A framework for decolonising and diversifying biomedical sciences curricula: rediscovery, representation and...

Area of Science:

• Biomedical Sciences Education
• Decolonization Studies
• Health Equity

Background:

• Colonial legacies significantly influence scientific knowledge generation and research priorities.
• Science has historically been used to justify racist and ableist ideologies, impacting contemporary research.
• Biomedical research biases can exacerbate health inequalities, and curricula may perpetuate these issues.

Purpose of the Study:

• To examine student and staff attitudes towards decolonizing and diversifying biomedical science curricula.
• To assess the inclusivity of current teaching practices at the University of Bristol.
• To identify key themes for developing a decolonized curriculum.

Main Methods:

• Mixed-methods study involving surveys of staff (N=71) and students (N=121).
• Focus groups were conducted to gather qualitative data.
• Quantitative and thematic analysis were used to interpret findings.

Main Results:

• Both staff and students recognize the importance of decolonizing curricula, with female respondents showing higher agreement.
• Students are less aware of decolonization efforts than staff.
• Minority ethnic students report feeling less represented by the curriculum compared to white students.

Conclusions:

• A '3Rs framework' (rediscovery, representation, readiness) is proposed to guide decolonization efforts.
• Decolonizing biomedical science curricula is essential to address historical inequities and promote inclusivity.
• This framework can inform future curriculum development in biomedical sciences and other disciplines.