| Autor: |
Tiako MJN; Department of Internal Medicine, Brigham and Women's Hospital, Boston, MA, USA., Aguilar G; Department of Obstetrics and Gynecology, NYU Langone Health, New York, NY, USA., Adeyemo O; Yale School of Medicine, Department of Obstetrics, Gynecology, and Reproductive Sciences, Section of Obstetrics and Midwifery, New Haven, CT, USA., Reynolds H; Yale School of Nursing, Yale University, New Haven, CT, USA., Campbell KH; Yale School of Medicine, Department of Obstetrics, Gynecology, and Reproductive Sciences, Division of Maternal and Fetal Medicine, New Haven, CT, USA., Stanwood N; Planned Parenthood of Southern New England, New Haven, CT, USA., Galerneau F; Yale School of Medicine, Department of Obstetrics, Gynecology, and Reproductive Sciences, Division of Maternal and Fetal Medicine, New Haven, CT, USA. |
| Abstrakt: |
In the United States, sexual, reproductive, and perinatal health inequities are well documented and known to be caused by a history of systemic oppression along many axes, including but not limited to race, ethnicity, gender, socioeconomic position, sexual orientation, and disability. Medical schools are responsible for educating students on systems of oppression and their impact on health. Reproductive justice advocates, including lay persons, medical students, and teaching faculty, have urged for integrating the reproductive justice framework into medical education and clinical practice. In response to medical student advocacy, we developed introductory didactic sessions on social and reproductive justice for preclinical medical students. These were created in a team-based learning format and include pre-course primer materials on reproductive justice. During the sessions, students engaged with hypothetical clinical vignettes in small groups to identify oppressive structures that may have contributed to the health outcomes described and potential avenues for contextually relevant and level-appropriate advocacy. The sessions took place in November 2019 (in-person) and 2020 (virtually) and were well attended by students. We highlight our experience, student feedback, and next steps, including further integration of reproductive health equity into medical school curricula in concert with department-wide education for faculty, residents, nursing, and allied health professionals. This introduction to social and reproductive justice can be adapted and scaled across different medical school curricula, enhancing the training of a new generation of physicians to become critically aware of how oppressive structures create health inequities and able to mitigate their impact through their roles as clinicians, researchers, and advocates. |
