2026/06/29 by Nagina Khan, Nina Stewart, Kish Bhatti‐Sinclair +1 · 1 voice
Social Sciences · Health Professions · #Cultural Competency in Health Care #Global Health Workforce Issues #Health Policy Implementation Science
paper · pdf · doi:10.3389/fmed.2026.1803057
openalex publication_date 2026/06/29 · openalex created_date 2026/06/30 · openalex updated_date 2026/07/30
Health inequities in the United Kingdom disproportionately affect racialised, globally marginalized, and working-class communities. Research training programmes shape who becomes a researcher, which questions are prioritized and which knowledge is recognized as legitimate. This Perspective provides a reflexive, practice-informed account of the NIHR Inspiring Students into Research Training (INSIGHT) Programme across three South East England institutions: the University of Kent (MSc Applied Health and Care Research), the University of Brighton (MRes), and the University of Chichester (MRes). Drawing on programme documentation, early evaluation insights, teaching experiences and reflections from programme leaders, learners, and partner organizations, the paper examines how equity-oriented pedagogies have been embedded in postgraduate research training. Illustrative reflections from learners and informal contributors, drawn from module feedback, demonstrate the programme's collaborative ethos. The curriculum integrates structural competence, cultural humility, epistemic justice and co-produced patient and public involvement (PPI) alongside core research methods. Findings suggest that embedding equity-focused, socially accountable approaches enhances learner engagement, supports epistemic inclusion, and strengthens the relevance of research for underserved communities. The programme also highlights structural tensions between workforce composition and eligibility criteria: many internationally trained and minoritised practitioners in the NHS and social care, often recruited to address workforce shortages, may be excluded from funded training due to residency, fee-status, or professional timelines. This Perspective argues that reflexive, practice-informed curriculum design, together with more flexible and inclusive eligibility policies, can contribute to a diverse, socially accountable applied health and care research workforce.