Creative art and medical student development: a qualitative study

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/136052/1/medu13140.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/136052/2/medu13140_am.pd

Through another lens: the humanities and social sciences in the making of physicians

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/148343/1/medu13817.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/148343/2/medu13817_am.pd

Using film in multicultural and social justice faculty development: Scenes from Crash

We designed a faculty development workshop integrating scene excerpts from the Academy Award–winning movie Crash and active learning methods to encourage faculty participation and generate participant dialogue. The aims of this workshop were to enhance awareness of issues related to teaching in a multicultural classroom; stimulate discussion on teaching and learning about potentially contentious issues linked to race, ethnicity, religion, gender, geographical origin, and class; and expose faculty to the use of multimedia to facilitate discussion on topics of diversity and social justice. Twenty‐five faculty attended 3 workshops in various venues, 18 of whom completed workshop evaluations. The workshop evaluation revealed that all participants believed that the scene excerpts and discussions helped them to reflect on their own attitudes toward race and diversity and felt better prepared to effectively facilitate classroom discussions on similar issues. This workshop is a useful tool for helping faculty to develop the skills and confidence to facilitate, manage, and stimulate discussions on controversial issues in multicultural education that may otherwise be avoided due to lack of expertise or experience.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/87041/1/20126_ftp.pd

Endocrine

The Endocrine Sequence teaches the basic principles of hormone secretion and action and the clinical disorders which result from abnormalities of hormonal activity. Students are expected to be familiar with the functions of the endocrine glands, the structure, secretion and action of the important hormones, and the major clinical endocrine disorders. Emphasis will be placed on understanding pathophysiology and being able to use general principles in endocrine phsyiology (e.g. negative feedback) or in the management of endocrine disorders (e.g., insulin management) in consideration of specific circumstances and clinical cases.http://deepblue.lib.umich.edu/bitstream/2027.42/120529/1/medical_m2_curriculum-endocrine-March10.zi

Beyond cultural competence: Critical consciousness, social justice, and multicultural education

In response to the Liaison Committee on Medical Education mandate that medical education must address both the needs of an increasingly diverse society and disparities in health care, medical schools have implemented a wide variety of programs in cultural competency. The authors critically analyze the concept of cultural competency and propose that multicultural education must go beyond the traditional notions of competency (i.e., knowledge, skills, and attitudes). It must involve the fostering of a critical awareness-a critical consciousness-of the self, others, and the world and a commitment to addressing issues of societal relevance in health care. They describe critical consciousness and posit that it is different from, albeit complementary to, critical thinking, and suggest that both are essential in the training of physicians. The authors also propose that the object of knowledge involved in critical consciousness and in learning about areas of medicine with social relevance-multicultural education, professionalism, medical ethics, etc.-is fundamentally different from that acquired in the biomedical sciences. They discuss how aspects of multicultural education are addressed at the University of Michigan Medical School. Central to the fostering of critical consciousness are engaging dialogue in a safe environment, a change in the traditional relationship between teachers and students, faculty development, and critical assessment of individual development and programmatic goals. Such an orientation will lead to the training of physicians equally skilled in the biomedical aspects of medicine and in the role medicine plays in ensuring social justice and meeting human needs. © 2009 Association of American Medical Colleges

Using Illness Narratives to Explore African American Perspectives of Racial Discrimination in Health Care

Explanations for race-based disparities in health and health care abound, yet the mechanisms through which individuals reach determinations of discrimination remains poorly understood. This study collected and analyzed first-person narratives from 12 African American adults regarding their interactions with the health care system to elucidate possible sources of racism and discrimination while seeking medical care. Our analysis revealed that participants reached conclusions of perceived discrimination and differential treatment through their comparative observations and intuitive judgments. In such instances, they found it necessary to develop strategies to overcome the perceived lack of attention they received. Additionally, many participants expressed a considerable difference in the quality of interpersonal interactions between themselves and some of their health care providers, compared to interactions their providers had with patients from groups that are not racially underrepresented. In such instances, participants were compelled to develop strategies to overcome what they perceived to be a lack of attention. © The Author(s) 2012

Medical students\u27 perspectives on a multicultural curriculum

Objective: The Liaison Committee on Medical Education requires medical schools to deliver curriculum that prepares graduates to care for a culturally diverse patient population. This study explores student perceptions of 1 multicultural curriculum and their preparedness for dealing with: racism, stereotypes, community partnership and disparities. Methods: Focus groups were conducted with 22 preclinical and clinical students. Participants were asked semistructured and open-ended questions. Using a conceptual approach to thematic content analysis of transcripts, the data were reviewed by the study\u27s authors for common themes. Results: The authors identified the following: 1) Students asserted that topics of multiculturalism, disparities and racism should be incorporated both throughout the curriculum and in discrete packages; these topics would be most effective if highlighted during their clinical training. 2) Students preferred learning about topics such as racism and bias from real patients. 3) At times, written cases may be counterproductive by reinforcing stereotypes. 4) Finally, students note that without recurrent assessment, many students do not perceive topics on multicultural issues as vital to their education. Conclusions: Given these recurring themes, we have reviewed our assessment strategies for the multicultural curriculum and are implementing d longitudinal assessment of our multicultural curriculum. Our findings should inform our school and others as to the need for further faculty development and clerkship materials in the area of cultural competency