Diversifying the medical curriculum

Gishen, Faye; Lokugamage, Amali

doi:10.1136/bmj.l300

Cited by 26 publications

(27 citation statements)

References 2 publications

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“…Ethnic minority doctors may also feel alienated from the medical curriculum, and some research has focused on how this might change. In 2017 Faye Gishen and Amali Lokugamage, clinical and professional practice leads at University College London medical school, received funding to diversify the undergraduate medical curriculum 8…”

Section: Relationships Are Keymentioning

confidence: 99%

Taking the difference out of attainment

Linton¹

2020

BMJ

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Section: Relationships Are Keymentioning

confidence: 99%

Taking the difference out of attainment

Linton¹

2020

BMJ

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“…We agree with Gishen and Lokugamage that we need to teach medical students the knowledge, skills, and attitudes to deliver patient centred care to diverse patient populations and to work effectively with colleagues from a range of backgrounds and disciplines 1. We have attended to this in our curriculums.…”

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confidence: 86%

Whole institution approaches for diversifying the medical curriculum

Suurmond

Dogra

Carter‐Pokras

2019

BMJ

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“…The case for decolonising the medical curriculum stems from a social justice perspective on the persistent legacy of colonialism which results in power imbalances and healthcare inequity 8. Decolonising the curriculum could equip future doctors with the professional literacy and confidence to deal with the complexity and uncertainty of growing ‘grass-roots’ decoloniality activism by the patients, academics and public.…”

Section: Professional and Legal Impetus To Decolonise The Medical Curmentioning

confidence: 99%

Decolonising ideas of healing in medical education

Lokugamage

Ahillan

Pathberiya³

2020

J Med Ethics

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The legacy of colonial rule has permeated into all aspects of life and contributed to healthcare inequity. In response to the increased interest in social justice, medical educators are thinking of ways to decolonise education and produce doctors who can meet the complex needs of diverse populations. This paper aims to explore decolonising ideas of healing within medical education following recent events including the University College London Medical School’s Decolonising the Medical Curriculum public engagement event, the Wellcome Collection’s Ayurvedic Man: Encounters with Indian Medicine exhibition and its symposium on Decolonising Health, SOAS University of London’s Applying a Decolonial Lens to Research Structures, Norms and Practices in Higher Education Institutions and University College London Anthropology Department’s Flourishing Diversity Series. We investigate implications of ‘recentring’ displaced indigenous healing systems, medical pluralism and highlight the concept of cultural humility in medical training, which while challenging, may benefit patients. From a global health perspective, climate change debates and associated civil protests around the issues resonate with indigenous ideas of planetary health, which focus on the harmonious interconnection of the planet, the environment and human beings. Finally, we look further at its implications in clinical practice, addressing the background of inequality in healthcare among the BAME (Black, Asian and minority ethnic) populations, intersectionality and an increasing recognition of the role of inter-generational trauma originating from the legacy of slavery. By analysing these theories and conversations that challenge the biomedical view of health, we conclude that encouraging healthcare educators and professionals to adopt a ‘decolonising attitude’ can address the complex power imbalances in health and further improve person-centred care.

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Diversifying the medical curriculum

Abstract: We need to evolve curriculums that are reflective of the populations we teach and serve clinically

Cited by 26 publications

References 2 publications

Taking the difference out of attainment

Taking the difference out of attainment

Whole institution approaches for diversifying the medical curriculum

Decolonising ideas of healing in medical education

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