| Autor: |
Muchatuta, Monalisa, Patel, Shama, Gonzalez Marquez, Catalina, Thilakasiri, Kaushila, Manian, Sreenidhi Vanyaa, Chan, Jennifer, Mssika, Ngassa, Clark, Taryn, Burkholder, Taylor, Turgeon, Nikkole, Kampalath, Vinay N., Poola, Nivedita, Offorjebe, O. Agatha, Dozois, Adeline, Hyuha, Gimbo, Vaughan‐Ogunlusi, Oluwarotimi, McCammon, Carol, Wells, Katie, Rybarczk, Megan, Castillo, Maria Paula |
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AEM Education & Training; Jun2024, Vol. 8 Issue 3, p1-9, 9p |
| Abstrakt: |
Background: Global emergency medicine (GEM) is situated at the intersection of global health and emergency medicine (EM), which is built upon a history of colonial systems and institutions that continue to reinforce inequities between high‐income countries (HICs) and low‐ and middle‐income countries (LMICs) today. These power imbalances yield disparities in GEM practice, research, and education. Approach: The Global Emergency Medicine Academy (GEMA) of the Society for Academic Emergency Medicine formed the Decolonizing GEM Working Group in 2020, which now includes over 100 worldwide members. The mission is to address colonial legacies in GEM and catalyze sustainable changes and recommendations toward decolonization at individual and institutional levels. To develop recommendations to decolonize GEM, the group conducted a nonsystematic review of existing literature on decolonizing global health, followed by in‐depth discussions between academics from LMICs and HICs to explore implications and challenges specific to GEM. We then synthesized actionable solutions to provide recommendations on decolonizing GEM. Results: Despite the rapidly expanding body of literature on decolonizing global health, there is little guidance specific to the relatively new field of GEM. By applying decolonizing principles to GEM, we suggest key priorities for improving equity in academic GEM: (1) reframing partnerships to place LMIC academics in positions of expertise and power, (2) redirecting research funding toward LMIC‐driven projects and investigators, (3) creating more equitable practices in establishing authorship, and (4) upholding principles of decolonization in the education of EM trainees from LMICs and HICs. Conclusions: Understanding the colonial roots of GEM will allow us to look more critically at current health disparities and identify inequitable institutionalized practices within our profession that continue to uphold these misguided concepts. A decolonized future of GEM depends on our recognition and rectification of colonial‐era practices that shape structural determinants of health care delivery and scientific advancement. [ABSTRACT FROM AUTHOR] |
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Complementary Index |
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