Lambert Mathilde, Mansouri Malika, Mouhab Adil, Radjack Rahmeth, Moro Marie Rose
Université Paris Cité, Paris, France.
CESP-UVSQ, INSERM, Université Paris-Saclay, DevPsy, Villejuif, France.
BMC Med Educ. 2025 Jul 1;25(1):905. doi: 10.1186/s12909-025-07513-z.
Racial discrimination in medicine covers topics such as the impact of racism on health, implicit biases, or the history of medicine and the involvement of the healthcare system in maintaining discrimination. However, teaching and training in the French medical curriculum are still relatively nonexistent and nonhomogenized. The aim of this study is therefore to examine the perspective of health professionals and human and social scientists on pedagogy aimed at transforming medical students on the subject of racial discrimination in health.
Physicians, psychologists and researchers in the humanities and social sciences, having published on the subject of medical care for people from racial minorities and having organised or taken part in courses were recruited. Semistructured interviews were conducted and analysed via thematic content analysis.
Twenty participants were interviewed. Emerging themes were: Moving away from neutrality by exposing realities and exposing students to new identifications; Breaking out of neutrality by exposing yourself as an educator; and Moving Away from neutrality challenging relations of domination in a system in crisis.
Our findings suggest the need to spell out the realities and remove taboos before awareness can be raised and the process initiated; the importance of storytelling and the hierarchical example in encouraging people to speak out; and the need to take account of the complex context in which this demanding decentring takes place.
Change and awareness are accompanied by a variety of feelings, but discomfort, shame and uncertainty can be foundational feelings for antiracism education in medicine. Providing theoretical input on the reality of discrimination, contextualising from a historical point of view, present testimonials, carrying out clinical supervision, and helping to metabolise all this learning through simulation: with this in mind, the aim of this work is to create educational content for French medical students on racial discrimination in medicine.
医学领域的种族歧视涵盖诸多主题，如种族主义对健康的影响、隐性偏见，或医学史以及医疗保健系统在维持歧视方面的作用。然而，法国医学课程中的教学与培训仍相对匮乏且缺乏统一标准。因此，本研究旨在探讨卫生专业人员以及人文和社会科学家对于旨在促使医学生转变对健康领域种族歧视看法的教学法的观点。
招募了在为少数族裔提供医疗服务这一主题上发表过文章且组织或参与过相关课程的医生、心理学家以及人文和社会科学领域的研究人员。进行了半结构化访谈，并通过主题内容分析进行分析。
共访谈了20名参与者。浮现出的主题有：通过揭示现实并让学生接触新的身份认同来摆脱中立；作为教育者展现自我以突破中立；以及在危机系统中摆脱中立以挑战支配关系。
我们的研究结果表明，在提高认识并启动这一过程之前，有必要阐明现实并消除禁忌；讲故事和树立层级榜样在鼓励人们发声方面的重要性；以及需要考虑到这种要求颇高的去中心化过程所处的复杂背景。
改变和意识伴随着各种感受，但不适、羞耻和不确定性可能是医学反种族主义教育的基础感受。提供关于歧视现实的理论输入、从历史角度进行背景阐释、展示当下的见证、开展临床督导，并通过模拟帮助消化所有这些知识：基于此，这项工作的目标是为法国医学生创建关于医学领域种族歧视的教育内容。
