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Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care
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Using narrative to integrate anti-oppression into interprofessional collaborative practice competencies.

Peter S Cahn1, Callie Watkins Liu2, Midge Hobbs1

  • 1Office of the Provost, MGH Institute of Health Professions, Boston, MA, USA.

Journal of Interprofessional Care
|January 14, 2024
PubMed
Summary
This summary is machine-generated.

Health professions schools are updating curricula with new anti-oppression competencies. This involves revising narrative elements like case studies to foster learner reflection on bias and power in healthcare.

Keywords:
Anti-oppressionIPEC competenciesinterprofessional educationnarrative pedagogy

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Area of Science:

  • Health Professions Education
  • Interprofessional Practice
  • Anti-Oppression Frameworks

Background:

  • Institutions widely adopt Interprofessional Education Collaborative (IPEC) core competencies.
  • The 2023 IPEC competency revision explicitly integrated anti-oppressive practice concepts.
  • Curriculum revision is necessary to align with updated interprofessional education standards.

Purpose of the Study:

  • To describe the process of revising an interprofessional education curriculum to incorporate anti-oppression competencies.
  • To provide a model for health professions schools adapting to the revised IPEC competencies.
  • To highlight the use of narrative elements in fostering anti-oppression awareness.

Main Methods:

  • A required interprofessional education curriculum was revamped by faculty and justice, equity, diversity, and inclusion (JEDI) experts.
  • Narrative components, including common readings, case studies, and simulations, were revised.
  • Anti-oppression concepts were embedded within these narrative elements.

Main Results:

  • The revised curriculum explicitly addresses anti-oppression competencies.
  • Learners are encouraged to reflect on bias, power structures, and microaggressions.
  • Narrative revisions facilitated the introduction of concepts like recognizing bias and power analysis.

Conclusions:

  • Integrating anti-oppression competencies into health professions curricula is feasible and beneficial.
  • Narrative-based approaches are effective for teaching complex concepts like anti-oppression.
  • This curriculum revision supports the development of more equitable and inclusive healthcare professionals.