Empowering change: making the case for action research for studying widening participation in undergraduate medical education

Abstract

This paper evaluates the use of action research as a methodology to address socio-economic disparities in undergraduate medical education, which persist despite some progress in gender and ethnic representation. Traditionally, medical schools have admitted applicants with significant economic, social, and educational capital. While quantitative methods have helped track trends, they do not capture the lived experiences of marginalised groups. Action research, originating from Lewin's social intervention theory (1946), emphasises collaborative, cyclical processes involving stakeholders to create and evaluate solutions for complex social issues. Using a narrative approach, this paper reviews action research applications in education and healthcare. Although under-utilised within medical education, examples of its use are presented to illustrate its relevance to widening participation. Action research has the potential to empower underrepresented students and build community among participants, providing practical insights into the barriers and opportunities experienced. Through collaboration between students, faculty, and community members, action research can promote an inclusive culture by moving students from research subjects to active participants, fostering motivation, engagement, and a sense of belonging. The paper argues that action research offers a unique framework for addressing structural inequities in medical education through its participatory and reflective nature. This methodology has the potential to drive meaningful change by integrating student perspectives into institutional policies and practices. However, realising its benefits on a large scale requires careful study design, institutional commitment, and adaptability to local needs. In conclusion, action research methodologies can serve as valuable tools for UK medical schools and national bodies seeking to enhance equity and inclusion. By engaging with communities and conducting longitudinal studies, medical institutions can address systemic barriers to participation, improve student retention, and support diverse career pathways. This approach not only aligns with the goals of widening participation but also offers a pathway for transforming medical education into a more inclusive field where structural inequalities are actively addressed.