論文種別	原著(症例報告除く)
言語種別	英語
査読の有無	その他(不明)
表題	Exploring the social factors influencing the sense of belonging among medical students with disabilities.
掲載誌名	正式名：Medical teacher 略　 称：Med Teach ISSNコード：1466187X/0142159X
掲載区分	国外
巻・号・頁	pp.Online ahead of print
著者・共著者	Mikio Hayashi, Hiroko Mori, Timothy Rogers, Jennifer Arnold, Martin V Pusic, Dorothy W Tolchin
発行年月	2026/01
概要	INTRODUCTION:Medical universities have become more aware of disability inclusion, and have begun taking cognizance of the importance of a supportive environment for students with disabilities. Faculty members can mitigate challenges to legitimacy and belonging by creating safe learning environments built on openness, humility, and actively valuing each learner. However, the factors contributing to these students' sense of belonging in medical university settings remain under-explored. To address this issue, the present study examines social factors influencing the sense of belonging for medical students with disabilities.METHODS:A qualitative phenomenological study using organizational paradox theory was conducted with 25 Japanese faculty members who have interacted with disabled medical students. Data were collected through face-to-face online semi-structured interviews and analyzed using thematic analysis from a social constructivism orientation.RESULTS:Faculty members believed that verbalizing appreciation for medical students with disabilities should be public and include the entire student body, feeling that this would enhance community perception and help disabled students feel a sense of belonging. They felt that disabled students' personalities and experiences before entering medical university may have already influenced their sense of belonging, potentially being a barrier in the specific medical university environment. Faculty members understood that the information network established when supporting students with disabilities also promotes a community-wide sense of belonging. The requirement for achieving certain technical standards required by physician training programs could also make some students with disabilities feel stigmatized and alienated.DISCUSSION:Japanese faculty members articulated a tension between the organization and the individual as a paradox encompassing various social factors, and that collaboration between both the disabled medical students involved and the medical students and faculty surrounding them is necessary to foster a general sense of belonging. The findings suggest that medical university faculty can play an active role in creating more inclusive environments.
DOI	10.1080/0142159X.2025.2609726
PMID	41503781