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Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology
09:55

Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology

Published on: September 28, 2022

Engaging intersectionality in medical education.

Princess Eze1, Sarah Forgie2, Philomina Okeke-Ihejirika3

  • 1Faculty of Medicine and Dentistry, University of Alberta, Alberta, Canada.

Canadian Medical Education Journal
|June 8, 2026
PubMed
Summary
This summary is machine-generated.

Integrating intersectionality theory into medical education (ME) is crucial for addressing systemic inequities. This approach trains future physicians to provide equitable care and reduce health disparities by considering diverse patient social identities.

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Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care
14:32

Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care

Published on: February 16, 2011

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Last Updated: Jun 9, 2026

Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology
09:55

Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology

Published on: September 28, 2022

Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care
14:32

Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care

Published on: February 16, 2011

Area of Science:

  • Medical Education
  • Health Equity
  • Social Determinants of Health

Background:

  • Systemic inequities and implicit biases persist in medical education (ME) through formal and hidden curricula.
  • These biases impact professional identity, clinical decisions, and patient outcomes, perpetuating health disparities.
  • Overlapping social identities significantly influence health experiences and access to care.

Purpose of the Study:

  • To advocate for integrating an intersectional framework into ME to combat systemic inequalities.
  • To demonstrate the necessity of intersectionality in training physicians for diverse patient populations.
  • To reduce healthcare disparities by addressing biases within the hidden curriculum.

Main Methods:

  • Theoretical examination of intersectionality's role in ME.
  • Analysis of how social identities shape health experiences and care access.
  • Proposal of practical strategies for curriculum integration.

Main Results:

  • Absence of intersectional perspectives in ME leads to narrow clinical frameworks and reduced cultural competency.
  • The hidden curriculum reinforces biases, contributing to health disparities.
  • Integrating intersectionality can enhance physician training for equitable patient-centered care.

Conclusions:

  • Intersectionality is essential for modern medical training to address systemic inequalities.
  • Practical strategies include curriculum development, diverse case scenarios, and institutional task forces.
  • Institutional commitment and collaboration are key to overcoming challenges and achieving equitable healthcare.