Cargando…

Evaluating and implementing an opportunity for diversity and inclusion in case-based learning

Problem-based learning (PBL) and case-based learning (CBL) often mention social identities only if this information is directly relevant to diagnosis, which can inadvertently perpetuate stereotypes in trainee learning. Using a student-developed resource entitled “Portraying Social Identities in Medi...

Descripción completa

Detalles Bibliográficos
Autores principales: Bowden, Sylvie, Kirubarajan, Abirami, Balbaa, Amira, Berditchevskaia, Inna, Freeman, Sarah, Klostermann, Natalie, Naguib, Mariam, Kurabi, Bochra, Law, Marcus, Lazor, Jana
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Canadian Medical Education Journal 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8463239/
https://www.ncbi.nlm.nih.gov/pubmed/34567318
http://dx.doi.org/10.36834/cmej.71412
Descripción
Sumario:Problem-based learning (PBL) and case-based learning (CBL) often mention social identities only if this information is directly relevant to diagnosis, which can inadvertently perpetuate stereotypes in trainee learning. Using a student-developed resource entitled “Portraying Social Identities in Medical Curriculum: A Primer,” we analyzed cases for social identities, identified gaps, and proposed changes, including use of a validated name bank to reflect diversity as represented by local census data. Through this innovation, suggestions were provided to represent the social determinants of health in CBL cases. Other medical schools can use our innovation to improve the social diversity of their medical curriculums.