Resident training and epistemic injustice, in first year medical residents
A qualitative study
DOI:
https://doi.org/10.18041/2322-634X/rcso.2.2020.6461Keywords:
Academic training, injustice, medical residency, qualitative researchAbstract
Introduction: Resident training is a complex academic process, teachers and students star in a highly hierarchical relationship susceptible to epistemic injustices.
Objective: To know first-year residents exposure to epistemic injustice situations and grievances as subjects of knowledge.
Method: Thematic analysis of 31 residents. Purposeful sampling. 55 in depth interviews, inductive thematization and deductive coding. Data analysis using Atlas.ti® v.8.4.3.
Results: Power scenario and power position were the most recurrent themes and sub-themes. Grief experiences are manifested through silencing and epistemic oppression.
Conclusions: Interviewed residents were affected to epistemic injustice situations and reflected in acts of grievance against them.
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