Location
Philadelphia, PA
Start Date
11-5-2022 1:00 PM
End Date
11-5-2022 4:00 PM
Description
INTRODUCTION: The United States currently stands as an epicenter for different identities noting variations across people in ethnicity, religion, gender, and socioeconomic status. Further intersectionality among these identities creates a diverse population of individuals subsequently reflected in the field of healthcare, one of the largest systems that encompass modern society. Medical education plays a notable role in the progression of healthcare as students are the early implementers of future healthcare systems. While it is known that early exposure to cultural humility and diversity allows students to learn and grow as future providers, exposure during professional training is often limited.
OBJECTIVES: The predominant objective of this project was to recognize the implications of incorporating diversity, equity, inclusion, and justice in medical education as a supplement to student learning.
METHODS: Active and intentional discussion regarding healthcare inequities was incorporated into the Biomedical Science first-year Human Anatomy curriculum through the creation of brave spaces. In conjunction with the topic addressed in their lecture and clinical vignette, students were provided with a scientific research paper highlighting healthcare scenarios commonly seen in practice. During class, students shared their understanding of the implications of the varying healthcare inequities introduced to them as it would relate to their role as future providers.
RESULTS: A qualitative approach through periodic student feedback was taken to understand the effectiveness of the brave spaces implemented in the Anatomy course. Through evaluation of student responses, reoccurring themes were identified. Students expressed appreciation for open discussion in the classroom as it strengthened their understanding of lecture material while also introducing comfortability in addressing the multiple facets of cultural humility.
CONCLUSION: This project depicts the relevance of medical education to reflect the diverse communities it is intended to serve as well as the diverse students and educators who encompass it.
Embargo Period
6-1-2022
Included in
Early Medical Education Exposure to Diversity, Equity, Inclusion, and Justice
Philadelphia, PA
INTRODUCTION: The United States currently stands as an epicenter for different identities noting variations across people in ethnicity, religion, gender, and socioeconomic status. Further intersectionality among these identities creates a diverse population of individuals subsequently reflected in the field of healthcare, one of the largest systems that encompass modern society. Medical education plays a notable role in the progression of healthcare as students are the early implementers of future healthcare systems. While it is known that early exposure to cultural humility and diversity allows students to learn and grow as future providers, exposure during professional training is often limited.
OBJECTIVES: The predominant objective of this project was to recognize the implications of incorporating diversity, equity, inclusion, and justice in medical education as a supplement to student learning.
METHODS: Active and intentional discussion regarding healthcare inequities was incorporated into the Biomedical Science first-year Human Anatomy curriculum through the creation of brave spaces. In conjunction with the topic addressed in their lecture and clinical vignette, students were provided with a scientific research paper highlighting healthcare scenarios commonly seen in practice. During class, students shared their understanding of the implications of the varying healthcare inequities introduced to them as it would relate to their role as future providers.
RESULTS: A qualitative approach through periodic student feedback was taken to understand the effectiveness of the brave spaces implemented in the Anatomy course. Through evaluation of student responses, reoccurring themes were identified. Students expressed appreciation for open discussion in the classroom as it strengthened their understanding of lecture material while also introducing comfortability in addressing the multiple facets of cultural humility.
CONCLUSION: This project depicts the relevance of medical education to reflect the diverse communities it is intended to serve as well as the diverse students and educators who encompass it.