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<p>As healthcare professional study programs witness growing enrollment of ethnic minority students, curricula predominantly designed for local populations often fail to accommodate diverse cultural, linguistic, and religious needs. This mismatch creates significant barriers to developing both theoretical knowledge and clinical competence among these learners. This study aimed to explore the learning experiences of sixteen ethnic minority students across nursing, physiotherapy, medicine, and health sciences disciplines. A phenomenological qualitative approach was employed, and six focus group interviews were conducted with 16 voluntary participants from three institutions to explore their learning experiences. Thematic analysis was performed by using the six-step method. Three key themes emerged: (1) the crucial role of adequate learning support systems, (2) individual learning preferences that shape professional development, and (3) strategies for managing study-related stress. This research contributes to ongoing discussions about educational equity in healthcare training and provides practical recommendations for creating more inclusive learning environments that can support students’ success. The findings reveal that language barriers and cultural or religious considerations significantly impact academic performance and student well-being. These insights reveal the urgent need for educators and institutions to implement more inclusive approaches that address these challenges. The study emphasizes the importance of culturally responsive teaching practices, tailored academic support, and enhanced cultural competence within healthcare education.</p>

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You may overlook: learning experiences among ethnic minority students in multidisciplinary healthcare studies

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年4月24日

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  • Mei Fung Florence Wong,
  • Wing Ki Agnes Yip

摘要

As healthcare professional study programs witness growing enrollment of ethnic minority students, curricula predominantly designed for local populations often fail to accommodate diverse cultural, linguistic, and religious needs. This mismatch creates significant barriers to developing both theoretical knowledge and clinical competence among these learners. This study aimed to explore the learning experiences of sixteen ethnic minority students across nursing, physiotherapy, medicine, and health sciences disciplines. A phenomenological qualitative approach was employed, and six focus group interviews were conducted with 16 voluntary participants from three institutions to explore their learning experiences. Thematic analysis was performed by using the six-step method. Three key themes emerged: (1) the crucial role of adequate learning support systems, (2) individual learning preferences that shape professional development, and (3) strategies for managing study-related stress. This research contributes to ongoing discussions about educational equity in healthcare training and provides practical recommendations for creating more inclusive learning environments that can support students’ success. The findings reveal that language barriers and cultural or religious considerations significantly impact academic performance and student well-being. These insights reveal the urgent need for educators and institutions to implement more inclusive approaches that address these challenges. The study emphasizes the importance of culturally responsive teaching practices, tailored academic support, and enhanced cultural competence within healthcare education.