Addressing Stigma to Advance Health Equity: General Practice Interns’ Perspectives on Vulnerable Patients, a qualitative study

Background Stereotypes held by healthcare professionals regarding socially vulnerable individuals reinforce social health inequalities. Understanding their origins, particularly among medical students, is crucial for fostering equitable practice. This study analyses general practice students’ representations of socially vulnerable individuals and identifies the mechanisms influencing these perceptions. Methods We conducted a qualitative study using semi-structured interviews with ten general practice interns from the University of Strasbourg, recruited via the "snowball" method. The transcribed interviews were thematically analysed using a phenomenological approach, with three co-coded for validation. Results Interns perceive consultations with socially vulnerable patients as time-consuming. Stereotypes distinguishing the "deserving" from the "undeserving" poor emerge, shaped by primary socialization and reinforced by internship constraints and mentor influence. Theoretical training on social issues is considered insufficient. Conclusions Stigmatization mechanisms (categorization, stereotyping, devaluation) are integrated into general medicine interns’ perspectives, influenced by their socio-economic backgrounds and further reinforced during training. Insufficient theoretical education on social health inequalities reinforces these representations. We suggest incorporating more social sciences into medical curriculum and expanding placements in vulnerable settings to encourage critical reflection and reduce stigmatization. This “shift in perspective” would enhance health equity by valuing patients' autonomy and lived experiences.