Discrimination and Mental Health of Muslim Medical Students in the United States
Bassel Salka, MD, PGY1 Urology Resident, Henry Ford Hospital, Detroit, MI; Nooralhuda Alhashim, The Ohio State University, Columbus, OH; Kristin Collier, MD, FACP,University of Michigan, Ann Arbor, MI
Introduction: The intersection of medicine and religion presents unique challenges for medical students who strongly identify with their faith. Muslim physicians, comprising over 5% of the U.S. physician workforce, face documented discrimination, yet little is known about the experiences of Muslim medical students. This study explores the religious practices, experiences of discrimination, and mental health of Muslim medical students in the United States, illuminating the complex interplay between medical education and religious identity.
Methods: Between January and February 2024, an anonymous online survey was distributed to members of the American Muslim Medical Student Association (AMMSA). The survey assessed demographics, religious practices, university resources supporting religious obligations, experiences of discrimination, and mental health. A total of 229 students completed the survey.
Results: Respondents demonstrated a strong commitment to their faith, with 99.1% identifying religion as extremely or very important in their lives. Religious practices were prevalent, with 58.5% performing all five daily prayers and 61.9% of female respondents often wearing hijab during school activities. However, 41.1% of students reported difficulty finding time to pray during clerkships, highlighting the challenges of balancing religious obligations with medical education.
Nearly half (47.0%) of participants reported experiencing at least one instance of discrimination based on their religious identity. Students who wore visible religious attire (hijab for women, kufi/turban for men) tended to report higher rates of discrimination. Additionally, 27.3% of respondents completely agreed that their religion places them under greater scrutiny than their non-Muslim colleagues in medical school.
Mental health concerns were prevalent, with 72.8% of respondents reporting feelings of anxiety, depression, or hopelessness during a typical week in medical school. Notably, 13.4% described having thoughts of ending their life during medical school. Over half (58.4%) of participants identified racial or religious discrimination as a factor contributing to increased stress during their medical school experience.
Resource availability varied, with 31.6% of students reporting no Muslim faculty mentors at their school and 19.2% lacking Muslim peer mentors. While 66.8% of students had access to prayer spaces in their hospitals, many struggled to find time for religious practices during clinical rotations. Encouragingly, 45.6% of respondents reported that involvement with AMMSA had at least slightly improved their mental health, suggesting the importance of faith-based support systems in medical education.
Conclusion: This study reveals the significant impact of religious identity on the experiences of Muslim medical students. The high prevalence of discrimination and mental health concerns, coupled with difficulties in fulfilling religious obligations, underscores the need for a more nuanced understanding of how faith intersects with medical education. The visibility of religious practices and attire appears to increase vulnerability to discrimination, which in turn contributes to stress and mental health issues.
Our findings highlight the importance of creating inclusive educational environments that respect and accommodate religious diversity. The challenges faced by Muslim medical students in practicing their faith while pursuing medical education raise important questions about the role of spirituality and religion in healthcare education and practice.
This study illuminates the complex interplay between religious identity, medical education, and mental health among Muslim medical students. It highlights the need for medical institutions to foster environments that support religious diversity and accommodate spiritual practices. Recommendations include improving access to prayer spaces, enhancing cultural and religious awareness among faculty and peers, and expanding diversity initiatives to address religious identity.
By addressing these issues, medical schools can create more inclusive environments that honor students' religious commitments while preparing them for careers in healthcare. This approach not only supports the well-being of Muslim students, but also enriches the medical profession by embracing diverse perspectives and experiences. Future research should explore how religious and spiritual support can be integrated into medical education to promote holistic well-being among students of all faiths.
Methods: Between January and February 2024, an anonymous online survey was distributed to members of the American Muslim Medical Student Association (AMMSA). The survey assessed demographics, religious practices, university resources supporting religious obligations, experiences of discrimination, and mental health. A total of 229 students completed the survey.
Results: Respondents demonstrated a strong commitment to their faith, with 99.1% identifying religion as extremely or very important in their lives. Religious practices were prevalent, with 58.5% performing all five daily prayers and 61.9% of female respondents often wearing hijab during school activities. However, 41.1% of students reported difficulty finding time to pray during clerkships, highlighting the challenges of balancing religious obligations with medical education.
Nearly half (47.0%) of participants reported experiencing at least one instance of discrimination based on their religious identity. Students who wore visible religious attire (hijab for women, kufi/turban for men) tended to report higher rates of discrimination. Additionally, 27.3% of respondents completely agreed that their religion places them under greater scrutiny than their non-Muslim colleagues in medical school.
Mental health concerns were prevalent, with 72.8% of respondents reporting feelings of anxiety, depression, or hopelessness during a typical week in medical school. Notably, 13.4% described having thoughts of ending their life during medical school. Over half (58.4%) of participants identified racial or religious discrimination as a factor contributing to increased stress during their medical school experience.
Resource availability varied, with 31.6% of students reporting no Muslim faculty mentors at their school and 19.2% lacking Muslim peer mentors. While 66.8% of students had access to prayer spaces in their hospitals, many struggled to find time for religious practices during clinical rotations. Encouragingly, 45.6% of respondents reported that involvement with AMMSA had at least slightly improved their mental health, suggesting the importance of faith-based support systems in medical education.
Conclusion: This study reveals the significant impact of religious identity on the experiences of Muslim medical students. The high prevalence of discrimination and mental health concerns, coupled with difficulties in fulfilling religious obligations, underscores the need for a more nuanced understanding of how faith intersects with medical education. The visibility of religious practices and attire appears to increase vulnerability to discrimination, which in turn contributes to stress and mental health issues.
Our findings highlight the importance of creating inclusive educational environments that respect and accommodate religious diversity. The challenges faced by Muslim medical students in practicing their faith while pursuing medical education raise important questions about the role of spirituality and religion in healthcare education and practice.
This study illuminates the complex interplay between religious identity, medical education, and mental health among Muslim medical students. It highlights the need for medical institutions to foster environments that support religious diversity and accommodate spiritual practices. Recommendations include improving access to prayer spaces, enhancing cultural and religious awareness among faculty and peers, and expanding diversity initiatives to address religious identity.
By addressing these issues, medical schools can create more inclusive environments that honor students' religious commitments while preparing them for careers in healthcare. This approach not only supports the well-being of Muslim students, but also enriches the medical profession by embracing diverse perspectives and experiences. Future research should explore how religious and spiritual support can be integrated into medical education to promote holistic well-being among students of all faiths.