Abstract
BACKGROUND: Asian ethnic women face discrimination within UK medical schools. Their experiences, shaped by intersecting identities, demand focused attention and understanding. This study aims to explore their experiences, especially on understanding how the intersecting identities shape their educational journeys. METHODS: An interpretative phenomenological analysis (IPA) approach was used to explore lived experiences and perceptions of five fourth-year medical students from one institution. Transcripts from semi-structured interviews were analysed following IPA procedures, with an emphasis on understanding the intersectionality of gender and ethnicity in shaping experiences. RESULTS: Analysis of the transcripts produced four overarching themes with six subthemes. The four themes were: discriminatory action, impact, reaction to the action and expectations and solutions. 'Discriminatory action' highlights the direct and indirect discrimination that the students faced. Students' personal sense of identity shaped the 'impact' theme whilst perseverance, tolerance and acceptance of discrimination defined the 'reaction' theme. The 'expectations and solutions' theme reflects how students anticipate change and propose solutions to mitigate these issues. Participants strongly urged institutions to take more proactive steps in addressing these concerns. CONCLUSION: Discrimination significantly impacts the wellbeing and education of Asian women medical students. These challenges have implications for career progression and contribute to broader inequities in medicine. We recommend medical schools consider including a curriculum to address these concerns as a priority in the early years of the medical degree.