Te Rōpū Rangahau Hauora a Eru Pōmare, Department of Public Health, University of Otago, Wellington, New Zealand.
College of Education, University of Otago, Wellington, New Zealand.
Clin Teach. 2021 Oct;18(5):517-522. doi: 10.1111/tct.13384. Epub 2021 Jun 2.
Health professional education programmes increasingly seek to train a generation of clinicians who reflect the population they serve. However, teaching approaches in health professional education have not always kept pace with this drive, and some educators tend to assume a lack of overlap between students' life experience and aspects of the curriculum.
In-depth interviews were conducted with 22 health professional students and graduates, who self-identified as having experienced a significant overlap between their personal life and their course of study. These interviews were analysed thematically to explore the role of teaching practices that created either alienating or inclusive learning environments.
Participants identified areas where clinical teachers could modify their teaching approach and assumptions about the student cohort to be more inclusive of students whose life experience overlapped with the curriculum. They wanted educators to treat any teaching topic as if it could be personal for some students, which may include teaching inequities carefully, acknowledging family members' perspectives, moderating discussions, and avoiding stereotyping patients. Participants also wanted educators to practice shared decision-making about alternative arrangements or time off.
Clinical educators have a key role in shaping an inclusive health sciences programme. Their assumptions, attitudes and teaching strategies can either strengthen or undermine the development of a diverse health workforce.
越来越多的医疗专业教育项目旨在培养一批反映其服务人群的临床医生。然而，医疗专业教育的教学方法并不总是与时俱进，一些教育工作者倾向于认为学生的生活经验和课程的某些方面之间没有重叠。
对 22 名自认为个人生活与学业有很大重叠的医疗专业学生和毕业生进行了深入访谈。对这些访谈进行了主题分析，以探讨造成学习环境排斥或包容的教学实践的作用。
参与者确定了临床教师可以调整教学方法和对学生群体假设的领域，以更好地包容那些与课程有重叠生活经验的学生。他们希望教育工作者对待任何教学主题，就好像它对某些学生来说可能是个人化的，这可能包括谨慎地教授不公平现象，承认家庭成员的观点，适度讨论，避免对患者进行刻板印象。参与者还希望教育工作者能够共同决定替代安排或休假时间。
临床教育工作者在塑造包容的健康科学项目方面发挥着关键作用。他们的假设、态度和教学策略可以增强或破坏多元化医疗队伍的发展。
