Perspectives and experiences of racialized students in entry-level health professional education: A scoping review

INTRODUCTION: Despite implementing equity, diversity, and inclusion (EDI) policies, racialized minorities continue to be underrepresented in health professional programs report experiencing microaggressions and prejudice in the workforce. By not exploring the experiences of racialized students in entry-level health professional programs, EDI policies risk becoming irrelevant or performative. METHODS: A search was conducted in five databases with a grey literature search. Two reviewers independently screened articles against the criteria, and relevant data summarized. Studies exploring perspectives about racism and discrimination, or related concepts, among non-dominant ethno-racial, and health professional students were included. RESULTS: A total of 3606 studies were identified through database searching and 70 articles included and analyzed. Black students and nursing students were most frequently represented. Research primarily emerged from the United States (US). The key themes within the experiences of racialized students included isolation, otherness, discrimination and microaggressions. Key recommendations highlighted a need for mentorship opportunities and strategic retention programs. DISCUSSION: Racialized students in health professional programs experience isolation and otherness. Geohistorical contexts might influence the locations, disciplines and terminology emerging among studies. Further investigation should explore any existing relationship. These findings warrant a call to action to educators, advocators and regulators to consider the experiences and recommendations. Future research should evaluate the implementation and effectiveness of these recommendations.