[Deeper skin tones rarely depicted in Dutch dermatology textbooks].

Objective: Within diverse populations such as in the Netherlands, medical education must prepare students to diagnose skin conditions on a broad range of skin tones. To develop the visual pattern recognition skills to do so, medical students need exposure to skin conditions on deeper skin tones. The purpose of this study is to assess the inclusion of images of brown skin in Dutch dermatology textbooks.

Inclusion and diversity within medical education: a focus group study of students' experiences.

Background/introduction: As patient populations become more diverse, it is imperative that future physicians receive proper training in order to provide the best quality of care. This study examines medical students' perceptions of how prepared they are in dealing with a diverse population and assesses how included and supported the students felt during their studies.

Methods: Four semi-structured focus groups were held with medical students across all years of the medical study program of a Dutch university.

What stressors and energizers do PhD students in medicine identify for their work: A qualitative inquiry.

Introduction: Rising mental health issues is a global problem among PhD students. This study aimed to identify stressors and energizers in PhD work.

Methods: PhD students at a university medical center were asked to describe the top three stressors and energizers in their PhD work through a survey.

"As an ethnic minority, you just have to work twice as hard." Experiences and motivation of ethnic minority students in medical education.

Introduction: Adequate representation of ethnic minority groups in the medical workforce is crucial for ensuring equitable healthcare to diverse patient groups. This requires recruiting ethnic minority medical students and taking measures that enable them to complete their medical studies successfully. Grounded in self-determination theory and intersectionality, this paper explores the experiences of ethnic minority medical students across intersections with gender and other categories of difference and how these relate to students' motivation.

"What kind of support do I need to be successful as an ethnic minority medical student?" A qualitative study.

Background: To be in alignment with the increasing diversity in the patient population, ethnic minorities should have appropriate representation in health care professions. Medical students from ethnic minorities therefore need to be successful in their medical studies. The current literature highlights that they underperform in comparison with the ethnic majority.

Burnout and engagement among PhD students in medicine: the BEeP study.

Introduction: Using a self-determination theory framework, we investigated burnout and engagement among PhD students in medicine, and their association with motivation, work-life balance and satisfaction or frustration of their basic psychological needs.

Method: This cross-sectional study was conducted among PhD students at a university medical centre (n = 990) using an electronic survey on background characteristics and validated burnout, engagement, motivation and basic psychological needs questionnaires. Cluster analysis was performed on the burnout subscale scores to find subgroups within the sample which had similar profiles on burnout.

The role of study strategy in motivation and academic performance of ethnic minority and majority students: a structural equation model.

Underperformance among ethnic minority students has been reported in several studies. Autonomous motivation (acting out of true interest or personal endorsement) is associated with better learning and academic performance. This study examined whether study strategy (surface, achieving, and deep) was a mediator between the type of motivation (autonomous and controlled motivation) and academic performance (GPA and clerkship performance), and whether these relations are different for students from different ethnic groups to gain a better understanding about the needed intervention/support in the curriculum.

The Association of Readiness for Interprofessional Learning with empathy, motivation and professional identity development in medical students.

Background: The Readiness for Interprofessional Learning Scale is among the first scales developed for measurement of attitude towards interprofessional learning (IPL). However, the conceptual framework of the RIPLS still lacks clarity. We investigated the association of the RIPLS with professional identity, empathy and motivation, with the intention of relating RIPLS to other well-known concepts in healthcare education, in an attempt to clarify the concept of readiness.

Motivation and academic performance of medical students from ethnic minorities and majority: a comparative study.

Background: Medical students from ethnic minorities underperform in knowledge and skills assessments both in pre-clinical and clinical education compared to the ethnic majority group. Motivation, which influences learning and academic performance of medical students, might play an important role in explaining these differences, but is under-investigated. This study aimed to compare two types of motivation (autonomous and controlled) of ethnic minority (Western and non-Western) and majority (Dutch) students, and their association with academic performance.

Motivation of Dutch high school students from various backgrounds for applying to study medicine: a qualitative study.

Objective: To explore high school students' motivation for applying to study medicine and the factors that influence this. To find explanations for under-representation of minority students in medical education, descriptions of motivation of students with different background characteristics were compared.

Design: Qualitative phenomenological study using semistructured one-on-one interviews.