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当我说包容时。

When I say inclusion.

作者信息

Kusurkar Rashmi

机构信息

Research in Education, Amsterdam UMC location Vrije Universiteit Amsterdam, De Boelelaan 1118, North Holland, 1081 HZ, The Netherlands.

LEARN! Research Institute for Learning and Education, Faculty of Psychology and Education, VU University Amsterdam, Amsterdam, The Netherlands.

出版信息

MedEdPublish (2016). 2024 May 28;14:7. doi: 10.12688/mep.20155.2. eCollection 2024.

DOI:10.12688/mep.20155.2
PMID:38873092
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC11170063/
Abstract

There is no unified understanding of the concept of inclusion in the literature. Since inclusion is a hot topic in the current debates on equity diversity and inclusion, it is important to move towards creating a common understanding of this term. In this article I explore the concept of inclusion based on the current literature. When I say inclusion, it is not just a sense of belonging, but also the opportunity to participate and contribute meaningfully.

摘要

文献中对包容性的概念没有统一的理解。由于包容性是当前关于公平、多样性和包容性辩论中的一个热门话题,因此有必要朝着对这一术语形成共同理解的方向迈进。在本文中,我将基于当前文献探讨包容性的概念。当我说包容性时,它不仅仅是一种归属感,还包括有意义地参与和做出贡献的机会。

https://cdn.ncbi.nlm.nih.gov/pmc/blobs/f062/11336553/235920a23fd4/mep-14-22011-g0000.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/f062/11336553/235920a23fd4/mep-14-22011-g0000.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/f062/11336553/235920a23fd4/mep-14-22011-g0000.jpg

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本文引用的文献

1
Medical Teacher's equity diversity inclusion policy.医学教师公平、多元化与包容性政策。
Med Teach. 2024 Jun;46(6):730-731. doi: 10.1080/0142159X.2024.2334394. Epub 2024 Apr 1.
2
Inclusive leadership in the health professions and health professions education.包容型领导力在卫生专业人员和卫生专业教育中的应用。
BMJ Lead. 2024 Sep 18;8(3):191-195. doi: 10.1136/leader-2023-000868.
3
Diversity in the pathway from medical student to specialist in the Netherlands: a retrospective cohort study.荷兰从医学生到专科医生之路的多样性:一项回顾性队列研究。
Lancet Reg Health Eur. 2023 Oct 12;35:100749. doi: 10.1016/j.lanepe.2023.100749. eCollection 2023 Dec.
4
Unpacking the Social Constructs of Discrimination, Othering, and Belonging in Medical Schools.解析医学院中歧视、他者化和归属感的社会建构
Teach Learn Med. 2024 Oct-Dec;36(5):660-668. doi: 10.1080/10401334.2023.2230211. Epub 2023 Jul 9.
5
Clinician Teacher as Leader: Creating Psychological Safety in the Clinical Learning Environment for Medical Students.临床教师作为领导者:为医学生营造临床学习环境中的心理安全感
Acad Med. 2022 Nov 1;97(11S):S46-S53. doi: 10.1097/ACM.0000000000004913. Epub 2022 Aug 9.
6
When I say … diversity, equity and inclusion (DEI).当我说……多元化、公平与包容(DEI)。
Med Educ. 2022 Jul;56(7):701-702. doi: 10.1111/medu.14812. Epub 2022 Apr 27.
7
The leaky pipeline of publications and knowledge generation in medical education.医学教育中出版物和知识生成的漏洞百出的渠道。
Perspect Med Educ. 2022 Mar;11(2):70-72. doi: 10.1007/s40037-022-00700-4. Epub 2022 Mar 3.
8
"As an ethnic minority, you just have to work twice as hard." Experiences and motivation of ethnic minority students in medical education.“作为少数民族,你得加倍努力。”医学教育中少数民族学生的经历与动机。
Perspect Med Educ. 2021 Oct;10(5):272-278. doi: 10.1007/s40037-021-00679-4. Epub 2021 Sep 13.
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Says who? Northern ventriloquism, or epistemic disobedience in global health scholarship.谁说的?北方腹语术,或全球健康学术中的认知不服从。
Lancet Glob Health. 2021 Sep;9(9):e1332-e1335. doi: 10.1016/S2214-109X(21)00198-4.
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