使用批判性教学来推进卫生专业教育教育中的反种族主义
Chioma Onuoha1, Jennifer Tsai2, Rohan Khazanchi3
1Third-year medical student at the University of California, San Francisco School of Medicine.
AMA journal of ethics
|January 5, 2024
概括
本文使用关键教学,包括结构能力和关键种族理论,以推进卫生职业教育中的健康公平. 它展示了这些框架如何为实习生准备反思和行动,以促进健康公平.
科学领域:
- 医疗教育 医学教育
- 健康的社会决定因素
- 公共卫生政策 公共卫生政策
背景情况:
- 卫生专业教育在塑造未来医疗保健提供者对健康公平的理解和实践方面发挥着至关重要的作用.
- 现有的教育模式可能不足以使学员能够应对健康不平等的复杂社会和结构性决定因素.
- 保罗·弗雷雷的"被压迫者的教育学"为教育中的批判意识和变革性行动提供了一个强有力的框架.
研究的目的:
- 模拟如何加强卫生专业教育,以推进健康公平.
- 将关键教学原则纳入卫生专业培训课程.
- 为促进健康公平提供关键框架的实际应用.
主要方法:
- 根据保罗·弗雷雷的"被压迫者的教育学".
- 引入和应用三个关键教学框架:结构能力,关键种族理论和参与式行动研究.
- 强调这些框架在卫生专业教育中的具体应用.
主要成果:
- 结构性能力,批判性种族理论和参与性行动研究可以作为健康专业教育中的批判性教学有意义地应用.
- 这些框架为实习生提供了发展对健康不平等问题的批判性反思的基础.
- 这些框架的应用使学员为促进健康公平的可操作步骤做好了准备.
结论:
- 卫生专业教育可以通过批判性教学来转变,以积极推进健康公平.
- 整合结构性能力和批判性种族理论等框架对于准备具有文化能力和社会责任的医疗保健专业人员至关重要.
- 这种方法使学员成为解决系统性健康不平等问题的变革推动者.
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