A critical ethnographic study of discriminatory social practice during clinical practice in emergency medical care
| Autor: | Bernadette Theresa Millar, Navindhra Naidoo, Tshepo Nelson Maake, Lloyd Denzil Christopher |
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| Rok vydání: | 2021 |
| Předmět: |
Emergency Medical Services
medicine.medical_specialty Students Medical Paramedicine Education media_common.quotation_subject education Social Inclusion Emergency Care Health informatics Racism Health administration Nursing Discrimination Ethnography medicine Humans Black students Qualitative Research media_common business.industry Health Policy Nursing research Public health Micro-aggression Social practice Emergency medical care Work-integrated learning Patient Care Public aspects of medicine RA1-1270 business Research Article |
| Zdroj: | BMC Health Services Research BMC Health Services Research, Vol 21, Iss 1, Pp 1-9 (2021) |
| ISSN: | 1472-6963 |
| DOI: | 10.1186/s12913-021-06829-y |
| Popis: | Background Post-apartheid, South Africa adopted an inclusive education system that was intended to be free of unfair discrimination. This qualitative study examines the experiences and perceptions of racial discrimination between Emergency Medical Care (EMC) students, clinical mentors, and patients within an Emergency Medical Service (EMS) during clinical practice. Understanding the nature of such discrimination is critical for redress. Methods Within the conceptual framework of Critical Race Theory, critical ethnographic methodology explored how discriminatory social practice manifests during clinical practice. Semi-structured interviews enabled thematic analysis. We purposively sampled 13 undergraduate EMC students and 5 Emergency Care (EC) providers. Results EMC student participants reported experiences of racial and gender discrimination during work-integrated learning (WIL) as they were treated differently on the basis of race and gender. Language was used as an intentional barrier to isolate students from the patients during WIL because EC providers would intentionally speak in a language not understood by the student and failed to translate vital medical information about the case. This conduct prevented some students from engaging in clinical decision-making. Conclusions Unfair discrimination within the pre-hospital setting have an impact on the learning opportunities of EMC students. Such practice violates basic human rights and has the potential to negatively affect the clinical management of patients, thus it has the potential to violate patient’s rights. This study confirms the existence of discriminatory practices during WIL which is usually unreported. The lack of a structured approach to redress the discrimination causes a lack of inclusivity and unequal access to clinical education in a public clinical platform. |
| Databáze: | OpenAIRE |
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