The 'exotic other' in medical curricula
| Autor: | Anja Krumeich, Albertine Zanting, Janneke M. Frambach, Agnes Meershoek |
|---|---|
| Přispěvatelé: | Metamedica, RS: SHE - R1 - Research (OvO), Strategie en Beleid, RS: CAPHRI - R4 - Health Inequities and Societal Participation, Onderwijsontw & Onderwijsresearch |
| Jazyk: | angličtina |
| Rok vydání: | 2020 |
| Předmět: |
Critical consciousness
020205 medical informatics media_common.quotation_subject Ethnic group I SAY 02 engineering and technology CRITICAL CONSCIOUSNESS 03 medical and health sciences IDENTITIES 0302 clinical medicine constructivism Cultural diversity 0202 electrical engineering electronic engineering information engineering Humans 030212 general & internal medicine Sociology Cultural Competency Competence (human resources) Curriculum media_common Netherlands Intersectionality Education Medical CONSTRUCTION MULTICULTURALISM EDUCATION General Medicine Ambiguity medical curriculum course material COMPETENCE BIAS Multiculturalism ethnicity Engineering ethics HEALTH INTERSECTIONALITY Education Medical Undergraduate |
| Zdroj: | Medical Teacher, 42(7), 791-798. Routledge/Taylor & Francis Group |
| ISSN: | 0142-159X |
| DOI: | 10.1080/0142159x.2020.1736534 |
| Popis: | Introduction: Implementation of cultural diversity training in medical education faces challenges, including ambiguity about the interpretation of 'cultural diversity'. This is worrisome as research has demonstrated that the interpretation employed matters greatly to practices and people concerned. This study therefore explored the construction of cultural diversity in medical curricula. Methods: Using a constructivist approach we performed a content analysis of course materials of three purposefully selected undergraduate curricula in the Netherlands. Via open coding we looked for text references that identified differences labelled in terms of culture. Iteratively, we developed themes from the text fragments. Results: We identified four mechanisms, showing together that culture is unconsciously constructed as something or someone exotic, deviant from the standard Dutch or Western patient or disease, and therefore problematic. Conclusions: We complemented earlier identified mechanisms of othering and stereotyping by showing how these mechanisms are embedded in educational materials themselves and reinforce each other. We argue that the embedded notion of 'problematic stranger' can lead to a lack of tools for taking appropriate medical action and to insecurity among doctors. This study suggests that integrating more attention to biological and contextual differences in the entire medical curriculum and leaving out static references such as ethnicity and nationality, can enhance quality of medical training and care. |
| Databáze: | OpenAIRE |
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