Evaluating and implementing an opportunity for diversity and inclusion in case-based learning

Implication Statement Problem-based learning (PBL) and case-based learning (CBL) often mention social identities only if this information is directly relevant to diagnosis, which can inadvertently perpetuate stereotypes in trainee learning. Using a student-developed resource entitled “Portraying...

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Autores principales:	Sylvie Bowden, Marcus Law, Bochra Kurabi, Mariam Naguib, Natalie Klostermann, Sarah Freeman, Inna Berditchevskaia, Amira Balbaa, Abirami Kirubarajan, Jana Lazor
Formato:	article
Lenguaje:	EN
Publicado:	Canadian Medical Education Journal 2021
Materias:	Education (General) L7-991 Medicine (General) R5-920
Acceso en línea:	https://doaj.org/article/827be35abbbf4b7eb4951435bfb40f4e
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spelling	oai:doaj.org-article:827be35abbbf4b7eb4951435bfb40f4e2021-12-01T22:35:41ZEvaluating and implementing an opportunity for diversity and inclusion in case-based learning10.36834/cmej.714121923-1202https://doaj.org/article/827be35abbbf4b7eb4951435bfb40f4e2021-09-01T00:00:00Zhttps://journalhosting.ucalgary.ca/index.php/cmej/article/view/71412https://doaj.org/toc/1923-1202 Implication Statement Problem-based learning (PBL) and case-based learning (CBL) often mention social identities only if this information is directly relevant to diagnosis, which can inadvertently perpetuate stereotypes in trainee learning. Using a student-developed resource entitled “Portraying Social Identities in Medical Curriculum: A Primer,” we analyzed cases for social identities, identified gaps, and proposed changes, including use of a validated name bank to reflect diversity as represented by local census data. Through this innovation, suggestions were provided to represent the social determinants of health in CBL cases. Other medical schools can use our innovation to improve the social diversity of their medical curriculums. Sylvie BowdenMarcus LawBochra KurabiMariam NaguibNatalie KlostermannSarah FreemanInna BerditchevskaiaAmira BalbaaAbirami KirubarajanJana LazorCanadian Medical Education JournalarticleEducation (General)L7-991Medicine (General)R5-920ENCanadian Medical Education Journal, Vol 12, Iss 4 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Education (General) L7-991 Medicine (General) R5-920
spellingShingle	Education (General) L7-991 Medicine (General) R5-920 Sylvie Bowden Marcus Law Bochra Kurabi Mariam Naguib Natalie Klostermann Sarah Freeman Inna Berditchevskaia Amira Balbaa Abirami Kirubarajan Jana Lazor Evaluating and implementing an opportunity for diversity and inclusion in case-based learning
description	Implication Statement Problem-based learning (PBL) and case-based learning (CBL) often mention social identities only if this information is directly relevant to diagnosis, which can inadvertently perpetuate stereotypes in trainee learning. Using a student-developed resource entitled “Portraying Social Identities in Medical Curriculum: A Primer,” we analyzed cases for social identities, identified gaps, and proposed changes, including use of a validated name bank to reflect diversity as represented by local census data. Through this innovation, suggestions were provided to represent the social determinants of health in CBL cases. Other medical schools can use our innovation to improve the social diversity of their medical curriculums.
format	article
author	Sylvie Bowden Marcus Law Bochra Kurabi Mariam Naguib Natalie Klostermann Sarah Freeman Inna Berditchevskaia Amira Balbaa Abirami Kirubarajan Jana Lazor
author_facet	Sylvie Bowden Marcus Law Bochra Kurabi Mariam Naguib Natalie Klostermann Sarah Freeman Inna Berditchevskaia Amira Balbaa Abirami Kirubarajan Jana Lazor
author_sort	Sylvie Bowden
title	Evaluating and implementing an opportunity for diversity and inclusion in case-based learning
title_short	Evaluating and implementing an opportunity for diversity and inclusion in case-based learning
title_full	Evaluating and implementing an opportunity for diversity and inclusion in case-based learning
title_fullStr	Evaluating and implementing an opportunity for diversity and inclusion in case-based learning
title_full_unstemmed	Evaluating and implementing an opportunity for diversity and inclusion in case-based learning
title_sort	evaluating and implementing an opportunity for diversity and inclusion in case-based learning
publisher	Canadian Medical Education Journal
publishDate	2021
url	https://doaj.org/article/827be35abbbf4b7eb4951435bfb40f4e
work_keys_str_mv	AT sylviebowden evaluatingandimplementinganopportunityfordiversityandinclusionincasebasedlearning AT marcuslaw evaluatingandimplementinganopportunityfordiversityandinclusionincasebasedlearning AT bochrakurabi evaluatingandimplementinganopportunityfordiversityandinclusionincasebasedlearning AT mariamnaguib evaluatingandimplementinganopportunityfordiversityandinclusionincasebasedlearning AT natalieklostermann evaluatingandimplementinganopportunityfordiversityandinclusionincasebasedlearning AT sarahfreeman evaluatingandimplementinganopportunityfordiversityandinclusionincasebasedlearning AT innaberditchevskaia evaluatingandimplementinganopportunityfordiversityandinclusionincasebasedlearning AT amirabalbaa evaluatingandimplementinganopportunityfordiversityandinclusionincasebasedlearning AT abiramikirubarajan evaluatingandimplementinganopportunityfordiversityandinclusionincasebasedlearning AT janalazor evaluatingandimplementinganopportunityfordiversityandinclusionincasebasedlearning
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Evaluating and implementing an opportunity for diversity and inclusion in case-based learning

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