Table 1
Socio-economic profile of ProFIS students compared to that of the average student admitted to UNICAMP Medical School during the time of the study
|
Racea (Self-reported) |
Gender |
Parents/providers with university education |
Worked during secondary education |
Year at medical school | |
|---|---|---|---|---|---|
|
ProFIS 1 |
Black |
Male |
No |
Yes |
5th |
|
ProFIS 2 |
Black |
Female |
Yes |
Yes |
4th |
|
ProFIS 3 |
Black |
Male |
No |
Yes |
2th |
|
ProFIS 4 |
White |
Female |
No |
Yes |
5th |
|
ProFIS 5 |
Brown |
Female |
No |
Yes |
3th |
|
ProFIS 6 |
White |
Female |
No |
Yes |
2th |
|
ProFIS 7 |
Black |
Female |
Yes |
Yes |
2th |
|
ProFIS 8 |
White |
Female |
No |
No |
6th |
|
ProFIS 9 |
White |
Male |
No |
Yes |
1th |
|
ProFIS 10 |
White |
Male |
No |
Yes |
1th |
|
Average b Student |
White 67.4% Browna 18.1% Black 2.25% |
Male 46.43% Female 53.56% |
Yes: 64% No: 36% |
Yes: 4.5% No: 95.5% |
a Participant data was obtained from a socio-economic questionnaire based on self-declaration. Self-declaration means the interviewee selected the race with which he/she identified. We used “brown” to refer to “pardo,” a race category the Brazilian Institute of Geography and Statistics uses in Brazilian censuses. It is a word used to refer to various shades of brown skin. When surveyed, 12.25% of the respondents identified themselves as “Yellow,” “Indigenous,” or did not indicate their race.
b Data from the general student population obtained on the official site of the university. These data are based on a self-declaration questionnaire answered by the students when entering the university. We used the data from medical students enrolled between 2013 and 2018, representing the socio-economic situation of students from the 1st to 6th year [28]
Fig. 1
In this drawing, the ProFIS student (given the fictitious name of Daniel) depicted a race track as a metaphor to represent the undergraduate medical course. Daniel feels he is lagging behind and drew himself starting the race behind the “regular” students. Daniel also thinks that his running lane contains more hurdles than the lanes of regular students. Daniel also believes that the obstacles he faces are of a different nature—they are more challenging (in the picture, the barriers in Daniel’s lane are red, whereas the ones in the other lanes are green). The red barriers in Daniel’s lane represent his perceived knowledge deficit and the financial and social difficulties experienced by ProFIS students like him. He feels inferior and less capable than his classmates. That’s why Daniel wrote the words “EU” (I) and “INCAPACIDADE” (LACK OF CAPACITY) in the two text bubbles next to him. At the same time, Daniel feels supported by his family, which was represented on the bottom-right side of the picture with the words “TORCENDO” (CHEERING) and “AJUDANDO” (HELPING)
