Medical schools worldwide undertake widening access (WA) initiatives (e.g. pipeline, outreach and academic enrichment programmes) to support pupils from high schools which do not traditionally send high numbers of applicants to medicine. UK literature indicates that pupils in these schools feel that their teachers are ill-equipped, cautious or even discouraging towards their aspiration and/or application to medicine. This study aimed to explore teachers' perspectives and practices to include their voice in discussions and consider how medical schools might best engage with them to facilitate WA. Interviews were conducted with high school teachers in three UK regions, working in schools targeted by WA initiatives. Data were analysed thematically using template analysis, using a largely data-driven approach. Findings showed that although medicine was largely seen as a prestigious and worthwhile career, teachers held reservations about advocating this above other choices. Teachers saw it as their role to encourage pupils to educate themselves about medicine, but to ultimately allow pupils to make their own decisions. Their attitudes were influenced by material constraints in their schools, and the perception of daunting, long and emotionally difficult admissions requirements, with low chances of success. Medical schools may wish to work with teachers to understand their hesitations and help them develop the mindset required to advocate a challenging and unfamiliar career, emphasising that this encouragement can further the shared goal of empowering and preparing pupils to feel capable of choosing medicine. Reciprocally, medical schools should ensure pupils have fair opportunities for access, should they choose to apply.

中文翻译：

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“这将很难你知道......”教师在扩大获得药物的机会方面所扮演的角色

世界各地的医学院采取扩大准入 (WA) 计划（例如管道、外展和学术丰富计划），以支持传统上不会向医学申请大量申请人的高中学生。英国文献表明，这些学校的学生认为他们的老师装备不足，对他们的抱负和/或医学应用持谨慎态度，甚至令人沮丧。本研究旨在探索教师的观点和做法，将他们的声音纳入讨论，并考虑医学院如何最好地与他们合作以促进 WA。采访了英国三个地区的高中教师，他们在西澳倡议的目标学校工作。使用模板分析对数据进行了专题分析，主要使用数据驱动的方法。调查结果表明，尽管医学在很大程度上被视为一项享有盛誉和有价值的职业，但教师对提倡这一点而不是其他选择持保留态度。教师将鼓励学生对自己进行医学教育视为他们的职责，但最终要让学生做出自己的决定。他们的态度受到学校物质限制的影响，以及令人生畏的、长期的、情感上困难的入学要求，成功的机会很低。医学院可能希望与教师合作，了解他们的犹豫，帮助他们培养倡导挑战性和陌生职业所需的心态，强调这种鼓励可以进一步实现共同目标，即赋予学生权力并让他们做好选择医学的能力。反过来，