دورية أكاديمية
Evaluating and implementing an opportunity for diversity and inclusion in case-based learning.
| العنوان: | Evaluating and implementing an opportunity for diversity and inclusion in case-based learning. |
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| المؤلفون: | Bowden S; MD Program, Temerty Faculty of Medicine, University of Toronto, Ontario, Canada., Kirubarajan A; MD Program, Temerty Faculty of Medicine, University of Toronto, Ontario, Canada., Balbaa A; University of Alberta, Alberta, Canada., Berditchevskaia I; McMaster University Department of Medicine, Ontario, Canada., Freeman S; University of Toronto Department of Obstetrics and Gynaecology, Ontario, Canada., Klostermann N; McMaster University Department of Family Medicine, Ontario, Canada., Naguib M; McGill University, Quebec, Canada., Kurabi B; MD Program, Temerty Faculty of Medicine, University of Toronto, Ontario, Canada., Law M; MD Program, Temerty Faculty of Medicine, University of Toronto, Ontario, Canada., Lazor J; MD Program, Temerty Faculty of Medicine, University of Toronto, Ontario, Canada. |
| المصدر: | Canadian medical education journal [Can Med Educ J] 2021 Sep 14; Vol. 12 (4), pp. 146-148. Date of Electronic Publication: 2021 Sep 14 (Print Publication: 2021). |
| نوع المنشور: | Journal Article |
| اللغة: | English |
| بيانات الدورية: | Publisher: Canadian Medical Education Journal Country of Publication: Canada NLM ID: 101560935 Publication Model: eCollection Cited Medium: Print ISSN: 1923-1202 (Print) Linking ISSN: 19231202 NLM ISO Abbreviation: Can Med Educ J Subsets: PubMed not MEDLINE |
| أسماء مطبوعة: | Publication: [Saskatoon, Saskatchewan] : Canadian Medical Education Journal Original Publication: Calgary, AB : University of Calgary, Health Sciences Centre |
| مستخلص: | Problem-based learning (PBL) and case-based learning (CBL) often mention social identities only if this information is directly relevant to diagnosis, which can inadvertently perpetuate stereotypes in trainee learning. Using a student-developed resource entitled "Portraying Social Identities in Medical Curriculum: A Primer," we analyzed cases for social identities, identified gaps, and proposed changes, including use of a validated name bank to reflect diversity as represented by local census data. Through this innovation, suggestions were provided to represent the social determinants of health in CBL cases. Other medical schools can use our innovation to improve the social diversity of their medical curriculums. Competing Interests: Conflicts of Interest: There are no conflicts of interest of financial or personal relationships. (© 2021 Bowden, Kirubarajan, Balbaa, Berditchevskaia, Freeman, Klostermann, Naguib, Kurabi, Law, Lazor; licensee Synergies Partners.) |
| References: | Med Educ. 2012 Jan;46(1):80-8. (PMID: 22150199) Perspect Med Educ. 2019 Feb;8(1):38-42. (PMID: 30632061) Med Educ. 2021 May;55(5):595-603. (PMID: 33354809) Med Educ. 2015 Jun;49(6):612-22. (PMID: 25989409) PLoS One. 2018 Sep 20;13(9):e0204104. (PMID: 30235283) |
| فهرسة مساهمة: | Local Abstract: [Publisher, French] Bien souvent, l’apprentissage par résolution de problèmes (ARP) et l’apprentissage par les cas (APC) ne touchent aux identités sociales que si ce type d’information contribue directement au diagnostic, ce qui peut involontairement perpétuer les stéréotypes dans l’apprentissage des étudiants. À l’aide d’une ressource élaborée par les étudiants, intitulée « Portraying Social Identities in Medical Curriculum : A Primer » (la représentation des identités sociales dans les programmes d’études médicales : une introduction), nous avons analysé des cas d’identités sociales, identifié des lacunes et proposé des changements, notamment l’utilisation d’une banque de noms validée reflétant la diversité qui ressort des données du recensement local. Grâce à cette innovation, des suggestions ont été faites pour représenter les déterminants sociaux de la santé dans les cas étudiés dans l’APC. Nous invitons les facultés de médecine à se servir de notre ressource pour mieux rendre compte de la diversité sociale dans leurs programmes d’études. |
| تواريخ الأحداث: | Date Created: 20210927 Latest Revision: 20210929 |
| رمز التحديث: | 20231215 |
| مُعرف محوري في PubMed: | PMC8463239 |
| DOI: | 10.36834/cmej.71412 |
| PMID: | 34567318 |
| قاعدة البيانات: | MEDLINE |
Full Text Finder | تدمد: | 1923-1202 |
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| DOI: | 10.36834/cmej.71412 |