在解剖教育中的多样性
Erich Brenner1, Ulrike Nachtschatt2, Marko Konschake3
1Institute for Clinical and Functional Anatomy, Medical University of Innsbruck, Müllerstrasse 59, 6020 Innsbruck; President of the Trans-European Pedagogic Anatomy Research Group (TEPARG, https://teparg.com/).
概括
解剖学教育必须变得更加包容,以反映患者的多样性. 当前的教学工具往往排除了多样化的人类表征,使偏见延续并影响患者的护理.
科学领域:
- 医学教育 医学教育
- 人体解剖学 解剖学 解剖学
- 多样性,公平性和包容性 (DEI)
背景情况:
- 解剖学教育是医学培训的基础,但经常使用人体的狭窄表示.
- 这种有限的描绘,通常是一个健康的,年轻的,白人男性,无法反映患者的多样性,并延续了结构性的偏见.
- 现有的教学工具,如教科书,数字平台和模型,缺乏跨年龄,性别,种族,肤色,健康状况和身体能力的包容性.
研究的目的:
- 批评当前的解剖学教学方法,因为它们缺乏多样性和包容性.
- 检查解剖教育如何发展,以与医学中的DEI原则保持一致.
- 确定可行的策略,以促进包容性,基于证据的解剖学课程.
主要方法:
- 批评占主导地位的解剖学教学工具 (教科书,数字平台,模型).
- 检查以供体为基础的剖析作为更真实和多样化的表现.
- 绘制当前解剖图像和真实患者群体之间的不匹配.
主要成果:
- 目前的解剖教育工具不充分代表人类的多样性,导致医学中的结构偏见.
- 基于捐赠者的解剖提供了更真实的和多样化的解剖表现.
- 可行的策略包括整合多样化的图像,开发包容性材料和教师培训.
结论:
- 将解剖学作为一个包容性的学科重新思考对于改善不同人群的临床能力和患者护理至关重要.
- 包容性解剖教育需要改变教材和教师培训.
- 需要进一步的研究来评估包容性实践对学习者成果和医疗保健服务的影响.
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