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Migrant doctor, local education: How the place where a migrant doctor received their education affects patients’ evaluations and acceptance

Dissertation: Born abroad, studied here: a historical and psychological account of migrant doctors integrating Migrant doctor, local education: How the place where a migrant doctor received their education affects patients’ evaluations and acceptance

Background. During their studies, medical students develop a professional identity. However, whether different groups of students (e.g., those with a migration background and those with a native background) develop the same professional identity thus far remains unknown. To remedy this, the current study uses theory about stereotypes to create a detailed “map” of medical students’ professional identity as it develops during their education. We ask the question: What medical stereotype do medical students studying in the Netherlands maintain about the medical profession? In a second step, we compare the medical stereotype map of students with a migration background to that of students with a native background. Method: Medical students studying at different universities in the Netherlands (26% migration background) filled in a survey about their perceived medical stereotype. Specifically, students scored a prescriptive stereotype, descriptive stereotype, meta-stereotype, and self-stereotype in terms of competence, sociability, and morality. Results: Students with a migration background maintained a remarkably similar medical stereotype to students with a native background. The only exception to this was to be found among students who identified strongly with their other-than-Dutch background. This group appeared to have even higher standards. Overall, students maintained strongly positive prescriptive stereotypes, descriptive stereotypes, and meta-stereotypes about the medical profession, in which morality, competence, and sociability, in that order, were deemed important. Students’ self-stereotypes followed this pattern, but a discrepancy was observed for students’ self-ascribed competence. Conclusion: Medical students receiving education in the Netherlands maintain a strongly positive medical stereotype. It appears that students with a migration background develop the same positive professional identity as do students with a native background. The role of education in this process is discussed.

1) What “medical stereotype” do medical students studying in the Netherlands maintain about the medical profession? 2) Do students with a migration background and students with a native background maintain different renditions of this medical stereotype?

• Collected during project

• Experiment
• Vignette survey

Yes

• Structured

The Netherlands

20/10/2021

30/10/2021