Abstract
Background:
Breastfeeding offers significant health benefits to both infants and mothers, including long-term protection against chronic diseases. It is supported as a fundamental right by global health organizations. Despite the integration of breastfeeding education into medical curricula, supportive policies for medical students who are mothers are often lacking, potentially impacting their academic and personal well-being. The objective of this study was to investigate the existing barriers to motherhood and breastfeeding in undergraduate medical education in order to provide policy recommendations to better support this student demographic.
Methods:
This qualitative study employed constructivist grounded theory through semi-structured interviews with 17 Canadian medical students, residents, or fellows who were or became mothers during medical school. Participants were recruited via social media, and data was collected and analyzed using NVivo software, with iterative coding and theme development by the research team.
Results:
Three main themes emerged: inadequate lactation infrastructure, unfavorable power dynamics affecting accommodation requests, and internal and external pressures influencing breastfeeding and career decisions. Participants highlighted significant challenges, including the lack of accessible lactation spaces, inconsistent policies, and stress related to advocating for breastfeeding needs.
Conclusion:
This study reveals a disparity between the teachings on breastfeeding importance in medical education and the practical support provided to breastfeeding students. Formalized, transparent policies are needed to support lactating medical students, ensure equity, and align institutional practices with educational objectives. Recommendations include designated lactation spaces, flexible scheduling, and standardized policies to foster an inclusive learning environment for all students.
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