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Herriott HL, Del Rio NR, Justin DP. Día de Muertos: A confluence of gross anatomy, culture, and spirituality. ANATOMICAL SCIENCES EDUCATION 2024. [PMID: 39013841 DOI: 10.1002/ase.2490] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/01/2023] [Revised: 06/26/2024] [Accepted: 07/01/2024] [Indexed: 07/18/2024]
Abstract
Is there room for spirituality and reflection in gross anatomy? While Jesuit institutions have incorporated contemplation and reflection into their curricula for centuries; the integration of reflective practices into the gross anatomy curriculum has gained traction in recent years. Additionally, more emphasis has been placed on diversity, equity, inclusion, and belonging within health professions education. As a Jesuit, Catholic university that is simultaneously classified as a Hispanic-Serving Institute (HSI), Regis University was well-positioned to integrate reflective and celebratory activities in honor of Día de Muertos (the Day of the Dead) into a graduate level anatomy course for Doctor of Physical Therapy students. From a communal ofrenda (altar) to a celebration during a lecture to a reflective ceremony honoring body donors in the laboratory, students and faculty constructed a learning environment that incorporated spirituality and culture into anatomy in a thoughtful manner. Furthermore, by seeking student input on the design of this innovative educational experience, each of these activities aided in fostering a sense of cultural and spiritual belonging for Hispanic and Latine students who are historically marginalized in health professions, thereby promoting diversity, equity, inclusion, and belonging through a gross anatomy course.
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Affiliation(s)
- Hannah L Herriott
- School of Physical Therapy, Rueckert-Hartman College for Health Professions, Regis University, Denver, Colorado, USA
| | - Neftali R Del Rio
- School of Physical Therapy, Rueckert-Hartman College for Health Professions, Regis University, Denver, Colorado, USA
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Williamson FA, Sharp SN, Hills GD, Dilly CK, Nabhan ZM. Leveraging Resident-As-Teacher Training for Health Equity Education: A Transformative Approach. TEACHING AND LEARNING IN MEDICINE 2024; 36:222-229. [PMID: 36409564 DOI: 10.1080/10401334.2022.2147529] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/15/2022] [Accepted: 10/19/2022] [Indexed: 06/16/2023]
Abstract
Issue: Resident teachers play an essential role in medical education and can support broader efforts to advance anti-racism and health equity in medicine. The Accreditation Council for Graduate Medical Education requires programs to provide education about health care disparities so residents can contribute to and lead work in this area. However, the literature includes few examples, frameworks, or strategies for preparing residents to develop the knowledge and skills needed to promote health equity, including in their role as clinical teachers. Evidence: In this article, the authors propose leveraging Resident-as-Teacher training to support residents in learning and teaching for health equity. Gorski's conceptualization of equity literacy provides an evidence-based framework for four main abilities (recognizing, responding, redressing, and cultivating/sustaining) residents and medical students can develop through co-learning about health equity in the clinical learning environment. The authors discuss preconditions, example activities, and assessments strategies for effective health equity education. Based on the principles of social learning theory, the authors recommend that Resident-as-Teacher training be part of an institutional strategy to cultivate a community of practice for health equity education. Implications: Incorporating health equity education into Resident-as-Teacher curriculum offers a potentially transformative part of the broader strategy needed to prepare the next generation of physicians to enact anti-racism and advance health equity.
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Affiliation(s)
- Francesca A Williamson
- Department of Pediatrics, Indiana University School of Medicine, Indianapolis, Indiana, USA
- Office of Graduate Medical Education, Indiana University School of Medicine, Indianapolis, Indiana, USA
| | - Sacha N Sharp
- Department of Medicine, Indiana University School of Medicine, Indianapolis, Indiana, USA
| | - Gerard D Hills
- Department of Pediatrics, Indiana University School of Medicine, Indianapolis, Indiana, USA
| | - Christen K Dilly
- Office of Graduate Medical Education, Indiana University School of Medicine, Indianapolis, Indiana, USA
- Department of Medicine, Indiana University School of Medicine, Indianapolis, Indiana, USA
- Richard L. Roudebush VA Hospital, Indianapolis, Indiana, USA
| | - Zeina M Nabhan
- Department of Pediatrics, Indiana University School of Medicine, Indianapolis, Indiana, USA
- Office of Graduate Medical Education, Indiana University School of Medicine, Indianapolis, Indiana, USA
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Agic B, Fruitman H, Maharaj A, Taylor J, Ashraf A, Henderson J, Ronda N, McKenzie K, Soklaridis S, Sockalingam S. Advancing Curriculum Development and Design in Health Professions Education: A Health Equity and Inclusion Framework for Education Programs. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2022; 43:S4-S8. [PMID: 35940600 DOI: 10.1097/ceh.0000000000000453] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
ABSTRACT The COVID-19 pandemic has exacerbated pre-existing health inequities in vulnerable and marginalized patient populations. Continuing professional development (CPD) can be a critical driver of change to improve quality of care, health inequities, and system change. In order for CPD to address these disparities in care for patient populations most affected in the health care system, CPD programs must first address issues of equity and inclusion in their education development and delivery. Despite the need for equitable and inclusive CPD programs, there remains a paucity of tools and frameworks available in the literature to guide CPD and broader education providers on how best to develop and deliver equitable and inclusive education programs. In this article, we describe the development and application of a Health Equity and Inclusion (HEI) Framework for education and training grounded in the Analyze, Design, Develop, Implement, and Evaluate model for instructional design. Using a case example, specifically a hospital-wide trauma-informed de-escalation for safety program, we demonstrate how the HEI Framework can be applied practically to CPD programs to support equity and inclusion in the planning, development, implementation, and evaluation phases of education program delivery. The case example illustrates how the HEI Framework can be used by CPD providers to respect learner diversity, improve accessibility for all learners, foster inclusion, and address biases and stereotypes. We suggest that the HEI Framework can serve as an educational resource for CPD providers and health professions educators aiming to create equitable and inclusive CPD programs.
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Affiliation(s)
- Branka Agic
- Dr. Agic: Independent Scientist, Centre for Addiction and Mental Health, Toronto, Ontario, Canada, and Dalla Lana School of Public Health, University of Toronto, Toronto, Ontario, Canada. Fruitman: Instructional Designer, Centre for Addiction and Mental Health, Toronto, Ontario, Canada. Maharaj: Director, Community and Continuing Education, Centre for Addiction and Mental Health, Toronto, Ontario, Canada. Taylor: Editor, Centre for Addiction and Mental Health, Toronto, Ontario, Canada. Ashraf: Manager, Health Equity, Centre for Addiction and Mental Health, Toronto, Ontario, Canada. Dr. Henderson: Professor and Director, Margaret and Wallace McCain Centre for Child, Youth & Family Mental Health; Senior Scientist, Centre for Addiction and Mental Health, Toronto, Ontario, Canada, and Department of Psychiatry, University of Toronto, Toronto, Ontario, Canada. Dr. Ronda: Chair, School of Workforce Development, Continuing Education and Online Learning, CAMH, Centre for Addiction and Mental Health, Toronto, Ontario, Canada. Dr. McKenzie: Professor, CEO of Wellesley Institute, Centre for Addiction and Mental Health, Toronto, Ontario, Canada, and Department of Psychiatry, University of Toronto, Toronto, Ontario, Canada. Dr. Soklaridis: Associated Professor, Senior Scientist, Centre for Addiction and Mental Health, Toronto, Ontario, Canada, and Department of Psychiatry, University of Toronto, Toronto, Ontario, Canada. Dr. Sockalingam: Professor, Vice-President Education & Clinician Scientist, Centre for Addiction and Mental Health, Toronto, Ontario, Canada, and Department of Psychiatry, University of Toronto, Toronto, Ontario, Canada
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Blodgett NP, Howard VM, Phillips BC, Andolsek K, Richard-Eaglin A, Molloy MA. Developing Virtual Simulations to Confront Racism and Bias in Health Professions Education. Clin Simul Nurs 2022. [DOI: 10.1016/j.ecns.2022.03.009] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Abstract
Trust in artificial intelligence (AI) by society and the development of trustworthy AI systems and ecosystems are critical for the progress and implementation of AI technology in medicine. With the growing use of AI in a variety of medical and imaging applications, it is more vital than ever to make these systems dependable and trustworthy. Fourteen core principles are considered in this article aiming to move the needle more closely to systems that are accurate, resilient, fair, explainable, safe, and transparent: toward trustworthy AI.
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