ArticleFrontiers in medicine2025
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Article in Frontiers in medicine, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Widening participation is an important consideration in medicine, which has been historically elitist. Despite the evolving evidence base on WP in medicine and advancing of discourse around conceptualizing WP, the identity of students from WP backgrounds remains problematized. Currently, there are few studies exploring how WP medical students have found strength in their experiences of adversity and developed skills which will be an asset to their career. To address this gap, the aim of this study is to understand, using a strengths-based approach, the strengths and resources that WP students draw on to enact success in medicine. Methods: This is a qualitative study using individual interviews for data collection. We selected the identity-specific strength lens to understand how WP students in medicine draw on their strengths and resources to enact success in pursuing careers in medicine. We recruited eligible students who had completed, or were undertaking, a 'gateway' programme and had directly entered the undergraduate medical degree and who had fulfilled university WP criteria prior to entry. Interviews were recorded electronically and transcribed verbatim. Data were coded inductively and in accordance with thematic analysis. Results: Five main themes were constructed from the analysis. Participants drew on the following strengths and resources to enact success in medicine: (i) Not taking no for an answer: determination and perseverance; (ii) Learning from the past: using their lived experience; (iii) Making things work: resourcefulness; (iv) Drawing on their sense of self: Self-awareness, reflection and independence; and, (v) Growing a support network: Having strong relationships with others. Conclusion: There is still much to be done in creating inclusive environments in medical education which promote belonging and development of diverse values and beliefs. However, using strengths-based approaches can reframe study of widening participation in medicine and shift thinking and discourses from deficit to anti-deficit ways of thinking and discourses.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.