Active antiracism through surgical education

Bayard, Solange; Johnson, Joshua; Armstrong, Misha; Connolly, James G.; Manin, Emily; Polk, Hillary; Gillot, Tamika; Shah, Lamisha M.; Malik, Manmeet; Zenilman, Michael E.; Michelassi, Fabrizio; Oh, Stephen T.; Bea, Vivian J.; Arenas, M.; Newman, Lisa A.

doi:10.1016/j.amjsurg.2022.06.021

Cited by 4 publications

(2 citation statements)

References 6 publications

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“…The voice of marginalised groups is underrepresented in many medical specialties and allied health disciplines (Arif et al, 2022; Babla et al, 2022; Bayard et al, 2022; Dacus et al, 2023; Horgan et al, 2018; Konopasky & Bunin, 2022). It is, therefore, unsurprising that service user leadership in mental health services is stigmatised both within and outside of health services (Byrne et al, 2019; Elraz, 2018; Hawthorne et al, 2020; Janssens et al, 2021; Masedo et al, 2021; Newton‐Howes et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…Authentic allyship is considered a social and ethical responsibility (Hickey et al, 2022; Spanierman & Smith, 2017). Some authors believe it should be part of professional development in health services and academia (Arif et al, 2022; Bayard et al, 2022; Feldner et al, 2022). It is essential that allies support the activities of EBE rather than directing their content or focus (Happell & Scholz, 2018).…”

Section: Introductionmentioning

confidence: 99%

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‘We only come from one perspective’: Exploring experiences of allies supporting expert by experience leadership in mental health education

Happell

Gordon

Sharrock

et al. 2023

Psychiatric Ment Health Nurs

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IntroductionAcademics from health professional backgrounds have a crucial role in supporting the implementation and sustainability of academic positions for experts by experience in mental health education. Perspectives and experiences of these academics have yet to be extensively explored. A deeper understanding will add to our understanding of this important role and provide guidance for academics with similar aspirations.AimThe aim of the study was to explore the experiences of supporting academic positions for experts by experience in mental health education.MethodsA qualitative exploratory design was utilised. In‐depth interviews were conducted with academics who have actively supported academic positions for experts by experience.ResultsAllyship was a key theme identified. Participants described allyship as complex, time‐consuming and rewarding, through three sub‐themes: the tension of allyship, the impact of being an ally and interpersonal and relational issues with health professional academics.ConclusionsAllyship was influenced by the negative attitudes of many health professional academics, who do not appreciate the value of this work.Implications for PracticeAllyship has a crucial role in enhancing experts by experience leadership in the education of health professionals. Understanding the experience of allyship will assist in further understanding and developing these important roles.

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