ArticleThe clinical teacher2025
"I Say I'm Kind of Out": An Insider Qualitative Study of Queer Medical Students.
Article in The clinical teacher, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
4 citing papers in PubMed.
- Affects of ableism in medical education: happiness, resignation, and the disabled killjoy.Advances in health sciences education : theory and practice · 2026Article
- 'See me for me': An intersectional approach exploring sexual and gender minority medical students' experiences of role models.Medical education · 2026Article
- Thriving, not surviving: a qualitative study on barriers and strengths of first-generation medical students.BMC medical education · 2026Article
- Understanding the Experiences of LGBTQ+ Identifying Medical Students in the UK: A Multi-Institutional Qualitative Study.Medical science educator · 2026Article
Corrections and comments
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Authors and funding
6 authors.
Funding
Abstract
backgroundUnited Kingdom Queer medical students' experiences have only been explored in depth in one previous study, despite longstanding calls to address National Health Service queerphobia. The study aims to combine our participants' data with personal insights from the Queer medical student research team to both record Queer medical students' experiences and provide practical actions that can promote support, inclusivity and celebration for Queer medical students.
methodsIndividual semi-structured interviews were conducted with 12 participants across three medical schools in England and Scotland. Inductive thematic analysis was conducted. Insider insights were combined with analysis to generate practical advice for educators.
resultsParticipants had a broad range of Queer identities, including non-binary, bisexual and asexual identities. Four themes were identified, as well as a table of practical advice: Developing a unified Queer medical student identity: the cognitive and emotional process of aligning Queer and medical student identities; A culture of discrimination: actions occurring at cultural, system and individual levels that result in negative queerphobic experiences; A counterculture of support: representation and support provided by Queer faculty and doctors and Queer friends, and in curriculum material; Belonging and not belonging: thoughts and feelings of acceptance and value within academic, clinical and social environments. DISCUSSION: Queer medical students continue to experience discrimination despite calls for change. We suggest a deeper cultural reimagination of belonging as a Queer medical student, alongside practical support from educators to create this, is needed to improve Queer medical students' experiences.
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Registered trials
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