Effects of postural intervention using a risshin chair on physical posture, class time perception, and subjective well-being in junior high school students.

Health‐care disparities between individuals who identify with a sexual and/or gender minority identity (SGM) and those who do not remain widespread across a plethora of health outcomes,, , , representing a major public health concern. With recent legislative changes in the United Kingdom (UK) impacting health‐care provision for gender minority individuals, research directed at improving care for SGM communities more broadly has never been more imperative. Representation of SGM identities in medical schools is one method to improve quality of care, through enhancing patient‐provider understandings mediated by shared lived experiences., , , , , , However, belonging remains a challenge for SGM medical students, particularly for those with gender minority and intersecting ethnic minority identities, despite interventions within the curriculum., , The reasons are multifactorial, including prior experiences of discrimination within and outside of medical training and associated concerns about future career prospects., , , , , Hence, numerical representation through tick‐box style recruitment is insufficient to truly foster feelings of belonging among students holding underrepresented identities in medicine (URM). Recognising this, nurturing role modelling relationships has been suggested as a powerful and relatively unexplored tool to foster SGM representation that within medical schools., , , , , Interventions to reduce discrimination among SGM groups in medicine have historically centred on the formal curriculum with limited success. A focus on role modelling within the hidden curriculum—where learning occurs outside of formal curricula and often through embedded cultures, norms and implicit practices—is therefore prudent. Role modelling is generally understood as how individuals (henceforth ‘aspirants’) recognise and use qualities others possess and incorporate these into their own practices and sense of self. The phenomenon encompasses two facets. Firstly, the ‘role’ is where one recognises a set of behaviours and actions they wish to embody within their social milieu, often based upon their current perception and future aspirations of self. Secondly, the ‘model’ includes the process of identifying a benchmark, especially by those who lead by example, through which one then imagines, visualises, hears and enacts their aspirational role., Hence, role modelling and identity are indistinguishable social concepts; holding a specific identity allows one to relate to models with shared identities, and recognise, imagine, and enact a ‘possible self’ based on past experiences, present circumstances and future desires in their sense of self., , , Previous work also highlights the multifaceted nature of role modelling. Notably, negative as well as positive traits can be assimilated (termed negative role modelling), and role models can transcend the individual‐to‐individual level to encompass institutions and collective social spheres which can bear down on an individual‧s sense of self and their aspirations (termed collective role modelling)., ,