医学教育工作者在临床实践中对种族的看法
June Futterman1, Catherine Bi2, Brendan Crow3
1Children's National Hospital, Washington, DC, USA.
BMC medical education
|March 4, 2024
概括
医学教育者使用种族来诊断和治疗疾病,通常将其视为生物. 重构种族需要全球视角和承认卫生中的结构性种族主义.
科学领域:
- 医学教育 医学教育
- 卫生社会学 卫生社会学
- 健康差异 在健康上的差异
背景情况:
- 医学社会承认种族是一种社会构造,但它经常被认为是生物学上的.
- 教育者对种族的信仰影响了其临床应用和教学.
- 了解这些信仰对于医疗课程改革至关重要.
研究的目的:
- 调查医学院对种族作为生物学特征及其临床重要性的信仰.
- 了解这些信仰如何影响在医学教育中使用种族.
主要方法:
- 2020年6月在乔治敦大学医学中心对147名教师进行的定性调查研究.
- 教师们以5分利克特级别对种族的生物学性质和临床重要性进行了评分.
- 通过内容分析,分析了认为种族是重要的教师的自由文本回复.
主要成果:
- 130个回复显示,种族是用于疾病查,诊断,治疗和了解患者体验的.
- 认为种族是社会性的教师更有可能引用种族主义对健康的影响.
- 对种族群体之间的生物学差异的解释是常见的,即使在那些将种族视为社会主义者中也是如此.
结论:
- 医学教育工作者主要使用种族来理解疾病,经常引用生物学差异.
- 重构种族需要全球视角,承认群体内的遗传/文化变异性.
- 解决结构性种族主义和超越基于身份的风险分层是公平护理的关键.
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