First-generation students, those who are the first in their families to attend university, enter medical school with the same qualifications and motivation to become a doctor but lack the informal guidance and networks that other students may take for granted. ‘If you’ve grown up learning how the university works, for example how to approach lecturers or build a professional network, you already have a head start,’ explains Marco Boonstra, researcher and lecturer at the Faculty of Medical Sciences.
At the University of Groningen, around 20% of medical students are first-generation students. In a national cross-sectional study and qualitative interviews with first-generation students in Groningen, Boonstra and his colleagues found that these students often experience lower self-confidence, struggle to identify themselves as future doctors, and face barriers in building professional networks. Boonstra explains that these challenges are closely linked to the nature of the medicine programme: ‘You need a network to get somewhere, which makes navigating the programme as a first-generation student more complex.’
Aside from these challenges, Boonstra also highlights the strengths that first-generation students bring. ‘Perseverance, being self-made and having a broader perspective on the world. These are qualities that are extremely useful to you as a doctor.’ These qualities also directly benefit patient care, as these students may better understand and empathise with vulnerable or underrepresented patient groups and are more likely to work in underserved communities and rural areas.
To support first-generation students, Boonstra and community physician and educational leader Netty Bos-Veneman established a first-generation network of medical students and doctors. This network offers an informal way for both the students and doctors to connect and exchange experiences. Through ongoing experiences within the network, participants expressed the need for more structured and guided support. Thanks to the UMCG Impact Accelerator grant, the team was able to take the next step and develop a mentoring programme.
The mentoring programme was co-created with first-generation students and doctors through participatory action research sessions, ensuring that it meets their real needs. ‘The participants are essentially co-researchers; they play a key role in determining what the mentoring programme should look like,’ Boonstra explains.
Through six sessions, this approach gradually shaped the structure and content of the programme. The mentor groups will combine first-generation students from all study phases with practising physicians, allowing participants to share experiences, ask questions, and support each other at different stages of their studies and careers. Sessions cover practical topics like internships and career choices, as well as personal themes such as belonging, identity, and balancing expectations from home and university.
Eva Degen, a participating student, explains: ‘I didn’t have a network of doctors when I started, and stepping into the hospital felt intimidating. Being able to talk about my doubts with people who have similar backgrounds is incredibly reassuring.’
Starting in September, the mentoring programme will be piloted with both first-generation students and doctors. ‘The goal is to gain experience with the programme we developed together and to understand what actually happens within these mentoring groups,’ Boonstra explains.
The pilot will be used to evaluate whether the programme’s goals, such as strengthening students’ sense of belonging, are being achieved, and to refine the programme where needed. Moreover, the findings will be used to explore how the mentoring programme can be sustainably embedded within medical education.
Ultimately, it is not just about academic success, Boonstra emphasises. Through this project, research insights are translated into concrete support for students. ‘If these students are given the space to flourish, we will ultimately deliver better care,’ he says. ‘First-generation students and doctors bring perspectives and experiences that are valuable for the medical profession and for patients.’
The UMCG offers the Impact Accelerator Grant to help researchers translate their findings into real-world impact. The grant is intended for ongoing or recently completed projects without funding for impact-oriented activities outside of academia. It provides funding for activities such as focus groups, public engagement, developing business models or other activities that help bridge the gap from research findings to impact. For more information about the Grant and the conditions, contact the Impact Team.
