Educational Barriers Research Articles

Domestic work and girl child school drop outs: A case study of selected secondary schools in Kyamuhunga town council Bushenyi district

This study explores demographic and contextual factors influencing educational participation, with a focus on gender disparities and causes of girl child school dropouts. A significant gender imbalance was observed, with 93% male respondents and only 7% female, reflecting patriarchal societal norms that restrict female participation. Age distribution highlighted a concentration of respondents aged 20–30 years (34%), aligning with the study’s emphasis on educational challenges among youth. Marital status data showed a predominance of unmarried respondents, correlating with the high student population. Religious affiliation revealed a Catholic majority (80%), with implications for education access shaped by religious norms. Key causes of girl child school dropouts were identified as poverty (100%), lack of girl-specific needs (97%), early marriages (67%), and peer pressure (40%). Poverty emerged as the dominant factor, supported by UNICEF findings, while unmet needs like menstrual hygiene supplies and early marriages significantly impacted education continuity for girls. Additionally, domestic work was shown to adversely affect girls’ academic performance and psychological well-being. The study underscores the need for targeted interventions, including empowering students, motivating teachers, and enhancing learning resources. While consistent with existing research, addressing gender imbalances and incorporating perspectives from parents and teachers could enrich understanding and inform inclusive strategies. Keywords: Gender Disparities, Girl Child Dropouts, Educational Barriers, Poverty and Education, Domestic Work Impact

Facilitators and barriers to interprofessional learning, collaboration, and identity development during interprofessional internship in rehabilitation care: A qualitative study

ABSTRACT The growing complexity of care and healthcare workforce shortages in the Netherlands necessitates exploring interprofessional collaboration (IPC). However, the predominant single-professional education may result in a professional identity (PI) among healthcare students, which may not support successful IPC. Internships in student-run interprofessional learning wards (SR-IPLW) could foster interprofessional identity (IPI) development. There is a need for a better understanding of the intricacies involved in learning to work collaboratively, particularly when undergraduates are still shaping their professional identities. Our aim, therefore, was to identify facilitators and barriers for interprofessional education (IPE), IPC, and identity development among 21 healthcare students during a 20-week clinical placement on a SR-IPLW in rehabilitation medicine. An action-based prospective study using grounded theory analysis of nine focus groups across three semesters identified 17 theoretical codes. These codes are elaborated in a conceptual model highlighting facilitators and barriers for IPC and identity development, emphasizing the importance of fostering feelings of relatedness, competence, and autonomy. There are indications that professional and interprofessional identities changed during the internship. Implications for preceptors are delineated, showing the importance of personal relationships and elements of a positive learning climate.

Challenges to Students' Learning and Wellbeing During Placement Abroad: A Qualitative Study Using Rich Pictures.

Undergraduate healthcare students on placement abroad can experience challenges that affect their wellbeing, personal and professional development. These challenges may result in students taking a more peripheral role in workplace activities, which negatively impacts learning. We studied how personal and professional challenges affect students' learning and wellbeing during a clinical placement abroad. We used the rich pictures drawing method to elicit semi-structured student interviews and capture personal and professional challenges within different contexts. Language, culture, education, and belonging were used as sensitizing concepts, underlying thematic analysis. We conducted a parallel and iterative analysis of the transcripts and rich pictures. Team discussions focused on developing patterns and further conceptualization of results. Based on thirteen student accounts, we identified four main themes: 'Learning to work in the international context'; 'Cultural differences shape professional identity'; 'Deliberate social connections'; and 'Personal growth through international experiences'. Active participation in local practices was crucial to overcome barriers in language, culture or education, and increase belonging. Local healthcare teams and peers supported students' wellbeing, personal and professional development by helping them establish their role as a learner, whilst exploring the scope and boundaries of their future profession. Language, cultural and educational challenges can be considered an inevitable part of student placement abroad. Local peers and staff may support this transition and help recognize learning opportunities and challenges in the workplace. Clinical educators can facilitate learning and wellbeing by providing social support and guidance on professional behavior, including communication.

KNOWLEDGE ABOUT CERVICAL CANCER AND PAP SMEAR AND THE FACTORS INFLUENCING THE PAP TEST SCREENING AMONG SHAIKH ZAID WOMEN HOSPITAL

Cervical cancer remains one of the most preventable types of cancer, with a strong link to persistent infection by certain high-risk strains of the Human Papillomavirus (HPV). Objective: The main objective of the study is to find knowledge about cervical cancer and pap smears and the factors influencing Pap test screening at Shaikh Zaid Women's Hospital. Methods: This cross-sectional study was conducted at Sheikh Zayed Women's Hospital Larkana OPD from January 2024 to June 2024. A total sample size of 250 women was selected using a convenient sampling technique. Patients aged 18 years and above who were willing to participate in the study and provided informed consent. Women who had undergone a hysterectomy or had a known history of cervical cancer were excluded from the study. Results: Data were collected from 250 patients. The demographic analysis revealed that the majority of participants were between the ages of 18-29 years (45%), followed by those aged 30-39 years (32%). Most women had secondary education (55%), with a smaller proportion having higher education (35%) or primary education (10%). The majority of participants were married (80%), and a significant number had an income level below the national median (70%). The screening-related data revealed that while 65% of participants had heard of the Pap smear test, only 40% had actually undergone it. Among those who had undergone a Pap smear, 60% had done so within the past year, 30% in the last 2-3 years, and 10% had waited more than 3 years. Conclusion: It is concluded that the uptake of Pap smear screening among women at Sheikh Zayed Women Hospital in Larkana is influenced by factors such as awareness, education, income, and emotional barriers. Despite general awareness of cervical cancer, significant barriers like fear, stigma, and financial constraints hinder participation.

Perspectives on Sustainable Construction in the Middle East: A Comparative Analysis of Industry and Academia

Existing research has primarily focused on investigating barriers in developed countries, emphasising economic, technical, and governmental factors which impede the diffusion of green building practices. However, developing regions, including the Middle East, often must be represented in green building research. Understanding these region-specific barriers is important for developing tailored solutions. In addition, existing identified green building barriers have primarily been obtained from the industry sector, while perspectives from other stakeholders, such as academia, have less attention. Hence, this study compares the perspectives of academic and industry professionals regarding the possible barriers which may impede the adoption of green buildings, with a particular focus on cultural, educational, and social factors. A mixed-method approach was employed, including a large-scale survey (n = 1112) with 54% of the participants being from the industrial sector and 46% being from the academic sector, as well as 17 semi-structured interviews to triangulate the data obtained from the survey. The study was conducted in Saudi Arabia as a representative case of the Middle East. Participants reported 23 barriers, which were themed into six groups: economic, technical, governmental, market demand, educational, and cultural barriers. Notably, seven of these barriers were reported for the first time in this study, including a lack of integrating green building concepts into university curricula, cultural preferences for traditional construction practices, resistance to change, prioritisation of economic factors over environmental and social considerations, a limited number of completed green building projects, delays in the permit and approval processes, and a lack of leadership and coordination. The statistical analysis revealed significant differences between the industry and academic perspectives (p < 0.05, d = 0.61) regarding the barriers to adopting green buildings, with academics over-reporting the educational, cultural, and technical barriers compared with the industry sector. Based on the identified barriers, five strategies were suggested which could help promote the widespread adoption and long-term sustainability of green buildings in the Middle East.

Exploring the Experience and Perception of Artificial Intelligence Utilization Among Students of Department of Nursing, Bayero University Kano

<p>Artificial intelligence (AI) is rapidly transforming various sectors, including healthcare and education. In nursing, AI has the potential to enhance educational outcomes and improve clinical practices. The study aim to explore the nuanced experiences and perceptions of nursing students at Bayero University, Kano, in relation to the use of AI in their academic and clinical environments. A qualitative narrative inquiry was conducted among nursing students at Bayero University, Kano. Focus group discussion was used to collect data from the participants. Thematic analysis was employed to identify and interpret themes related to their experiences and perceptions of AI. The study identified that the majority of students have engaged with AI technologies primarily for academic purposes, such as researching assignments and accessing clinical information. However, they demonstrated limited awareness of nursing-specific AI tools. Participants also reported significant challenges related to network connectivity and data access, which hindered their use of AI. Despite these challenges, the overall perception of AI was positive, with students acknowledging its potential to improve nursing education and practice. Concerns about technical errors, over-reliance, and job displacement were also noted. Nursing students at Bayero University, Kano, recognize the potential benefits of AI in education and clinical practice but face significant challenges due to infrastructural limitations. Their positive perception of AI suggests an openness to its integration into nursing, provided that technological and educational barriers are addressed. The findings highlight the need for improved technological infrastructure, targeted training on AI applications in nursing, and a balanced approach to integrating AI with human expertise.</p><p><strong>Keywords: </strong>Artificial intelligence, Nursing education, Perceptions, Experiences, Qualitative, Nigeria<strong></strong></p>

Evaluating the use of electromyography in UK and European gait laboratories for the assessment of cerebral palsy and other neurological and musculoskeletal conditions.

Electromyography (EMG) can estimate the magnitude and timing of muscle activation during walking in those with gait disorders. Despite the potential of EMG use in assessment and clinical decision-making, there are reports of declining use of EMG within gait laboratories. Technical and educational barriers to EMG usage in clinics in Italy were recently suggested. What is the current EMG practice and associated knowledge and barriers to EMG usage in UK and European clinical gait labs? Semi-structured interviews were conducted online with 16 participants recruited from 13 gait laboratories across the UK and wider Europe, 11 participants used EMG routinely in clinical service and five did not. Participants held various professions including physiotherapists, clinical scientists, a lab manager, biomechanist, orthopaedic surgeon and a biomedical engineer. Interviews were transcribed and analysed using reflexive thematic analysis. EMG training was often completed in-house informally by colleagues. Findings show EMG was currently used for assessing muscle activation timings, spasticity, co-contraction in patients and often used as a confirmatory tool. Challenges of using EMG included: justifying the effort, distinguishing true deviations from the norm, capacity to collect good quality data and feasibility with a given patient. The challenge of interpreting EMG signals, patient readiness and time requirements were consistent between the gait labs reflecting previous reports from Italy. There were also large variations in types of EMG training and education in agreement with previous findings. In contrast to previous findings, cost was not considered important within this study. For EMG to be more widely and routinely used, the perceived effort of staff and patients would need to be justified by a clear link to the treatment planning and decision-making through further published evidence and training.

A study on digital literacy of rural women based on their educational qualification

Digital literacy is a crucial aspect of contemporary life, enabling individuals to access information, participate in socio-economic activities, and adapt to the rapidly evolving technological landscape. However, the digital divide remains a persistent challenge, particularly among rural women, whose access and proficiency are often shaped by factors such as educational qualification. This study examines the digital literacy levels of rural women in relation to their educational backgrounds. By employing a mixed-methods approach that includes surveys and interviews, the research aims to explore how varying levels of formal education influence digital competencies, usage patterns, and barriers to digital inclusion. The findings highlight significant disparities in digital skills, access to technology, and confidence in using digital tools among women with differing educational attainments. The study emphasizes the need for tailored interventions, including digital skill training and access enhancement programs, to bridge the digital literacy gap and empower rural women to fully engage with digital resources. These insights contribute to the broader discourse on gender equity and rural development in the future world.

A right to menstrual health in a transition to a circular economy

This article provides a perspective on whether articulating menstrual health as a human right can support a transition to the circular economy. The article analyses a positive right to menstrual health enacted through free product legislation and further analyses how this right can address stigma, education, sanitation and environmental barriers to using reusable menstrual products. The article can inform policymakers of complexities in the uptake of reusable menstrual products.

Socioeconomic Inequalities in Participation in Colorectal Cancer Screening in Ontario, Canada: A decomposition analysis.

The relationship between socioeconomic status and colorectal cancer (CRC) screening in Canada remains poorly understood. This study aims to measure and explain the extent of socioeconomic inequalities in CRC screening participation in Ontario, Canada. This study assesses socioeconomic inequalities in CRC screening uptake in Ontario among adults aged 50 to 74 years (n=12,039) utilizing cross-sectional data from the 2017-2018 Canadian Community Health Survey (CCHS). The Wagstaff Index (WI) and the Erreygers Index (EI) were used to quantify and decompose income-related inequality in CRC screening participation. The results revealed an overall CRC screening rate of 71.7%, with higher rates among females (78.4%) compared to males (69.4%). The positive values of the WI (0.193; 95% confidence interval [CI]: 0.170 to 0.215) and the EI (0.156; 95% CI: 0.138 to 0.174) indicated a pro-rich inequality in CRC screening participation in Ontario (i.e., screening is more concentrated among wealthier individuals). The decomposition analysis identified income (71.61%), education (8.61%), and language barriers with healthcare providers (5.76%) as the primary factors contributing to the observed income-related inequality in CRC screening participation. Income is the primary driver of socioeconomic inequality, requiring targeted strategies to boost screening rates among low-income residents. Addressing education and language barriers through awareness initiatives and language support can reduce socioeconomic inequalities in cancer screening uptake in Ontario. Our study reveals significant socioeconomic inequality in colorectal cancer screening in Ontario, driven by income, education, and language barriers, underscoring the need for targeted interventions to promote equitable access.

Exploring Postgraduate Student’s Experiences on Values of Humanness During COVID-19: An Inquiry for Supportive Online Learning and Assessment

Previous research highlights significant disruptions to teaching and assessment time in universities due to strikes and the COVID-19 pandemic. The pandemic, which began in late 2019, forced institutions worldwide to close, prompting a shift to online teaching, learning, and assessment. In Africa, additional closures occurred due to student unrest. While the transition to online learning sought to maintain academic continuity, limited research exists on how postgraduate students experienced the values of humanness (botho) during this period. This qualitative study explores how postgraduate students perceived the values of botho in online learning and assessment during the lockdown. Fifty honours students participated in an assignment completed in groups of up to four, with 15 submissions received, including group and individual efforts. Students reflected on their experiences, highlighting positive outcomes such as knowledge sharing within groups. However, challenges emerged, including group members leaving unexpectedly due to non-cooperative peers, which left others to complete tasks individually with increased effort. The findings suggest that the principles of botho should be integrated into online assessment designs to address the challenges faced by students. Additionally, the study underscores the importance of bridging the digital divide to promote equitable online learning. Further research is needed to explore strategies that incorporate the values of botho while addressing technological and collaborative barriers in online education.

Challenges and Approaches to Overcoming Educational Barriers in a Distance Learning Environment

The purpose of this study was to identify and assess the specific challenges faced by incarcerated students in a distance learning environment and to explore effective strategies for managing their academic endeavors. The study intentionally selected twelve incarcerated inmates who were currently enrolled in various educational programs. The data were acquired through the process of conducting audio-recorded interviews, which were then transcribed verbatim by a proficient transcriber. The author employed an interpretive paradigm to examine the data and derive significant conclusions. The findings demonstrated that the amalgamation of resilience and determination had a crucial role in empowering students to overcome the barriers impeding their education. In addition, students have employed controlled internet access in prisons and the incorporation of technology-enhanced learning alongside traditional classroom teaching as essential methods to properly manage their academic studies. These strategies prioritize the need to enhance the accessibility of educational resources and support networks within prisons in order to enhance the educational accomplishments of incarcerated individuals. The study's findings suggest that it is crucial to make practical and policy changes in order to effectively meet the specific needs of incarcerated students engaged in remote learning programs. Typical barriers include (i) restricted technology access, (ii) limited finances, and (iii) the challenge of staying focused in a distracting setting. Notwithstanding these challenges, the participants shown exceptional tenacity and resolve, utilizing diverse tactics to effectively handle their academic pursuits. The success of these individuals was influenced by several key variables, such as the assistance provided by prison education officers, the capacity to effectively employ restricted technical tools, and the self-discipline to establish organized study routines.

The Role of Women in Shaping the Future of Technology: Challenges and Opportunities

The role of women in shaping the future of technology has become a critical area of focus in recent years, with efforts aimed at addressing gender disparities and promoting inclusivity in tech fields. The research examines educational barriers, workplace gender biases, mentorship programs, and the impact of female entrepreneurship on innovation within the technology sector. A quantitative research design was employed, utilizing a survey with 120 participants from four faculties—Medical, Computer Science, Social Science, and Education—across different age groups. The data were analyzed using descriptive statistics to uncover patterns and insights. The results indicate that educational barriers, such as the lack of encouragement for women in STEM fields, remain a significant challenge. Gender biases in the workplace were also found to negatively affect career advancement opportunities for women in technology, with participants reporting substantial concerns regarding systemic discrimination. However, mentorship programs were seen as highly effective in encouraging women to pursue careers in technology, and female entrepreneurship was perceived as having a notable impact on innovation within the sector. The findings suggest that while challenges persist, there are emerging opportunities to enhance women’s contributions to technology, particularly through education, mentorship, and support for female entrepreneurs. In conclusion, the study emphasizes the need for continued efforts to address gender inequality in technology fields, with a focus on fostering supportive environments that enable women to thrive in the industry.

Impact of digitalization for students with disabilities

This structured review explores the interaction of digital education and students with disabilities through an extensive search of Scopus and WoS databases, generating 23 related papers. The following three central ideas are the focus of the synthesis: (i) Digital Literacy and Skills Development, elucidating the strategies and tools employed to enhance digital competency among students with disabilities; (ii) Challenges and Barriers in Digital Education, delineating the multifaceted obstacles encountered in the digital learning environment, spanning technological, pedagogical, and socio-cultural dimensions; and (iii) Inclusive Education and Digital Transformation, exploring the transformative potential of digital technologies in fostering inclusive educational practices. This review highlights the potential and challenges inherent in digital education programs within this environment. It does so by conducting careful analysis, highlighting the need to address digital inclusivity to develop fair educational opportunities for students with disabilities.

Alzheimer’s Disease and related dementias prevalence higher in Appalachian counties within Central Appalachia

AbstractBackgroundAlzheimer’s disease and related dementias (ADRD) prevalence varies geographically in the US. The Appalachian region has lower educational attainment and health care access barriers compared to non‐Appalachian regions. The objective of this proposal is to assess whether the geographic variation of ADRD in Central Appalachia is explained by county‐level sociodemographic factors or access to care.MethodsCenters for Medicare and Medicaid Services Public Use Files from 2015‐2018 were used to estimate county‐level ADRD prevalence among all fee‐for‐service beneficiaries in Central Appalachia (Kentucky, North Carolina, Ohio, Tennessee, Virginia, and West Virginia). Negative binomial regression was used to estimate prevalence overall, by Appalachian Regional Commission’s Appalachian/non‐Appalachian designation, and by rural/urban (Rural‐Urban Continuum Codes) classification. Models were then adjusted for: (1) county‐level demographics including age, gender, Medicaid eligibility, and comorbidities (atrial fibrillation, chronic kidney disease, depression, diabetes, heart failure, hyperlipidemia, hypertension, ischemic heart disease, schizophrenia/other psychotic disorders, and stroke); (2) sociodemographics (race/ethnic distribution, education, aging population distribution, and renter‐occupied housing); and (3) diagnostic access (PCP visits, neurology visits, and imaging scans).ResultsA total of 592 counties comprise the Central Appalachian region where 43% (n = 255) are Appalachian and 45% (n = 267) are rural counties. The prevalence of ADRD did not vary over the time period but was higher for Appalachian counties both overall (PR: 1.03; 95% CI: 1.02, 1.04) and after adjustment (PR: 1.02; 95% CI: 1.00, 1.03) compared to non‐Appalachian counties. This difference was similar among rural and urban counties (p = 0.326). These differences did vary across the states in the region (p = 0.0040). In North Carolina and Tennessee, Appalachian counties had higher ADRD prevalence, while in Ohio and Tennessee, rural counties have lower ADRD prevalence.ConclusionThere is a consistent difference between Appalachian and non‐Appalachian counties, with Appalachian counties having relatively higher ADRD prevalence (in the range of 2.0‐3.0% times higher) than non‐Appalachian counties. These differences persisted even after considering age, education, other sociodemographic factors and access to care measures.

Socioeconomic Factors and Educational Aspirations in Northern Nigeria: Islamic Endowment as a Possible Solution

The study aims to investigate the socioeconomic determinants that influence educational ambitions in Northern Nigeria and the potential role of Islamic waqf (Waqf). This research uses a qualitative approach. Expert interviews, case studies, and literature reviews are all incorporated into this technique. These techniques make it possible to understand the difficulties facing the local education system in great detail, as well as the historical and current contributions that Waqf has made to the advancement of education. The results of the analysis of the relevant theoretical framework and practical investigations yielded valuable insights into the ways in which the Islamic waqf system can close the huge educational gaps and inequalities in the area. The study looks at the relationship between socioeconomic status and educational goals in Northern Nigeria and how the use and revitalization of Waqf institutions can advance education in the area. The conclusion of the study is that in Northern Nigeria, socioeconomic factors are still a challenge to the desire to get an education. By involving collaboration between governments, businesses, and religious institutions to create effective and inclusive structures, Islamic waqf can be a potential solution to overcome socio-economic barriers in education.

EXPLORING THE CHALLENGES AND SIGNIFICANCE OF EDUCATION FOR WOMENS EMPOWERMENT: A STUDY IN HOOGHLY DISTRICT

Education is crucial for womens welfare, progress, and empowerment. Women face discrimination from conception to death and need greater influence in all areas of life. Empowerment yields strength and leads to rural development. This article aims to study the role of education in womens empowerment inChinsurah,Hooghly District. The study examines the obstacles and challenges faced by womens empowerment in Chinsurah, Hooghly District. It uses a descriptive survey design and a questioner to collect data from both employed and unemployed women. The results show that employed women strongly agree on the importance of education, while unemployed women do not recognize this. The majority of employed women believe that economic problems can be solved through empowerment, while unemployed women accept empowerment as a solution. The study also highlights the challenges faced by women due to traditional gender roles, patriarchal systems, cultural and religious beliefs, economic challenges, educational barriers, health and reproductive issues, and technological barriers.

Challenges of preschool teachers in the implementation of early children's curriculum

This study examines the challenges faced by preschool teachers in implementing the early childhood curriculum, utilizing a fully quantitative approach to gather data. A sample of preschool teachers was selected through simple random sampling to ensure diverse representation. Data were collected through structured questionnaires and analyzed using SPSS software to identify the key factors influencing curriculum implementation. The findings reveal significant challenges, including a lack of resources, insufficient training, and time constraints, which hinder effective curriculum delivery. The study underscores the need for increased support and targeted professional development for preschool teachers to enhance the quality of early childhood education. Insights from this research can help policymakers, administrators, and educators understand the obstacles within curriculum implementation and foster an environment that promotes a holistic and effective learning experience for young children. This study contributes valuable quantitative data on the barriers in preschool education, informing strategies for improved curriculum application in early childhood settings.

Examining how domains of functional difficulties affect children's school enrollment in Egypt

Acknowledging that children with functional difficulties are a heterogeneous group, our study assesses the impact of six functional difficulties (Seeing, Hearing, Self-care, Mobility, Remembering/concentrating, and Communication) on children's education. We also investigate the potential interaction between each disability and the child's sex, parental education, and residence. The study analyzed 10 % of the data from the 2017 Egypt Census, including 1,188,635 children aged 6 to 17. The random-intercept logistic technique was used to estimate six models, one for each functional domain. Each model considers that some children may have difficulties functioning in multiple domains. Results confirm that for single difficulty or combined with other difficulties, children with difficulties in communication and mobility faced the most significant challenges in school enrollment. On the other hand, children with difficulty hearing alone encountered weak obstacles to school enrollment; however, combined with other difficulties, they became more vulnerable to educational barriers, particularly in rural places and when belonging to illiterate parents. Children with difficulty seeing only or combined with other difficulties had the lowest odds of educational deprivation. The impact of parental education on the children's education was more significant than other factors. The study presents evidence that disability interacts with parental education and residence in such a way that it exacerbates the deprivation of education among vulnerable and marginalized groups of children more than others. This research is crucial for developing targeted interventions and policies to ensure equal educational opportunities for all children.

Exploring the educational journey: perspectives of ethnic minority GP-trainees in Dutch GP-specialty training - a qualitative interview study

BackgroundPrevious research highlights persistent differential attainment by ethnicity in medical education, wherein the perceived inclusiveness significantly influences ethnic minority students’ and trainees’ outcomes. Biased organizational practices and microaggressions exacerbate the challenges faced by ethnic minorities, leading to lower academic performance and higher dropout rates. Consequently, understanding ethnic minority GP-trainees’ experiences and perspectives regarding relevant educational aspects is crucial for addressing these disparities and cultivating a more inclusive environment within medical education.Research questionWe aimed to investigate the experiences of minority GP-trainees throughout their educational journey in Dutch GP-specialty training, emphasizing their challenges, sources of support, and suggestions for enhancing their learning environment.MethodWe conducted semi-structured, in-depth interviews with minority GP trainees, employing purposive convenience sampling to ensure diversity across multiple dimensions. These included gender, age, ethnicity, social background, migration generation, educational stage, encountered challenges, sources of support, and the GP training institute attended. The analysis involved iterative, open and axial coding, followed by generating, reviewing, and defining themes. For a structured analysis of encountered microaggressions, we adopted Sue's Taxonomy of Microaggressions.ResultsAll fourteen ethnic minority interviewees had faced educational barriers stemming from misunderstandings and stereotyping in a predominantly 'white' organization. These barriers impacted various aspects of their education, including professional identity formation, application, admission, assessment procedures, social networks, course content, and expert guidance. Microaggressions permeated throughout their educational journey, hindering their full expression and potential. Their ideal GP-specialty training emphasized uniqueness of all trainees, comprehensive staff engagement in inclusivity, robust diversity, equity, and inclusion (DEI)-policies, individual mentorship, transparent standards, concise language usage in test questions, and bias elimination through mandatory DEI staff training.ConclusionEthnic minority GP-trainees in the Netherlands face significant challenges like biased assessment and admission, stereotyped course content, inadequate support networks, and microaggressions, putting them at risk for underperformance outcomes. They emphasize the need for inclusive training with robust DEI-policies to eliminate bias.