What is known about discrimination experienced by medical and dental students on clinical and community-based placements

Abstract

Aim To identify and map evidence on discrimination experienced by medical and dental students during clinical and community-based placements.

Method This review employed a scoping review methodology, drawing on the work of Arksey and O’Malley, Levac et al., and the Joanna Briggs Institute. Five stages were undertaken: (i) defining the research question; (ii) identifying relevant studies through database and grey literature searches; (iii) applying inclusion and exclusion criteria; (iv) extracting and organising data; and (v) collating and synthesising findings.

Results A total of 164 studies were included, employing quantitative (n= 85), qualitative (n= 65), and mixed-methods (n= 10) designs. Few studies included dental students. Discrimination was reported in the form of bullying, harassment, gender- and race-based inequalities, microaggressions. The 19UK studies frequently reported issues linked to gender, race, religion, disability, and socioeconomic status, with impacts on students’ confidence, learning, and professional development and weak reporting mechanisms.

Conclusion Despite methodological limitations, evidence suggests that medical and dental students encounter multiple forms of discrimination, particularly related to race and gender. These experiences harm learning, well-being, and career development, while disability and dental education remain underexplored. Stronger institutional accountability, inclusive policies, and targeted interventions are crucial for reducing disparities and ensuring equitable training environments.