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Diversity in Medical Education: Books
From Equity Talk to Equity Walk: Expanding Practitioner Knowledge for Racial Justice in Higher Education by A practical guide for achieving equitable outcomes From Equity Talk to Equity Walk offers practical guidance on the design and application of campus change strategies for achieving equitable outcomes. Drawing from campus-based research projects sponsored by the Association of American Colleges and Universities and the Center for Urban Education at the University of Southern California, this invaluable resource provides real-world steps that reinforce primary elements for examining equity in student achievement, while challenging educators to specifically focus on racial equity as a critical lens for institutional and systemic change. Colleges and universities have placed greater emphasis on education equity in recent years. Acknowledging the changing realities and increasing demands placed on contemporary postsecondary education, this book meets educators where they are and offers an effective design framework for what it means to move beyond equity being a buzzword in higher education. Central concepts and key points are illustrated through campus examples. This indispensable guide presents academic administrators and staff with advice on building an equity-minded campus culture, aligning strategic priorities and institutional missions to advance equity, understanding equity-minded data analysis, developing campus strategies for making excellence inclusive, and moving from a first-generation equity educator to an equity-minded practitioner. From Equity Talk to Equity Walk: A Guide for Campus-Based Leadership and Practice is a vital wealth of information for college and university presidents and provosts, academic and student affairs professionals, faculty, and practitioners who seek to dismantle institutional barriers that stand in the way of achieving equity, specifically racial equity to achieve equitable outcomes in higher education.
Publication Date: 2020
Questioning the Premedical Paradigm: Enhancing Diversity in the Medical Profession a Century After the Flexner Report by This book raises fundamental questions about the propriety of continuing to use a premedical curriculum developed more than a century ago to select students for training as future physicians for the twenty-first century. In it, Dr. Donald A. Barr examines the historical origins, evolution, and current state of premedical education in the United States. One hundred years ago, Abraham Flexner's report on Medical Education in the United States and Canada helped establish the modern paradigm of premedical and medical education. Barr's research finds the system of premedical education that evolved to be a poor predictor of subsequent clinical competency and professional excellence, while simultaneously discouraging many students from underrepresented minority groups or economically disadvantaged backgrounds from pursuing a career as a physician. Analyzing more than fifty years of research, Barr shows that many of the best prospects are not being admitted to medical schools, with long-term adverse consequences for the U.S. medical profession. The root of the problem, Barr argues, is the premedical curriculum--which overemphasizes biology, chemistry, and physics by teaching them as separate, discrete subjects. In proposing a fundamental restructuring of premedical education, Barr makes the case for parallel tracks of undergraduate science education: one that would largely retain the current system; and a second that would integrate the life sciences in a problem-based, collaborative learning pedagogy. Barr argues that the new, integrated curriculum will encourage greater educational and social diversity among premedical candidates without weakening the quality of the education. He includes an evaluative research framework to judge the outcome of such a restructured system. This historical and cultural analysis of premedical education in the United States is the crucial first step in questioning the appropriateness of continuing a hundred-year-old, empirically dubious pedagogical model for the twenty-first century.
Publication Date: 2010
The Wiley Handbook of Gender Equity in Higher Education by Research into gender equity in higher education, inspiring action With this enlightening handbook, you can review the thinking of leading researchers on the current intersection of gender and higher education. The Wiley Handbook of Gender Equity in Higher Education provides an in-depth look at education's complicated relationships with, and in some cases inadequate fostering of, gender equity. The collection offers a bold picture of research into the subject. It also projects future paths of exploration, inquiry, and action for gender equity. Focuses specifically on gender and higher education across the globe, setting the stage for new explorations Examines gender equity in relation to the STEM fields Considers current male participation in higher education Covers gender segregation by major and the issue of women remaining in lower-paying areas The Wiley Handbook of Gender Equity in Higher Education spotlights the continuing and integral role of educational institutions in the struggle for gender equity. Policy makers, university administrators, and researchers can look to this handbook for perspective on recent research as they move forward in the pursuit of more equitable educational environments.
Publication Date: 2021
Diversity in Medical Education: Web Resources
Diversity in Medical Education: Highlighted Articles
Differences in Words Used to Describe Racial and Gender Groups in Medical Student Performance Evaluations
Ross DA, Boatright D, Nunez-Smith M, Jordan A, Chekroud A, Moore EZ. Differences in words used to describe racial and gender groups in medical student performance evaluations. PLoS One. 2017 Aug; 12(8):e0181659. DOI: 10.1371/journal.pone.0181659.
Experiences of Transgender and Gender Nonbinary Medical Students and Physicians
Dimant OE, Cook TE, Greene RE, Radix AE. Experiences of transgender and gender nonbinary medical students and physicians. Transgend Health. 2019 Sep; 4(1):209-216. DOI: 10.1089/trgh.2019.0021.
Implicit Racial Bias in Medical School Admissions
Capers Q IV, Clinchot D, McDougle L, Greenwald AG. Implicit racial bias in medical school admissions. Acad Med. 2017 Mar; 92(3):365-369. DOI: 10.1097/ACM.0000000000001388.
Progress for Whose Future? The Impact of the Flexner Report on Medical Education for Racial and Ethnic Minority Physicians in the United States
Steinecke A, Terrell C. Progress for whose future? The impact of the Flexner Report on medical education for racial and ethnic minority physicians in the United States. 2010 Feb; 85(2):236-245. DOI: 10.1097/ACM.0b013e3181c885be.
Racism in My Medical Education
Ko M. Racism in my medical education. Health Aff (Millwood). 2020 Jun; 39(6):1087-1091. DOI: 10.1377/hlthaff.2019.00743.
Teaching Diversity: Web Resources
Disability Integration Kit
Collection of resources, including interactive modules, clinical cases, and journal club article recommendations, from Upstate Medical University for integrating disability education into medical school curricula.
The eQuality Toolkit
Free online handbook from the University of Louisville School of Medicine designed for medical students on topics related to LGBT+ competent care, such as inclusive communication, preventive care, and social determinants of health.
Teaching Diversity: Ebooks
A Framework for Educating Health Professionals to Address the Social Determinants of Health by The World Health Organization defines the social determinants of health as oethe conditions in which people are born, grow, work, live, and age, and the wider set of forces and systems shaping the conditions of daily life. These forces and systems include economic policies, development agendas, cultural and social norms, social policies, and political systems. In an era of pronounced human migration, changing demographics, and growing financial gaps between rich and poor, a fundamental understanding of how the conditions and circumstances in which individuals and populations exist affect mental and physical health is imperative. Educating health professionals about the social determinants of health generates awareness among those professionals about the potential root causes of ill health and the importance of addressing them in and with communities, contributing to more effective strategies for improving health and health care for underserved individuals, communities, and populations. Recently, the National Academies of Sciences, Engineering, and Medicine convened a workshop to develop a high-level framework for such health professional education. A Framework for Educating Health Professionals to Address the Social Determinants of Health also puts forth a conceptual model for the framework (TM)s use with the goal of helping stakeholder groups envision ways in which organizations, education, and communities can come together to address health inequalities.
Publication Date: 2016
Teaching Race: How to Help Students Unmask and Challenge Racism by A real-world how-to manual for talking about race in the classroom Educators and activists frequently call for the need to address the lingering presence of racism in higher education. Yet few books offer specific suggestions and advice on how to introduce race to students who believe we live in a post-racial world where racism is no longer a real issue. In Teaching Race the authors offer practical tools and techniques for teaching and discussing racial issues at predominately White institutions of higher education. As current events highlight the dynamics surrounding race and racism on campus and the world beyond, this book provides teachers with essential training to facilitate productive discussion and raise racial awareness in the classroom. A variety of teaching and learning experts provide insights, tips, and guidance on running classroom discussions on race. They present effective approaches and activities to bring reluctant students into a consideration of race and explore how White teachers can model racial awareness, thereby inviting students into the process of examining their own white identity. Racism, whether evident in overt displays or subconscious bias, has repercussions that reverberate far beyond the campus grounds. As the cultural climate increasingly calls out for more research, education, and dialogue on race and racism, this book helps teachers spotlight issues related to race in a way that leads to effective classroom and campus conversation. The book provides guidance on how to: Create the conditions that facilitate respectful racial dialogue by building trust and effectively negotiating conflict Uncover each student's own subconscious bias and the intersectionality that exists even in the most homogenous-appearing classrooms Help students embrace discomfort, and adapt discussion methods to accommodate issues of race and positionality Avoid common traps, mistakes, and misconceptions encountered in anti-racist teaching Predominantly White institutions face a number of challenges in dealing with race issues, including a lack of precedence, an absence of modeling by campus leaders, and little clear guidance on how teachers can identify and challenge racism on campus. Teaching Race is packed with activities, suggestions and exercises to provide practical real-world help for teachers trying to introduce race in class
Publication Date: 2019
Teaching Diversity: Webinars
Teaching Diversity: Highlighted Articles
Addressing Race, Culture, and Structural Inequality in Medical Education: A Guide for Revising Teaching Cases
Krishnan A, Rabinowitz M, Ziminsky A, Scott S, Chretien KC. Addressing race, culture, and structural inequality in medical education: A guide for revising teaching cases. Acad Med. 2019 Apr; 94(4):550-555. DOI: 10.1097/ACM.000000000000259.
Educating Health Care Professionals to Care for Patients with Disabilities
Kirschner KL, Curry RH. Educating health care professionals to care for patients with disabilities. JAMA. 2009 Sep; 302(12):1334-1335. DOI: 10.1001/jama.2009.1398.
Interrupting Microaggressions in Health Care Settings: A Guide for Teaching Medical Students
Acholonu RG, Cook TE, Roswell RO, Greene RE. Interrupting microaggressions in health care settings: A guide for teaching medical students. MedEdPORTAL. 2020 Jul; 16:10969. DOI: 10.15766/mep_2374-8265.10969.
Structural Competency: Curriculum for Medical Students, Residents, and Interprofessional Teams on the Structural Factors that Produce Health Disparities
Neff J, Holmes SM, Knight KR, Strong S, Thompson-Lastad A, McGuinness C, Duncan L, Saxena N, Harvey MJ, Langford A, Carey-Simms KL, Minahan SN, Satterwhite S, Ruppel C, Lee S, Walkover L, De Avila J, Lewis B, Matthews J, Nelson N. Structural competency: Curriculum for medical students, residents, and interprofessional teams on the structural factors that produce health disparities. MedEdPORTAL. 2020 Mar; 16:10888. DOI: 10.15766/mep_2374-8265.10888.