美国全球卫生课程中的反种族主义和反殖民主义内容
Sanemba Aya Fanny1,2, Amy Rule3, Heather L Crouse2
1Department of Pediatrics, Division of Pediatric Emergency Medicine, Emory University School of Medicine, Atlanta, Georgia, United States of America.
PLOS global public health
|February 6, 2025
概括
全球卫生教育需要反种族主义和反殖民主义 (ARAC) 的内容. 这项研究发现了ARAC对实习生课程的缺陷,突出了需要多元化的教师和公平的伙伴关系来改善全球卫生教育的需要.
科学领域:
- 全球健康 全球健康
- 医学教育 医学教育
- 健康中的社会正义.
背景情况:
- 在全球卫生 (GH) 中,越来越多的人认识到种族主义和殖民主义的做法.
- 关于为GH实习生提供反种族主义和反殖民主义 (ARAC) 教育的信息有限.
- 需要评估 GH 课程中的当前 ARAC 教育内容.
研究的目的:
- 确定ARAC课程内容中的优点和缺陷,用于GH的儿科,家庭医学和急诊医学学员.
- 评估 GH 课程中 ARAC 教育的现状.
主要方法:
- 对GH课程的ARAC课程内容进行横截面调查 (2021年5月-2022年1月).
- 调查分发给148个GH课程教育领导者;响应率为44% (n=65).
- 定量数据的描述性统计;评论的专题分析.
主要成果:
- 课程中最少涵盖的关键领域:反种族主义 (53%),白人救世主主义 (53%) 和GH史 (37.5%).
- 28%的课程缺乏作为代表性不足的少数民族或国际医学毕业生识别的教师.
- 虽然86%的学生有离开前的课程,但只有63%的学生有双向交流,往往有局限性.
结论:
- 在GH培训计划中,ARAC内容存在显著的差距.
- 缺乏教师多样性和欠发达的双向伙伴关系阻碍了公平的GH教育.
- 解决这些教育缺口对于在全球卫生领域实现更公平的未来至关重要.
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