This study explores how dental students experience their clinical semesters from a gender perspective. Twelve students (seven women and five men) and three teachers (two women and one man) at the Umeå dentistry programme participated in semi-structured interviews that were analysed with Grounded Theory methodology. The model we propose consists of the core category experiencing ambiguity and the three categories experiencing pressure and stress, assessing your own performance, and passing through the eye of the needle as well as four subcategories. At the core of our findings lies ambiguity, captured in the student dilemmas what's enough/when's enough. The answers to these dilemmas are further complicated by the gendered dimension and the dimension of unequal treatment, which provide students with different and contradicting sets of rules and roles. A comparison with recent findings from the United States shows that the students' experiences are not unique. Our experiencing ambiguity model constitutes a platform for future research on how students experience clinical education, as well as potential predictors and consequences in relation to performance and well-being.View full textDownload full textKeywordsambiguity, control, dental students, gender perspective, grounded theory, psychosocial work environmentRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/14780880902874231
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