According to UNESCO in their 2009 World Conference on Higher Education the focus of future educational policies should be on improving access and equity in higher education, recognizing the importance of continuous work towards the inclusion of diversity and ensure growing opportunities for minority groups. This article presents a theoretical and empirical review of educational and social inclusion in Higher Education. It defines and analyzes five dimensions which have been the most commonly studied in tertiary education institutions as they represent the minority groups which are mostly observed in educational settings, as described by literature. The dimensions included are sex-gender, ethnic minorities, religion, disability and vulnerability, whilst taking into consideration how these dimensions interact and influence the educational experiences of students in Tertiary Education. It reviews research done on policies, access and experiences of inclusion and discrimination of these dimensions, and the importance of having diverse groups of students in the classroom.
Background: Occupational identity is defined as the perception of occupational interests, abilities, goals, and values (Rev Med Chile 2018; 146: 379-386)
The lower SAT and self-directed learning scores of the students entering medical school in 2014, indicate the progressive increase in the heterogeneity of Medical students.
The inclusion of diversity in clinical trainingBackground: Educational inclusion, a concept that has changed over time, is becoming relevant. It initially considered only disability and now contemplates education for all people. Educational inclusion has special relevance in health care workers' training, who will have direct contact with heterogeneous populations, where diversity-oriented treatments are required. Aim: To describe how diversity is integrated into health care training in a clinical context. Material and Methods: A qualitative study, based on Grounded Theory. Two group interviews and thirteen semi-structured interviews were conducted among 11 teachers and 25 students of health careers. Data was analyzed using Atlas-ti 7.5.2. A constant comparison method, reaching an axial coding level, was used. Results: The category of training in health careers in the context of diversity emerged. It is a process that operates in cognitive, affective and behavioral dimensions. It accounts for the diversity of system actors and the model of a health professional and teacher facing diversity. Conclusions: These dimensions should be understood during clinical training. Socio-cultural diversity encompassing gender, sex, ethnicity, religion and disability should be considered. Therefore, educational inclusion is an important issue to be considered by universities.
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