دورية أكاديمية
Leveraging Resident-As-Teacher Training for Health Equity Education: A Transformative Approach.
| العنوان: | Leveraging Resident-As-Teacher Training for Health Equity Education: A Transformative Approach. |
|---|---|
| المؤلفون: | Williamson FA; Department of Pediatrics, Indiana University School of Medicine, Indianapolis, Indiana, USA.; Office of Graduate Medical Education, Indiana University School of Medicine, Indianapolis, Indiana, USA., Sharp SN; Department of Medicine, Indiana University School of Medicine, Indianapolis, Indiana, USA., Hills GD; Department of Pediatrics, Indiana University School of Medicine, Indianapolis, Indiana, USA., Dilly CK; Office of Graduate Medical Education, Indiana University School of Medicine, Indianapolis, Indiana, USA.; Department of Medicine, Indiana University School of Medicine, Indianapolis, Indiana, USA.; Richard L. Roudebush VA Hospital, Indianapolis, Indiana, USA., Nabhan ZM; Department of Pediatrics, Indiana University School of Medicine, Indianapolis, Indiana, USA.; Office of Graduate Medical Education, Indiana University School of Medicine, Indianapolis, Indiana, USA. |
| المصدر: | Teaching and learning in medicine [Teach Learn Med] 2024 Apr-May; Vol. 36 (2), pp. 222-229. Date of Electronic Publication: 2022 Nov 21. |
| نوع المنشور: | Journal Article |
| اللغة: | English |
| بيانات الدورية: | Publisher: Routledge Country of Publication: United States NLM ID: 8910884 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1532-8015 (Electronic) Linking ISSN: 10401334 NLM ISO Abbreviation: Teach Learn Med Subsets: MEDLINE |
| أسماء مطبوعة: | Publication: <2008- > : Philadelphia : Routledge Original Publication: Hillsdale, N.J. : Lawrence Erlbaum Associates, 1989- |
| مواضيع طبية MeSH: | Teacher Training* , Health Equity* , Internship and Residency*, Humans ; Health Promotion ; Curriculum ; Education, Medical, Graduate |
| مستخلص: | Issue : Resident teachers play an essential role in medical education and can support broader efforts to advance anti-racism and health equity in medicine. The Accreditation Council for Graduate Medical Education requires programs to provide education about health care disparities so residents can contribute to and lead work in this area. However, the literature includes few examples, frameworks, or strategies for preparing residents to develop the knowledge and skills needed to promote health equity, including in their role as clinical teachers. Evidence : In this article, the authors propose leveraging Resident-as-Teacher training to support residents in learning and teaching for health equity. Gorski's conceptualization of equity literacy provides an evidence-based framework for four main abilities (recognizing, responding, redressing, and cultivating/sustaining) residents and medical students can develop through co-learning about health equity in the clinical learning environment. The authors discuss preconditions, example activities, and assessments strategies for effective health equity education. Based on the principles of social learning theory, the authors recommend that Resident-as-Teacher training be part of an institutional strategy to cultivate a community of practice for health equity education. Implications : Incorporating health equity education into Resident-as-Teacher curriculum offers a potentially transformative part of the broader strategy needed to prepare the next generation of physicians to enact anti-racism and advance health equity. |
| فهرسة مساهمة: | Keywords: Clinical teaching; graduate medical education; health equity; resident teachers |
| تواريخ الأحداث: | Date Created: 20221121 Date Completed: 20240401 Latest Revision: 20240401 |
| رمز التحديث: | 20240401 |
| DOI: | 10.1080/10401334.2022.2147529 |
| PMID: | 36409564 |
| قاعدة البيانات: | MEDLINE |
PDF full text from Publisher | تدمد: | 1532-8015 |
|---|---|
| DOI: | 10.1080/10401334.2022.2147529 |