Department of Primary Care and Public Health, Imperial College London, London, UK.
University of Dundee, Dundee, UK.
Clin Teach. 2022 Jun;19(3):213-220. doi: 10.1111/tct.13472. Epub 2022 Mar 3.
Racially minoritised groups across the globe continue to experience differential outcomes in both health and education. Medical schools can play an instrumental role in addressing both these disparities, by creating inclusive student communities and ensuring that tomorrow's doctors can care for our increasingly diverse populations.
This collaborative, qualitative study led by three United Kingdom (UK) institutions aimed to explore the perspectives of Heads of Primary Care Teaching (HOTs) on cultural diversity and inclusion across UK medical schools.
In December 2020, five focus groups were conducted remotely with 23 HOTs, or a nominated deputy. We explored participants' opinions regarding opportunities and barriers to cultural diversity and inclusion in medical education, ways to overcome these challenges and shared examples of best practice. Data were transcribed verbatim and thematically analysed by three researchers.
Investigators identified six themes from the data: lack of faculty diversity, tokenistic faculty training, institutional mindset, diversifying the formal and hidden curricula, intersectionality and student voice.
Medical schools worldwide face similar challenges, uncertainties and opportunities when integrating diversity and inclusion throughout the learning environment. Although the importance of the topic is increasingly acknowledged, current efforts are viewed as being passive and tokenistic, hindered by challenges at multiple levels. Partnership with students and collaboration within and between institutions nationally and internationally will enable us to move forwards with both local and global positive, sustainable change.
全球范围内的少数族裔群体在健康和教育方面仍然存在差异。医学院可以通过创建包容的学生社区并确保未来的医生能够照顾我们日益多样化的人群，在解决这两种差距方面发挥重要作用。
这项由英国三所机构合作开展的定性研究旨在探讨初级保健教学负责人（HOTs）对英国医学院文化多样性和包容性的看法。
2020 年 12 月，通过远程方式对 23 名 HOTs 或指定的代表进行了五次焦点小组讨论。我们探讨了参与者对医学教育中文化多样性和包容性的机会和障碍的看法、克服这些挑战的方法以及最佳实践的共享案例。数据由三名研究人员逐字转录并进行主题分析。
调查人员从数据中确定了六个主题：教师多样性的缺乏、象征性的教师培训、机构思维、正式和隐性课程的多样化、交叉性和学生的声音。
当将多样性和包容性融入整个学习环境时，世界各地的医学院都面临着类似的挑战、不确定性和机遇。尽管这个话题的重要性越来越被认可，但目前的努力被视为被动和象征性的，受到多个层面的挑战的阻碍。与学生合作，并在国内和国际上的机构内部和之间进行合作，将使我们能够在本地和全球范围内实现积极、可持续的变革。
