| Autor: |
Atta K; Department of Medical Education, University Medical and Dental College, The University of Faisalabad, Faisalabad, Pakistan., Shankar PR; IMU Centre for Education, International Medical University, Kuala Lumpur, Malaysia., Archer E; Centre for Health Professions Education, Faculty of Medicine and Health Sciences, Stellenbosch University, Stellenbosch, South Africa., Andon A; Medical Education and Learning Specialist, Columbia University Vagelos College of Physicians and Surgeons, Manhattan, New York, USA., Zaidi Z; George Washington University, Washington, DC, USA., Sabzwari S; Aga Khan University, Karachi, Pakistan., Naidu T; Department of Behavioural Medicine, University of Kwazulu-Natal, Berea, Durban, South Africa., Chow CJ; Department of Internal Medicine, Spencer Fox Eccles School of Medicine at the University of Utah, Utah, USA., Ashry S; Medical Education Department, Clinical Toxicology, Faculty of Medicine, Ain Shams University, Cairo, Egypt., Çalışkan SA; Department of Medical Education, College of Medicine and Health Sciences, United Arab Emirates University, Al Ain, Abu Dhabi, UAE., Keenoo BS; Department of Medicine, Faculty of Medicine and Health Sciences, University of Mauritius, Moka, Mauritius., Lee YM; Department of Medical Education Korea University College of Medicine, Seoul South Korea.; Editor in Chief, Korean Journal of Medical Education., Lu PY; College of Medicine, Dean of College of Humanities and Social Sciences, Kaohsiung Medical University, Taiwan., Malca-Casavilca M; Medical School, Peruvian University of Applied Sciences (UPC), Faculty of Medicine, National University of San Marcos (UNMSM), Lima, Peru., Marjadi B; School of Medicine, Western Sydney University, Campbelltown, NSW, Australia., Micheal S; School of Medicine, Western Sydney University, Campbelltown, NSW, Australia., Park H; Korea University College of Medicine, Seoul, South Korea., Tun W; Myanmar. |
| Abstrakt: |
Despite recent calls to engage in scholarship with attention to anti-racism, equity, and social justice at a global level in Health Professions Education (HPE), the field has made few significant advances in incorporating the views of the so-called "Other" in understanding the nature, origin, and scope of knowledge as well as the epistemic justification of knowledge production. Editors, authors, and reviewers must take responsibility for questioning existing systems and structures, specifically about how they diffuse the knowledge of a few and silence the knowledge of many. This article presents 12 recommendations proposed by The Global South Counterspace Authors Collective (GSCAC), a group of HPE professionals, representing countries in the Global South, to help the Global North enact practical changes to become more inclusive and engage in authentic and representative work in HPE publishing. This list is not all-encompassing but a first step to begin rectifying non-inclusive structures in our field. |
