n\u0026thinsp;=\u0026thinsp;2) [\u003cspan citationid=\"CR87\" class=\"CitationRef\"\u003e86\u003c/span\u003e, \u003cspan citationid=\"CR88\" class=\"CitationRef\"\u003e87\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eThe most reported contributing factors to experiences of racism and discrimination were segregation amongst peers (n\u0026thinsp;=\u0026thinsp;4) [\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e42\u003c/span\u003e, \u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e60\u003c/span\u003e, \u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e66\u003c/span\u003e, \u003cspan citationid=\"CR90\" class=\"CitationRef\"\u003e89\u003c/span\u003e], prejudice and bias (n\u0026thinsp;=\u0026thinsp;4) (36, 37, 48, 59], patients refusing care (n\u0026thinsp;=\u0026thinsp;2) [\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e40\u003c/span\u003e, \u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e65\u003c/span\u003e], having to defend self (n\u0026thinsp;=\u0026thinsp;1) [\u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e53\u003c/span\u003e], and abuse (n\u0026thinsp;=\u0026thinsp;1) [\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e36\u003c/span\u003e] which impacted participation. However, some of these experiences were reported as empowering as they fostered resilience and strength (n\u0026thinsp;=\u0026thinsp;6) [\u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e47\u003c/span\u003e, \u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e53\u003c/span\u003e, \u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e61\u003c/span\u003e, \u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e62\u003c/span\u003e, \u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e66\u003c/span\u003e, \u003cspan citationid=\"CR94\" class=\"CitationRef\"\u003e93\u003c/span\u003e] and being granted an opportunity to directly challenge discrimination (n\u0026thinsp;=\u0026thinsp;1) [\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e55\u003c/span\u003e].\u003c/p\u003e \u003c/div\u003e"},{"header":"Discussion","content":"\u003cp\u003eThis review aimed to map existing evidence on the experiences of ethnic minority students in health science programmes in high-income countries. The map established key trends: methodological, temporal, geographical and disciplinary. Qualitative methodologies were the most predominantly used (70%), perhaps due to their strength in capturing lived experiences. Temporally, the majority of studies were recently published between 2020 and 2024 (60%) in the US (55%) and the UK (22%). This is likely attributable to the widespread Black Lives Matter protests following the George Floyd incident in 2020 in the US. This could suggest that the event was a catalyst that prompted increased scholarly attention on systemic inequalities across sectors. Another contributing factor could be the COVID-19 pandemic, which was found to have disproportionately impacted Black students in higher education [\u003cspan citationid=\"CR95\" class=\"CitationRef\"\u003e94\u003c/span\u003e, \u003cspan citationid=\"CR96\" class=\"CitationRef\"\u003e95\u003c/span\u003e]. The reviewed studies were heavily weighted towards medicine and related specialities (55%). This disciplinary imbalance reflects medicine\u0026rsquo;s dominance, both in the number of students and the number of disciplinary specialities relative to other health sciences programmes.\u003c/p\u003e \u003cp\u003eThe thematic mapping revealed four dominant, but interconnected types of experiences reported by ethnic minority students: academic, social and interpersonal, psychological well-being and support, and experiences of discrimination and racism. The discrimination and racism category was notably pervasive, reported in some studies as the sole focus, therefore warranting its distinct categorisation, despite inherently overlapping with other themes. This is not surprising as racially minoritised students have been reported to be more likely to experience different forms of racism within universities and wider society [\u003cspan citationid=\"CR97\" class=\"CitationRef\"\u003e96\u003c/span\u003e] as well as other structural inequalities [\u003cspan citationid=\"CR98\" class=\"CitationRef\"\u003e97\u003c/span\u003e]. A notable observation from the review is that negative experiences substantially outweighed positive ones, suggesting that adversity was commonly experienced by these students across programmes.\u003c/p\u003e \u003cp\u003eThe negative experiences captured in this review across experience types are manifestations of discrimination and racism in one form or another. For instance, the most reported experience was social exclusion (n\u0026thinsp;=\u0026thinsp;63) [\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e36\u003c/span\u003e, \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e37\u003c/span\u003e, \u003cspan additionalcitationids=\"CR41 CR42\" citationid=\"CR41\" class=\"CitationRef\"\u003e40\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e43\u003c/span\u003e, \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e45\u003c/span\u003e, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e46\u003c/span\u003e, \u003cspan additionalcitationids=\"CR49 CR50\" citationid=\"CR49\" class=\"CitationRef\"\u003e48\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e51\u003c/span\u003e, \u003cspan additionalcitationids=\"CR54 CR55\" citationid=\"CR54\" class=\"CitationRef\"\u003e53\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e56\u003c/span\u003e, \u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e58\u003c/span\u003e, \u003cspan additionalcitationids=\"CR61 CR62\" citationid=\"CR61\" class=\"CitationRef\"\u003e60\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e63\u003c/span\u003e, \u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e66\u003c/span\u003e, \u003cspan citationid=\"CR71\" class=\"CitationRef\"\u003e70\u003c/span\u003e, \u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e73\u003c/span\u003e, \u003cspan citationid=\"CR80\" class=\"CitationRef\"\u003e79\u003c/span\u003e, \u003cspan citationid=\"CR83\" class=\"CitationRef\"\u003e82\u003c/span\u003e, \u003cspan citationid=\"CR84\" class=\"CitationRef\"\u003e83\u003c/span\u003e, \u003cspan additionalcitationids=\"CR86 CR87\" citationid=\"CR86\" class=\"CitationRef\"\u003e85\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR89\" class=\"CitationRef\"\u003e88\u003c/span\u003e, \u003cspan citationid=\"CR92\" class=\"CitationRef\"\u003e91\u003c/span\u003e], followed by inadequate ethnic representation within the cohort, staff and faculty (n\u0026thinsp;=\u0026thinsp;22) [\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e37\u003c/span\u003e, \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e42\u003c/span\u003e, \u003cspan additionalcitationids=\"CR48 CR49 CR50 CR51 CR52\" citationid=\"CR48\" class=\"CitationRef\"\u003e47\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e53\u003c/span\u003e, \u003cspan additionalcitationids=\"CR56\" citationid=\"CR56\" class=\"CitationRef\"\u003e55\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e57\u003c/span\u003e, \u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e60\u003c/span\u003e, \u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e61\u003c/span\u003e, \u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e66\u003c/span\u003e, \u003cspan citationid=\"CR71\" class=\"CitationRef\"\u003e70\u003c/span\u003e, \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e72\u003c/span\u003e, \u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e73\u003c/span\u003e, \u003cspan citationid=\"CR87\" class=\"CitationRef\"\u003e86\u003c/span\u003e, \u003cspan citationid=\"CR88\" class=\"CitationRef\"\u003e87\u003c/span\u003e, \u003cspan citationid=\"CR90\" class=\"CitationRef\"\u003e89\u003c/span\u003e, \u003cspan citationid=\"CR92\" class=\"CitationRef\"\u003e91\u003c/span\u003e], then educational inequity (n\u0026thinsp;=\u0026thinsp;18) [\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e40\u003c/span\u003e, \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e43\u003c/span\u003e, \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e44\u003c/span\u003e, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e46\u003c/span\u003e, \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e48\u003c/span\u003e, \u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e55\u003c/span\u003e, \u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e62\u003c/span\u003e, \u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e63\u003c/span\u003e, \u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e65\u003c/span\u003e, \u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e66\u003c/span\u003e, \u003cspan additionalcitationids=\"CR70\" citationid=\"CR70\" class=\"CitationRef\"\u003e69\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR72\" class=\"CitationRef\"\u003e71\u003c/span\u003e, \u003cspan citationid=\"CR81\" class=\"CitationRef\"\u003e80\u003c/span\u003e, \u003cspan citationid=\"CR82\" class=\"CitationRef\"\u003e81\u003c/span\u003e, \u003cspan citationid=\"CR85\" class=\"CitationRef\"\u003e84\u003c/span\u003e, \u003cspan citationid=\"CR87\" class=\"CitationRef\"\u003e86\u003c/span\u003e, \u003cspan citationid=\"CR90\" class=\"CitationRef\"\u003e89\u003c/span\u003e], finding it difficult to achieve academic success (n\u0026thinsp;=\u0026thinsp;16) [\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e41\u003c/span\u003e, \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e44\u003c/span\u003e, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e46\u003c/span\u003e, \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e51\u003c/span\u003e, \u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e59\u003c/span\u003e, \u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e60\u003c/span\u003e, \u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e61\u003c/span\u003e, \u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e65\u003c/span\u003e, \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e72\u003c/span\u003e, \u003cspan additionalcitationids=\"CR78 CR79\" citationid=\"CR78\" class=\"CitationRef\"\u003e77\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR81\" class=\"CitationRef\"\u003e80\u003c/span\u003e, \u003cspan citationid=\"CR88\" class=\"CitationRef\"\u003e87\u003c/span\u003e, \u003cspan citationid=\"CR91\" class=\"CitationRef\"\u003e90\u003c/span\u003e, \u003cspan citationid=\"CR93\" class=\"CitationRef\"\u003e92\u003c/span\u003e], feeling unsupported (n\u0026thinsp;=\u0026thinsp;14) [\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e37\u003c/span\u003e, \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e38\u003c/span\u003e, \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e40\u003c/span\u003e, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e46\u003c/span\u003e, \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e48\u003c/span\u003e, \u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e55\u003c/span\u003e, \u003cspan citationid=\"CR71\" class=\"CitationRef\"\u003e70\u003c/span\u003e, \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e72\u003c/span\u003e, \u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e73\u003c/span\u003e, \u003cspan citationid=\"CR80\" class=\"CitationRef\"\u003e79\u003c/span\u003e, \u003cspan citationid=\"CR81\" class=\"CitationRef\"\u003e80\u003c/span\u003e, \u003cspan citationid=\"CR84\" class=\"CitationRef\"\u003e83\u003c/span\u003e, \u003cspan citationid=\"CR86\" class=\"CitationRef\"\u003e85\u003c/span\u003e, \u003cspan citationid=\"CR87\" class=\"CitationRef\"\u003e86\u003c/span\u003e], cultural differences (n\u0026thinsp;=\u0026thinsp;13) [\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e37\u003c/span\u003e, \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e43\u003c/span\u003e, \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e47\u003c/span\u003e, \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e48\u003c/span\u003e, \u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e55\u003c/span\u003e, \u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e58\u003c/span\u003e, \u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e60\u003c/span\u003e, \u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e61\u003c/span\u003e, \u003cspan citationid=\"CR71\" class=\"CitationRef\"\u003e70\u003c/span\u003e, \u003cspan citationid=\"CR76\" class=\"CitationRef\"\u003e75\u003c/span\u003e, \u003cspan citationid=\"CR80\" class=\"CitationRef\"\u003e79\u003c/span\u003e, \u003cspan citationid=\"CR86\" class=\"CitationRef\"\u003e85\u003c/span\u003e, \u003cspan citationid=\"CR88\" class=\"CitationRef\"\u003e87\u003c/span\u003e] and communication and language difficulties (n\u0026thinsp;=\u0026thinsp;11) [\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e37\u003c/span\u003e, \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e41\u003c/span\u003e, \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e43\u003c/span\u003e, \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e47\u003c/span\u003e, \u003cspan additionalcitationids=\"CR61 CR62\" citationid=\"CR61\" class=\"CitationRef\"\u003e60\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e63\u003c/span\u003e, \u003cspan citationid=\"CR71\" class=\"CitationRef\"\u003e70\u003c/span\u003e, \u003cspan citationid=\"CR87\" class=\"CitationRef\"\u003e86\u003c/span\u003e, \u003cspan citationid=\"CR92\" class=\"CitationRef\"\u003e91\u003c/span\u003e]. In addition, specific to the category of racism and discrimination, experiences across programmes were reported as follows: racism (n\u0026thinsp;=\u0026thinsp;33) [\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e36\u003c/span\u003e, \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e41\u003c/span\u003e, \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e43\u003c/span\u003e, \u003cspan additionalcitationids=\"CR46 CR47 CR48\" citationid=\"CR46\" class=\"CitationRef\"\u003e45\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e49\u003c/span\u003e, \u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e52\u003c/span\u003e, \u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e55\u003c/span\u003e, \u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e59\u003c/span\u003e, \u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e62\u003c/span\u003e, \u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e63\u003c/span\u003e, \u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e66\u003c/span\u003e, \u003cspan citationid=\"CR71\" class=\"CitationRef\"\u003e70\u003c/span\u003e, \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e72\u003c/span\u003e, \u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e73\u003c/span\u003e, \u003cspan citationid=\"CR80\" class=\"CitationRef\"\u003e79\u003c/span\u003e, \u003cspan citationid=\"CR83\" class=\"CitationRef\"\u003e82\u003c/span\u003e, \u003cspan citationid=\"CR84\" class=\"CitationRef\"\u003e83\u003c/span\u003e, \u003cspan citationid=\"CR86\" class=\"CitationRef\"\u003e85\u003c/span\u003e, \u003cspan citationid=\"CR87\" class=\"CitationRef\"\u003e86\u003c/span\u003e, \u003cspan citationid=\"CR90\" class=\"CitationRef\"\u003e89\u003c/span\u003e, \u003cspan citationid=\"CR92\" class=\"CitationRef\"\u003e91\u003c/span\u003e], microaggressions (n\u0026thinsp;=\u0026thinsp;32) [\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e36\u003c/span\u003e, \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e42\u003c/span\u003e, \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e45\u003c/span\u003e, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e46\u003c/span\u003e, \u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e52\u003c/span\u003e, \u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e53\u003c/span\u003e, \u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e62\u003c/span\u003e, \u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e63\u003c/span\u003e, \u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e66\u003c/span\u003e, \u003cspan citationid=\"CR71\" class=\"CitationRef\"\u003e70\u003c/span\u003e, \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e72\u003c/span\u003e, \u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e73\u003c/span\u003e, \u003cspan citationid=\"CR80\" class=\"CitationRef\"\u003e79\u003c/span\u003e, \u003cspan citationid=\"CR83\" class=\"CitationRef\"\u003e82\u003c/span\u003e, \u003cspan citationid=\"CR84\" class=\"CitationRef\"\u003e83\u003c/span\u003e, \u003cspan additionalcitationids=\"CR86\" citationid=\"CR86\" class=\"CitationRef\"\u003e85\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR88\" class=\"CitationRef\"\u003e87\u003c/span\u003e, \u003cspan citationid=\"CR90\" class=\"CitationRef\"\u003e89\u003c/span\u003e], discrimination (n\u0026thinsp;=\u0026thinsp;31) [\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e36\u003c/span\u003e, \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e41\u003c/span\u003e, \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e43\u003c/span\u003e, \u003cspan additionalcitationids=\"CR47\" citationid=\"CR47\" class=\"CitationRef\"\u003e46\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e48\u003c/span\u003e, \u003cspan additionalcitationids=\"CR51 CR52\" citationid=\"CR51\" class=\"CitationRef\"\u003e50\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e53\u003c/span\u003e, \u003cspan additionalcitationids=\"CR59\" citationid=\"CR59\" class=\"CitationRef\"\u003e58\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e60\u003c/span\u003e, \u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e63\u003c/span\u003e, \u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e66\u003c/span\u003e, \u003cspan additionalcitationids=\"CR69\" citationid=\"CR69\" class=\"CitationRef\"\u003e68\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR71\" class=\"CitationRef\"\u003e70\u003c/span\u003e, \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e72\u003c/span\u003e, \u003cspan citationid=\"CR75\" class=\"CitationRef\"\u003e74\u003c/span\u003e, \u003cspan citationid=\"CR77\" class=\"CitationRef\"\u003e76\u003c/span\u003e, \u003cspan citationid=\"CR80\" class=\"CitationRef\"\u003e79\u003c/span\u003e, \u003cspan additionalcitationids=\"CR82\" citationid=\"CR82\" class=\"CitationRef\"\u003e81\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR84\" class=\"CitationRef\"\u003e83\u003c/span\u003e, \u003cspan additionalcitationids=\"CR86 CR87\" citationid=\"CR86\" class=\"CitationRef\"\u003e85\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR89\" class=\"CitationRef\"\u003e88\u003c/span\u003e, \u003cspan citationid=\"CR94\" class=\"CitationRef\"\u003e93\u003c/span\u003e], institutional racism and discrimination (n\u0026thinsp;=\u0026thinsp;28) [\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e40\u003c/span\u003e, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e46\u003c/span\u003e, \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e48\u003c/span\u003e, \u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e55\u003c/span\u003e, \u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e62\u003c/span\u003e, \u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e63\u003c/span\u003e, \u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e66\u003c/span\u003e, \u003cspan citationid=\"CR71\" class=\"CitationRef\"\u003e70\u003c/span\u003e, \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e72\u003c/span\u003e, \u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e73\u003c/span\u003e, \u003cspan citationid=\"CR80\" class=\"CitationRef\"\u003e79\u003c/span\u003e, \u003cspan citationid=\"CR83\" class=\"CitationRef\"\u003e82\u003c/span\u003e, \u003cspan citationid=\"CR84\" class=\"CitationRef\"\u003e83\u003c/span\u003e, \u003cspan citationid=\"CR86\" class=\"CitationRef\"\u003e85\u003c/span\u003e, \u003cspan citationid=\"CR88\" class=\"CitationRef\"\u003e87\u003c/span\u003e, \u003cspan citationid=\"CR90\" class=\"CitationRef\"\u003e89\u003c/span\u003e], intersectionality (n\u0026thinsp;=\u0026thinsp;22) [\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e48\u003c/span\u003e, \u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e55\u003c/span\u003e, \u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e60\u003c/span\u003e, \u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e61\u003c/span\u003e, \u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e66\u003c/span\u003e, \u003cspan additionalcitationids=\"CR69 CR70 CR71\" citationid=\"CR69\" class=\"CitationRef\"\u003e68\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e72\u003c/span\u003e, \u003cspan citationid=\"CR78\" class=\"CitationRef\"\u003e77\u003c/span\u003e, \u003cspan citationid=\"CR84\" class=\"CitationRef\"\u003e83\u003c/span\u003e, \u003cspan additionalcitationids=\"CR86\" citationid=\"CR86\" class=\"CitationRef\"\u003e85\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR88\" class=\"CitationRef\"\u003e87\u003c/span\u003e, \u003cspan citationid=\"CR92\" class=\"CitationRef\"\u003e91\u003c/span\u003e], and being stereotyped (n\u0026thinsp;=\u0026thinsp;25) [\u003cspan additionalcitationids=\"CR41 CR42\" citationid=\"CR41\" class=\"CitationRef\"\u003e40\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e43\u003c/span\u003e, \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e45\u003c/span\u003e, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e46\u003c/span\u003e, \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e49\u003c/span\u003e, \u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e50\u003c/span\u003e, \u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e53\u003c/span\u003e, \u003cspan additionalcitationids=\"CR56 CR57\" citationid=\"CR56\" class=\"CitationRef\"\u003e55\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e58\u003c/span\u003e, \u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e62\u003c/span\u003e, \u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e63\u003c/span\u003e, \u003cspan citationid=\"CR71\" class=\"CitationRef\"\u003e70\u003c/span\u003e, \u003cspan citationid=\"CR77\" class=\"CitationRef\"\u003e76\u003c/span\u003e, \u003cspan citationid=\"CR80\" class=\"CitationRef\"\u003e79\u003c/span\u003e, \u003cspan citationid=\"CR86\" class=\"CitationRef\"\u003e85\u003c/span\u003e, \u003cspan citationid=\"CR87\" class=\"CitationRef\"\u003e86\u003c/span\u003e, \u003cspan citationid=\"CR92\" class=\"CitationRef\"\u003e91\u003c/span\u003e]. These experiences echo findings of a recent systematic review that indicated that BAME healthcare students in the UK are exposed to many social-psychological experiences ranging from racial bias, prejudice, and stereotypes to a lack of support and representation from institutions [\u003cspan citationid=\"CR99\" class=\"CitationRef\"\u003e98\u003c/span\u003e]. Both reviews demonstrate that racism and discrimination remain critical topics to explore in health sciences programmes due to their persistence.\u003c/p\u003e \u003cp\u003eDiscrimination and racism in health care and within the broader society remain salient despite equity policies. For instance, in the UK, unsatisfactory progress on racial and ethnic equality, from health and housing to education [\u003cspan citationid=\"CR100\" class=\"CitationRef\"\u003e99\u003c/span\u003e], remains evident. This underscores the continued need for effective inclusive practices in health sciences education, echoing observations that efforts to eradicate racism and address inequities rooted in ethnic and cultural differences continue to drive social transformation [\u003cspan citationid=\"CR101\" class=\"CitationRef\"\u003e100\u003c/span\u003e]. Hence, one objective of this review was to highlight facilitators and barriers of students\u0026rsquo; experiences. It is important to continue to illuminate student experiences as these have a direct impact on their academic success.\u003c/p\u003e \u003cp\u003eThe review also established an example of institutional practice that perpetuates \u0026lsquo;othering\u0026rsquo;. A proportion of students\u0026rsquo; ethnicities were documented as \u0026lsquo;other\u0026rsquo; (Table\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e, \u003cspan refid=\"Tab6\" class=\"InternalRef\"\u003e6\u003c/span\u003e, \u003cspan refid=\"Tab7\" class=\"InternalRef\"\u003e7\u003c/span\u003e), and feeling \u0026lsquo;othered\u0026rsquo; was also reported as an experience [\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e48\u003c/span\u003e, \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e49\u003c/span\u003e, \u003cspan additionalcitationids=\"CR62\" citationid=\"CR62\" class=\"CitationRef\"\u003e61\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e63\u003c/span\u003e, \u003cspan citationid=\"CR83\" class=\"CitationRef\"\u003e82\u003c/span\u003e]. Despite the importance of collecting ethnicity data to recognise and account for ethnic disparities [\u003cspan citationid=\"CR102\" class=\"CitationRef\"\u003e101\u003c/span\u003e], feeling \u0026lsquo;othered\u0026rsquo; undermines connectedness, insinuates inferiority, and leads to alienation [102]. Alienation was found to impact student engagement as early as primary and secondary school, and subsequently, it impacted attainment of educational outcomes and development of skills [\u003cspan citationid=\"CR104\" class=\"CitationRef\"\u003e103\u003c/span\u003e]. It is worth considering that many ethnic minority students in higher education are more likely to have experienced alienation throughout their school years, which could have a lasting impact on student well-being and lead to mistrust of academic institutions. In addition, experiences of alienation and exclusion from staff and faculty can result in students not accessing necessary support or a breakdown in communication [\u003cspan citationid=\"CR105\" class=\"CitationRef\"\u003e104\u003c/span\u003e]. Similarly, communication difficulties and lack of cultural awareness and competence were also reported in articles in this review. Experiences of exclusion and disconnection were primarily documented in medicine and nursing studies, with fewer reports from AHP.\u003c/p\u003e \u003cp\u003eOn the other hand, in this review, experiences of authentic connection with ethnic minority staff, patients and fellow students were reported to have facilitated positive experiences. This echoes findings that family and community support significantly contribute to academic performance, persistence and achieving educational and career goals [\u003cspan citationid=\"CR106\" class=\"CitationRef\"\u003e105\u003c/span\u003e]. Furthermore, connections with staff and peers sharing a common ethnic background were observed to be beneficial, promoting shared perspectives and fostering critical thinking [\u003cspan citationid=\"CR107\" class=\"CitationRef\"\u003e106\u003c/span\u003e]. Studies from AHP programmes reported that students valued committed and accessible faculty [\u003cspan citationid=\"CR90\" class=\"CitationRef\"\u003e89\u003c/span\u003e], and improved grades [\u003cspan citationid=\"CR94\" class=\"CitationRef\"\u003e93\u003c/span\u003e]. An authentic connection between staff and students can be fostered through cultural competence, which was found to improve outcomes and student experiences [\u003cspan citationid=\"CR108\" class=\"CitationRef\"\u003e107\u003c/span\u003e, \u003cspan citationid=\"CR109\" class=\"CitationRef\"\u003e108\u003c/span\u003e]. However, this competence does not eliminate implicit biases [\u003cspan citationid=\"CR110\" class=\"CitationRef\"\u003e109\u003c/span\u003e, \u003cspan citationid=\"CR111\" class=\"CitationRef\"\u003e110\u003c/span\u003e]. Instead, cultural humility training has been recommended as a more effective and safer approach, promoting respect, inclusion, and professional reflection [\u003cspan citationid=\"CR112\" class=\"CitationRef\"\u003e111\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eSpecific to psycho-social well-being, articles in this review stated that ethnic minority students in medicine and nursing programmes experienced their education as causing a toll on their mental health [\u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e46\u003c/span\u003e, \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e51\u003c/span\u003e, \u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e58\u003c/span\u003e, \u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e62\u003c/span\u003e, \u003cspan citationid=\"CR70\" class=\"CitationRef\"\u003e69\u003c/span\u003e, \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e72\u003c/span\u003e, \u003cspan citationid=\"CR77\" class=\"CitationRef\"\u003e76\u003c/span\u003e, \u003cspan citationid=\"CR80\" class=\"CitationRef\"\u003e79\u003c/span\u003e, \u003cspan citationid=\"CR83\" class=\"CitationRef\"\u003e82\u003c/span\u003e, \u003cspan citationid=\"CR84\" class=\"CitationRef\"\u003e83\u003c/span\u003e, \u003cspan citationid=\"CR86\" class=\"CitationRef\"\u003e85\u003c/span\u003e] leading to an emotional burden [\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e45\u003c/span\u003e, \u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e55\u003c/span\u003e, \u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e62\u003c/span\u003e], diminished confidence [\u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e46\u003c/span\u003e, \u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e53\u003c/span\u003e, \u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e65\u003c/span\u003e, \u003cspan citationid=\"CR68\" class=\"CitationRef\"\u003e67\u003c/span\u003e, \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e72\u003c/span\u003e, \u003cspan citationid=\"CR80\" class=\"CitationRef\"\u003e79\u003c/span\u003e] and burnout [\u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e54\u003c/span\u003e, \u003cspan citationid=\"CR86\" class=\"CitationRef\"\u003e85\u003c/span\u003e]. These have been attributed to unmanageable workloads, distressing scenarios and personality traits such as competitiveness, high empathy and perfectionism [\u003cspan citationid=\"CR113\" class=\"CitationRef\"\u003e112\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eGiven the current economic climate, it is not surprising that financial difficulties were also documented as negatively impacting the student experience [\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e37\u003c/span\u003e, \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e38\u003c/span\u003e, \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e40\u003c/span\u003e, \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e43\u003c/span\u003e, \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e51\u003c/span\u003e, \u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e54\u003c/span\u003e, \u003cspan citationid=\"CR89\" class=\"CitationRef\"\u003e88\u003c/span\u003e, \u003cspan citationid=\"CR94\" class=\"CitationRef\"\u003e93\u003c/span\u003e], and absence of financial support from institutions heightened this challenge. Therefore, accessing financial aid [\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e40\u003c/span\u003e, \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e72\u003c/span\u003e, \u003cspan citationid=\"CR89\" class=\"CitationRef\"\u003e88\u003c/span\u003e, \u003cspan citationid=\"CR90\" class=\"CitationRef\"\u003e89\u003c/span\u003e] was indicated as fundamental for wellbeing [\u003cspan citationid=\"CR114\" class=\"CitationRef\"\u003e113\u003c/span\u003e]. Although these experiences are presented separately, at the core, they intersect and create a complex and harsh lived experience for ethnic minority students. Hence, it has been asserted that interconnected identities create unique challenges that cannot be examined separately [\u003cspan citationid=\"CR115\" class=\"CitationRef\"\u003e114\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eIntersectionality was documented as influencing students\u0026rsquo; experiences in this review. Students faced issues related to being an ethnic minority woman [\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e55\u003c/span\u003e, \u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e61\u003c/span\u003e, \u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e66\u003c/span\u003e, \u003cspan additionalcitationids=\"CR70\" citationid=\"CR70\" class=\"CitationRef\"\u003e69\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR72\" class=\"CitationRef\"\u003e71\u003c/span\u003e, \u003cspan citationid=\"CR83\" class=\"CitationRef\"\u003e82\u003c/span\u003e, \u003cspan citationid=\"CR84\" class=\"CitationRef\"\u003e83\u003c/span\u003e, \u003cspan citationid=\"CR86\" class=\"CitationRef\"\u003e85\u003c/span\u003e, \u003cspan citationid=\"CR88\" class=\"CitationRef\"\u003e87\u003c/span\u003e], or a man [\u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e72\u003c/span\u003e], religion [\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e48\u003c/span\u003e, \u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e60\u003c/span\u003e, \u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e61\u003c/span\u003e, \u003cspan citationid=\"CR84\" class=\"CitationRef\"\u003e83\u003c/span\u003e], mental health [\u003cspan citationid=\"CR92\" class=\"CitationRef\"\u003e91\u003c/span\u003e], skin colour [\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e55\u003c/span\u003e], disability [\u003cspan citationid=\"CR78\" class=\"CitationRef\"\u003e77\u003c/span\u003e], class and lower socio-economic status [\u003cspan citationid=\"CR87\" class=\"CitationRef\"\u003e86\u003c/span\u003e] and patients refusing care due to students\u0026rsquo; ethnicity as a barrier [\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e40\u003c/span\u003e, \u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e65\u003c/span\u003e]. This produces oppression and privilege, requiring inclusive, multidimensional approaches to analysing social issues and implementing policies [115]. An intersectional approach in health science education helps identify barriers and promote inclusive environments and policies, fostering a more equitable academic culture [\u003cspan citationid=\"CR116\" class=\"CitationRef\"\u003e116\u003c/span\u003e]. In addition, it is asserted that for ethnic minority and other underrepresented students to thrive and succeed in higher education, institutions need to commit to providing support that is well-informed and grounded in a true understanding of these students\u0026rsquo; educational and psychological needs [\u003cspan citationid=\"CR118\" class=\"CitationRef\"\u003e117\u003c/span\u003e].\u003c/p\u003e \u003cdiv id=\"Sec14\" class=\"Section2\"\u003e \u003ch2\u003eStrengths and Limitations\u003c/h2\u003e \u003cp\u003eDue to the scoping nature of this review, the quality of evidence from individual studies was not evaluated. Instead, this review provided a comprehensive overview of research on ethnic minority students in health science programmes in high-income countries. This aligns with scoping review guidance, which focuses on mapping existing evidence rather than evaluating study quality [\u003cspan citationid=\"CR119\" class=\"CitationRef\"\u003e118\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eThe review had several strengths. It used a comprehensive search strategy across multiple databases, ensuring a broad and diverse literature scope [\u003cspan citationid=\"CR120\" class=\"CitationRef\"\u003e119\u003c/span\u003e]. The screening and data extraction process involved multiple reviewers using predefined criteria, supporting consistency and reducing the risk of error. Synthesis of findings from diverse studies also allowed for a comprehensive summary of common themes.\u003c/p\u003e \u003cp\u003eHowever, the review had some limitations. In line with best practice for scoping reviews, thematic synthesis was approached with caution, as scoping reviews aim to map evidence rather than provide in-depth interpretation [\u003cspan citationid=\"CR121\" class=\"CitationRef\"\u003e120\u003c/span\u003e]. The lack of in-depth analysis may have limited understanding of the students\u0026rsquo; experiences. Conducting more detailed analysis could provide deeper insights, but might also introduce bias, so it was not recommended [\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e33\u003c/span\u003e]. Furthermore, the studies included in the review predominantly reported negative experiences and challenges for minority students, which may reflect gaps or imbalances in the current literature.\u003c/p\u003e \u003cp\u003eOther limitations included the exclusion of relevant papers due to language bias and database constraints. By restricting inclusion to English‑language studies, the review may have missed relevant research published in other languages, a limitation frequently identified in evidence synthesis literature [\u003cspan citationid=\"CR122\" class=\"CitationRef\"\u003e121\u003c/span\u003e]. Some databases did not allow filtering by publication year from 2004, and different search terms were required for different databases. These factors may have resulted in the exclusion of relevant studies. Additionally, most of the included studies were from the USA (60.34%) and focused on medicine (55.17%), which may have skewed the findings and not fully represented the experiences in other health science programmes or regions. Many scoping reviews draw heavily on North American sources [\u003cspan citationid=\"CR122\" class=\"CitationRef\"\u003e121\u003c/span\u003e, \u003cspan citationid=\"CR123\" class=\"CitationRef\"\u003e122\u003c/span\u003e], highlighting the importance of future research that focuses on allied health professions and nursing in other high-income countries to provide a more representative and balanced understanding of ethnic minority students\u0026rsquo; experiences.\u003c/p\u003e \u003c/div\u003e"},{"header":"Conclusions","content":"\u003cp\u003eThis scoping review mapped the experiences of ethnic minority students in health sciences programmes across high-income countries, demonstrating how systemic, institutional, and interpersonal factors shape participation, belonging, and academic success. Across medicine, nursing, and allied health professions, students consistently reported racism, discrimination, social exclusion, and uneven access to support, alongside communication and language challenges that constrained meaningful engagement in learning occupations and undermined occupational justice. While positive influences such as supportive staff, peer networks, and family support were identified, these were inconsistently reported. Notably, allied health and nursing remain under-represented within the evidence base despite clear and persistent inequities.\u003c/p\u003e \u003cp\u003eThe evidence indicates that racism and discrimination remain critical, unresolved phenomena within health sciences education, with enduring implications for student wellbeing, educational participation, and professional development. Their continued prominence in the literature affirms that these issues are neither peripheral nor resolved but require sustained attention within curricula and institutional practice. For occupational therapists working in education, these findings reinforce a professional responsibility to advocate for occupationally just learning environments where all students feel safe, included, and able to participate meaningfully. At institutional and policy levels, this necessitates sustained commitment to anti-racist practice, inclusive curricula, staff training in cultural competence, culturally responsive teaching, and accessible mechanisms for reporting discrimination, alongside supportive structures such as mentorship and peer networks.\u003c/p\u003e \u003cp\u003eFuture research should build on this work by strengthening the evidence base across all health professions, particularly in underrepresented fields such as allied health, and by further examining how intersecting identities shape student experiences. As the body of literature expands, a systematic review will be essential to deepen the understanding of these experiences and the factors that shape them, identify gaps, and inform coherent, evidence-driven strategies. Strengthening this work is crucial to ensuring that ethnic minority students can thrive academically, experience belonging, and achieve meaningful participation within health sciences education.\u003c/p\u003e"},{"header":"Abbreviations","content":"\u003cp\u003eAHP \u0026ndash; Allied Health Professions\u003c/p\u003e\n\u003cp\u003eBAME \u0026ndash; Black, Asian, and Minority Ethnic\u003c/p\u003e\n\u003cp\u003eCINAHL \u0026ndash; Cumulative Index to Nursing and Allied Health Literature\u003c/p\u003e\n\u003cp\u003eJBI \u0026ndash; Joanna Briggs Institute\u003c/p\u003e\n\u003cp\u003eMEDLINE \u0026ndash; Medical Literature Analysis and Retrieval System Online\u003c/p\u003e\n\u003cp\u003ePRISMA \u0026ndash; Preferred Reporting Items for Systematic Reviews and Meta-Analyses\u003c/p\u003e\n\u003cp\u003ePRISMA-ScR \u0026ndash; Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews\u003c/p\u003e\n\u003cp\u003eSTEM \u0026ndash; Science, Technology, Engineering and Mathematics\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable, this study is a scoping review of published literature and did not involve human participants, human data, or human tissue.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAvailability of data and materials\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll data generated or analysed during this study are from publicly available sources and are included in this published article and its supplementary information files.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare that they have no competing interests.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study received no specific funding.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthors\u0026apos; contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eYasmin Carla Monroe (YM) conceptualised the study, developed the screening tool, conducted literature searches, screened records, and extracted data.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eMatumo Ramafikeng (MR) contributed to the conceptualisation of the study, including initial framing of the title, provided supervision throughout the project, and wrote the methods, results and discussion sections for this manuscript.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eFred Oti Bekoe (FB)\u0026nbsp;independently piloted the screening tool, cross-checked extracted data for verification, and contributed to the abstract, introduction, conclusions, and references.\u003cbr\u003e\u0026nbsp;All authors contributed to the interpretation of findings, reviewed and edited the manuscript, approved the final version, and agreed to be accountable for all aspects of the work.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgements\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors would like to thank Greg Cadge the subject librarian at the University of Essex who assisted with the search strategy, and to Donna Monroe for her invaluable assistance in proofreading the manuscript.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eDunivin ZO, Yan HY, Ince J, Rojas F. 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Syst Rev. 2023;12:45. doi:10.1186/s13643-023-02178-5.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"bmc-medical-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"meed","sideBox":"Learn more about [BMC Medical Education](http://bmcmededuc.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/meed/default.aspx","title":"BMC Medical Education","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Ethnic minority students, Health science education, Experiences, High-income countries","lastPublishedDoi":"10.21203/rs.3.rs-8990819/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8990819/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eBackground\u003c/h2\u003e \u003cp\u003eEthnic minority students in health science programmes continue to face inequalities in academic outcomes and well-being, despite growing participation in higher education in high-income countries. These programmes are crucial for shaping future healthcare workforce, yet evidence on students\u0026rsquo; experiences is fragmented across disciplines. Educational environments often fail to address systemic inequities or student\u0026rsquo;s specific support needs. This scoping review aimed to map existing evidence, identify barriers and facilitators, and highlight gaps to inform future research.\u003c/p\u003e\u003ch2\u003eMethods\u003c/h2\u003e \u003cp\u003e A scoping review was conducted using Joanna Briggs Institute methodology and Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-SCr) guidelines. Nine databases, including MEDLINE, CINAHL, Scopus, and Web of Science, were searched for English-language, peer-reviewed studies published between 2004 and 2024 on the experiences of ethnic minority students in health science programmes in high-income countries. Two reviewers screened records, with a third resolving disagreements. Data were extracted, then synthesised to map experiences, barriers, and facilitators.\u003c/p\u003e\u003ch2\u003eResults\u003c/h2\u003e \u003cp\u003eFrom 2,158 records identified through databases and supplementary searches, 58 studies met the inclusion criteria. Most were published since 2020 and conducted in the United States or the United Kingdom, with research predominantly in medicine and fewer studies in nursing or allied health programmes. The reported experiences were summarised into four broad categories, namely: 1) academic, 2) social and interpersonal, 3) psychosocial well-being and support and 4) discrimination and racism. Negative experiences were more common than positive across all programme types. Key challenges included educational inequities, social exclusion, underrepresentation, mental health strain, and racism/microaggressions. Facilitators of positive experiences included supportive staff, mentorship (particularly from staff of similar ethnic backgrounds), peer and family support, and culturally responsive learning environments.\u003c/p\u003e\u003ch2\u003eConclusions\u003c/h2\u003e \u003cp\u003eEthnic minority students in health science programmes continue to face systemic, institutional, and interpersonal barriers that shape their educational experiences and outcomes. Racism and discrimination remain central and unresolved influences across disciplines. Addressing these challenges requires sustained institutional commitment to inclusive and anti-racist practices, alongside targeted academic and psychosocial support. Future research should strengthen evidence base in underrepresented disciplines and explore how intersecting identities shape student experiences.\u003c/p\u003e","manuscriptTitle":"Experiences of Ethnic Minority Students in Health Sciences Programmes in High-Income Countries: A Scoping Review","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-03-12 16:13:28","doi":"10.21203/rs.3.rs-8990819/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"editorInvitedReview","content":"","date":"2026-03-25T13:35:28+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"148977823624667446902309373329249334083","date":"2026-03-17T17:39:17+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"8046029294363504185962774019522877337","date":"2026-03-17T12:15:55+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2026-03-09T01:53:03+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2026-03-06T16:27:48+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2026-03-05T02:58:16+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2026-03-05T02:58:08+00:00","index":"","fulltext":""},{"type":"submitted","content":"BMC Medical Education","date":"2026-02-27T18:16:23+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"bmc-medical-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"meed","sideBox":"Learn more about [BMC Medical Education](http://bmcmededuc.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/meed/default.aspx","title":"BMC Medical Education","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"d688f6c8-700c-4f47-9422-d54f12e2c89d","owner":[],"postedDate":"March 12th, 2026","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2026-03-12T16:13:28+00:00","versionOfRecord":[],"versionCreatedAt":"2026-03-12 16:13:28","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-8990819","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-8990819","identity":"rs-8990819","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}