露面仍然是抵抗:在医学教育中将黑人学员抵抗置于背景
Oriaku A Kas-Osoka1, Patricia Poitevien2
1Department of Pediatrics at the University of Arkansas for Medical Sciences and Arkansas Children's Hospital in Little Rock, Arkansas, USA.
Perspectives on medical education
|July 28, 2025
概括
黑人医生学员抵制同化,通过生存和存在重新定义专业精神. 这项研究呼吁卫生专业教育的方法转变,以集中边缘化的声音和促进公平.
科学领域:
- 健康 职业 教育 教育 专业
- 医学教育研究 医学教育研究
- 医学中的社会科学.
背景情况:
- 黑人医生学员的经验在健康专业教育 (HPE) 中经常被边缘化.
- 传统的研究范式可能无法充分捕捉或验证少数群体面临的独特挑战.
- 了解专业抵抗对于促进医学教育中的公平至关重要.
研究的目的:
- 扩大霍顿等人的贡献. "关于黑人医生学员的专业抵抗的研究.
- 为了将这种阻力置于HPE的更广泛的景观中.
- 通过集中边缘化的声音和重新定义抵抗来挑战这个领域,重新想象公平.
主要方法:
- 评论反映了霍顿等人. 这里使用了 Endarkened Storywork 和黑色布.
- 这些定性方法被用来记录黑人学员的经验,并打破边缘化的研究范式.
- 作者将抵抗分析为生存,存在和专业性.
主要成果:
- 霍顿等人 霍顿等人. 作为一个日常,体现的实践,包括露面,指导和拒绝同化.
- 该研究通过验证这些行为作为合法抵抗形式,重新定义了专业主义.
- 这些发现挑战了根植于白色的研究框架,并倡导方法论转变.
结论:
- 集中边缘化的声音对于重新想象HPE的公平性至关重要.
- 设计和解释数据以肯定,而不是利用少数群体的方式是道德上的必要要求.
- 教育工作者和研究人员必须积极实践抵抗,以推进健康职业教育中的公平.
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