Students’ perceptions on race in medical education and healthcare

Lim, Guan; Sibanda, Zeluleko; Erhabor, Joshua; Bandyopadhyay, Soham

doi:10.1007/s40037-020-00645-6

Cited by 21 publications

(20 citation statements)

References 34 publications

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“…In particular, the need for awareness, creation of spaces for open dialogue, and sharing of lessons learned may be most applicable across minority groups and also relevant for consideration by educational institutions. Additionally, calls from both pharmacy and medical education support critical review of institutional policies and educational materials to ensure institutional and teaching practices are safe, equitable, and foster inclusivity (Arya et al, 2020;Lim et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

To what extent does a pharmacy curriculum foster diversity and inclusion through paper-based case scenarios?

et al. 2021

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Background: There is increasing awareness of diversity and inclusion needs within health and education systems to help address access and equity issues for minority groups. Although these calls are well known, there is little guidance for those working within these systems to create meaningful change. The purpose of this study was to critically review case-based teaching material within the authors' programmes through the lens of equity, diversity, and inclusion. Methods: A document analysis of clinical workshop cases extracted from all integrated therapeutics courses administered in 2020 was conducted. Results: Sex, age, and employment status were most commonly presented in cases (84.0%, 97.1%, 49.0% respectively). The majority (90.0%) of cases did not have ethnicity defined. The overwhelming majority of cases did not have living situation (68.3%) or sexual orientation (78.0%) defined. Conclusion: Case-based teaching material within a pharmacy programme was largely undefined according to patient demographics and diversity markers. Findings support the notion that teaching material may have a contributory role towards systemic racism, prejudice, and implicit bias.

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Section: Introductionmentioning

confidence: 99%

To what extent does a pharmacy curriculum foster diversity and inclusion through paper-based case scenarios?

et al. 2021

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“…The scientific validity of racial constructs has been disputed by findings in genome science and physical anthropology (Mccann-Mortimer et al, 2004;Morning, 2011). This has led to calls to deconstruct the notion of 'race' in the medical curricula (Braun, 2017;Lim et al, 2021;Tsai et al, 2016) to refute the belief that 'Black', 'White', 'brown' are discrete and naturally occurring categories within the human population, rather than terminology steeped in colonial connotations (Wekker, 2016). Through the lens of critical race theory, systemic racism is preserved through the false attribution of health disparities to racial difference, concealing how ethnic minority populations are disadvantaged by broader sociopolitical determinants of health (Brown, 2003;Ford and Airhihenbuwa, 2010;Jensen et al, 2020;Pollock, 2012).…”

Section: From Sanctioned Ignorance To Critical Consciousnessmentioning

confidence: 99%

‘Decolonising the Medical Curriculum‘: Humanising medicine through epistemic pluralism, cultural safety and critical consciousness

Wong

Gishen

Lokugamage

2021

London Review of Education

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The Decolonising the Curriculum movement in higher education has been steadily gaining momentum, accelerated by recent global events calling for an appraisal of the intersecting barriers of discrimination that ethnic minorities can encounter. While the arts and humanities have been at the forefront of these efforts, medical education has been a ‘late starter’ to the initiative. In this article, we describe the pioneering efforts to decolonise the undergraduate medical curriculum at UCL Medical School (UCLMS), London, by a group of clinician educators and students, with the aim of training emerging doctors to treat diverse patient populations equitably and effectively. Throughout this process, students, faculty and members of the public acted as collaborative ‘agents of change’ in co-producing curricula, prompting the implementation of several changes in the UCLMS curriculum and rubric. Reflecting a shift from a diversity-oriented to a decolonial framework, we outline three scaffolding concepts to frame the process of decolonising the medical curriculum: epistemic pluralism, cultural safety and critical consciousness. While each of these reflect a critical area of power imbalance within medical education, the utility of this framework extends beyond this, and it may be applied to interrogate curricula in other health-related disciplines and the natural sciences. We suggest how the medical curriculum can privilege perspectives from different disciplines to challenge the hegemony of the biomedical outlook in contemporary medicine – and offer space to perspectives traditionally marginalised within a colonial framework. We anticipate that through this process of re-centring, medical students will begin to think more holistically, critically and reflexively about the intersectional inequalities within clinical settings, health systems and society at large, and contribute to humanising the practice of medicine for all parties involved.

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“…For example, social encounters at traditional con ferences, which allow networking and enable new collaborations, can be simulated (and optimised) with algorithmic matching of attendees to other like-minded scientists for 15 min chats. 2 With such advances, online conferences can have many of the benefits of legacy conferences, with less of the disadvantages, such as massive carbon footprints, high costs, or wasted time. 3 The Neuromatch Academy offers brilliant training in computational neuroscience, underwritten by an inspir ing and inclusive scientific ethos.…”

Section: Inspiring the Next Generationmentioning

confidence: 99%