Curriculum Mapping to Enhance Antiracism Education in an Undergraduate Medical Education Program.
| Autor: | Qiu G; Medicine, Thomas Jefferson University, Philadelphia, USA., Papanagnou D; Emergency Medicine, Thomas Jefferson University, Philadelphia, USA., Lopez B; Emergency Medicine, Thomas Jefferson University, Philadelphia, USA. |
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| Jazyk: | angličtina |
| Zdroj: | Cureus [Cureus] 2024 Jun 10; Vol. 16 (6), pp. e62089. Date of Electronic Publication: 2024 Jun 10 (Print Publication: 2024). |
| DOI: | 10.7759/cureus.62089 |
| Abstrakt: | Antiracism education (ARE) is critical in developing culturally competent physicians. At our institution, the Sidney Kimmel Medical College (SKMC) at Thomas Jefferson University in Philadelphia, United States, the Office of Diversity and Inclusion Initiatives and Educational Leadership created and examined a map of its ARE curriculum. Our efforts were meant to describe our local educational processes with regards to ARE; we did not intend to compare our curriculum and its outputs to national benchmarks. To this effect, diversity deans of other local Philadelphia-area medical schools were queried on their respective ARE maps and educational offerings. Potential changes to SKMC's ARE would be considered, but no other school that was queried had a formal ARE map in place. While all schools had a variety of lectures, modules, and electives, none appeared to have a systematic method to teach ARE. As a result, modifications to SKMC's ARE were made based on an intrinsic examination of its own ARE map. Changes that were made included modifying a pre-clerkship lecture on "Racism and Microaggressions" to a small group discussion session. Additionally, a clerkship-specific lecture on "Bias and Microaggressions" was changed from four 1-hour lectures to 90 minutes of lecture followed by a 2-hour small group session, to reduce content redundancy and promote more student reflection. For both of these changes, faculty participated in a newly developed faculty development session. To guide prospective work, a multidisciplinary task force was created to include formal student input in the process of examining ARE. Future directions to query institutions outside the Philadelphia region for their ARE offerings will also be considered. Competing Interests: The authors have declared that no competing interests exist. (Copyright © 2024, Qiu et al.) |
| Databáze: | MEDLINE |
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