'We are a tight community': social groups and social identity in medical undergraduates.

CONTEXT: Medical students often form close communities during their studies. These communities play a role in the development of professional identity, collaborative learning and the development of interpersonal skills. The existing literature describes both positive and negative implications of student social groups and social identity. The subjective student experience of this community forming is not fully described.
METHODS: This was a qualitative study researching students' experiences of communities and social bonding. A sample of 32 final-year medical students from two major teaching hospitals participated in semi-structured interviews, which were analysed according to constructivist grounded theory principles.
RESULTS: Four major themes emerged during research. The first is enforced isolation, and describes the geographical and institutional separation of medics from other undergraduates. The second is self-isolation and refers to the tendency of medical students to form exclusive social groups to maximise opportunities to 'decompress', obtain social constancy and facilitate horizontal learning. The third concerns the supportive network, wherein the medical community serves to provide its members with mutual support. The final theme refers to judging self and others, and describes the both respectful and critical ways in which students perceive themselves and their peers. These themes influence one another in an ongoing dynamic fashion, and grant insight into the establishment and maintenance of a cohesive medical community.
CONCLUSIONS: This study presents a conceptual construct for elucidating the roles and significance of communities in medical undergraduates. By better understanding the inter- and intra-personal dynamics inherent in this construct, we are better placed to support the welfare of our students and comprehend their social experiences and motivations.