Purpose: Health professions students are increasingly exposed to
multicultural and multilingual learning environments characterized by diverse
peer groups, faculties and patients from various sociocultural backgrounds.
While students are expected to develop competence in navigating diversity
with harmony, there remains a significant gap between what is taught and what
is experienced. Students often face challenges while navigating cultural,
religious and lingual differences in academic, peer, and clinical
interactions. A majority of existing literature prioritizes theoretical
frameworks and faculty perspectives, with paucity of student voices on their
lived experiences and how they handle these complexities during their
training.
Methods : This study employed a qualitative approach. The study was
conducted in Panimalar Medical College Hospital & Research Institute,
India, among MBBS professional year I, II, III part – 1 & 2 students.
Participants were recruited through purposive sampling. Data was collected
via semi-structured interviews, focus group discussions and written
reflective narratives. Interviews and focus group discussions were audio
recorded, transcribed verbatim, and analyzed using Braun and Clarke’s
approach to arrive at themes and patterns.
Results: Our analysis revealed a complex interplay between personal
identity and beliefs with professional development within the context of
cultural, religious and lingual barriers in academic and clinical
environments. Thematic analysis unveiled six overarching themes : Adjusting
to fit in, Learning from differences, Language as a barrier to participation,
Coping through peer support, Curricular gaps, Student suggestions for
culturally sensitive and inclusive curriculum.
Conclusion: The experiences shared by students and the nuanced ways in
which they navigate diversity reveal how addressing cultural, religious and
lingual diversity is not only ongoing and personal but also shaped by
institutional, social and curricular factors. The findings underscores the
need for learning spaces that recognize and integrate diverse lived
experiences alongside theoretical frameworks to better prepare future
healthcare professionals to provide culturally responsive care.