| Summary: | Women who identify as Latinas, Hispanic, or Spanish Origin (LHS+) are members of one of the fastest growing ethnic groups in the US. When we consider this fact regarding providing quality healthcare, we find that it is important to have a physician workforce that is representative of this population. However, there is little research about the experiences of LHS+ women in the medical field. The purpose of this study was to explore narratives found in medical education literature documenting the experiences of LHS+ women as learners, trainees, and professionals across the medicine continuum. We conducted a critical narrative review using Latina Chicana Feminist Perspective as a theoretical framework to identify and synthesize literature on LHS+ women in medicine. From July 2021 to October 2021 and November 2023 to January 2024, we performed searches using one database (MEDLINE [OVID]) and selected studies consistent with narrative integrity and relevance to the experiences of LHS+ women using the data software Covidence. After four phases of review, which included the identification phase, screening phase, and eligibility phase, we found 12 articles that discuss the experiences of LHS+ women. The literature allowed us to provide a preview of what is being discussed in terms of the experiences of LHS+ women populations. Although the articles found provided some information about the experiences of LHS+ women in medical education literature, more information is needed. Given the limited representation of narratives about LHS+ women in medical education research, there is a narrow opportunity to explore what their medical school experiences are and have been to develop interventions for their success. Medical educators and administrators are therefore limited in how they can address the possibilities of enhancing or replicating positive experiences and environments for LHS+ women in medicine.
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