When an Omitted Curriculum Becomes A Hidden Curriculum: Let's Teach to Promote Health Equity

Ackerman-Barger, Kupiri; London, Maya; White, DeJuan

doi:10.1353/hpu.2020.0149

Cited by 8 publications

(3 citation statements)

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“…While evidence of racial microaggressions and their impact on learners in medicine is emerging, the evidence base relating to medical students is small and largely from the USA 9 11 12 26–32. Although these studies document medical students’ reports of microaggressions and provide some evidence of impacts on learning, with the exception of Ackerman-Barger et al ’s work,11 they offer few insights into how microaggressions directly and indirectly impact on students’ learning and performance.…”

Section: Introductionmentioning

confidence: 99%

’Where are youreallyfrom?’: a qualitative study of racial microaggressions and the impact on medical students in the UK

et al. 2023

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ObjectiveTo explore graduate-entry medical students’ experiences of racial microaggressions, the impact of these on learning, performance and attainment, and their views on how these can be reduced.DesignQualitative study using semistructured focus groups and group interviews.SettingUK.Participants20 graduate-entry medical students were recruited using volunteer and snowball sampling; all students self-identified as being from racially minoritised (RM) backgrounds.ResultsParticipants reported experiencing numerous types of racial microaggressions during their time at medical school. Students’ accounts highlighted how these impacted directly and indirectly on their learning, performance and well-being. Students frequently reported feeling uncomfortable and out of place in teaching sessions and clinical placements. Students also reported feeling invisible and ignored in placements and not being offered the same learning opportunities as their white counterparts. This led to lack of access to learning experiences or disengagement from learning. Many participants described how being from an RM background was associated with feelings of apprehension and having their ‘guards up’, particularly at the start of new clinical placements. This was perceived to be an additional burden that was not experienced by their white counterparts. Students suggested that future interventions should focus on institutional changes to diversify student and staff populations; shifting the culture to build and maintain inclusive environments; encouraging open, transparent conversations around racism and promptly managing any student-reported racial experiences.ConclusionRM students in this study reported that their medical school experiences were regularly affected by racial microaggressions. Students believed these microaggressions impeded their learning, performance and well-being. It is imperative that institutions increase their awareness of the difficulties faced by RM students and provide appropriate support in challenging times. Fostering inclusion as well as embedding antiracist pedagogy into medical curricula is likely to be beneficial.

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Section: Introductionmentioning

confidence: 99%

’Where are youreallyfrom?’: a qualitative study of racial microaggressions and the impact on medical students in the UK

et al. 2023

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“…The frequency and quantity of health equity‐related content in programs are included in File S4. Of 17 articles that reported on the frequency or quantity of health equity‐related content to some extent, 35% ( n = 6) described an overall lack of related content (Ackerman‐Barger et al, 2020; Araújo da Silva et al, 2021; Ercan‐Şahin & Aslan, 2020; Gallo et al, 2022; Habibzadeh et al, 2021; Tengelin et al, 2019). Two (11.7%) of the 17 articles each described a program with a higher frequency and quantity of health equity‐related content.…”

Section: Resultsmentioning

confidence: 99%

“…Of all articles, eight (36.4%) indicated a lack of integration of health equity content in curricula. From the student perspective, there was an omission of historical, structural, and contextual causes of health outcomes that was perceived as a microaggression in one study (Ackerman‐Barger et al, 2020), and a lack of sufficient LGBT+ content for students feel prepared to care for patients in another study (Ercan‐Şahin & Aslan, 2020). Of the five document‐ and program‐focused studies, four (80%) had results indicating a lack of integration.…”

Section: Resultsmentioning

confidence: 99%

Advancing health equity in prelicensure nursing curricula: Findings from a critical review

Graefe,

Mueller,

Bane Frizzell

et al. 2024

Nursing Inquiry

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Nurses play a crucial role in reducing health disparities and advancing health equity for individuals and communities. The future nursing workforce relies on their nursing education to prepare them to promote health equity. Nursing educators prepare students through a variety of andragogical learning strategies in the classroom and in clinical experiences and by intentionally updating and revising curricular content to address knowledge and competency gaps. This critical review aimed to determine the extent to which health equity concepts are explicitly present in prelicensure undergraduate nursing curricula globally. Of 434 articles screened, 22 articles describing 20 studies met inclusion criteria. Frequency and quantity of health equity content, concepts and topics, teaching strategies, evaluation strategies, and the overall extent of integration varied widely. Notably, only two articles described overall well‐integrated explicit health equity content, and there was little attention to whether students transfer this learning into practice. A focus on individualism rather than population and community was noted, highlighting the presence of whiteness in nursing. Results from this review confirm that nursing education has room to improve with respect to health equity in the curricula.

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Addressing health disparities by addressing structural racism and implicit bias in nursing education

Ochs¹

2023

Nurse Education Today

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When an Omitted Curriculum Becomes A Hidden Curriculum: Let's Teach to Promote Health Equity

Cited by 8 publications

References 0 publications

’Where are youreallyfrom?’: a qualitative study of racial microaggressions and the impact on medical students in the UK

’Where are youreallyfrom?’: a qualitative study of racial microaggressions and the impact on medical students in the UK

Advancing health equity in prelicensure nursing curricula: Findings from a critical review

Addressing health disparities by addressing structural racism and implicit bias in nursing education

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