Submission ID 78059
| Code | P9 |
|---|---|
| At the end of this workshop, participants will be able to: | |
| Category | Medical Education |
| Type | Poster |
| Will the presenter be a: | Student |
| Title | Integrating Principles of Equity, Diversity, and Inclusion (Edi) Into Case-Based Learning (Cbl) in Medical/health Science Education |
| Background/Purpose | Harmful representations of marginalized groups often permeate case-based learning (CBL) in medical/health science education through the ways in which demographics and identities are often presented in relation to disease conditions, which can translate to discriminatory healthcare practices. This review explores how equity, diversity, and inclusion (EDI) principles can be applied to enhance medical/health sciences CBL. |
| Methods | We searched Embase and MEDLINE for peer-reviewed, English-language articles published between 2000 to 2021 that offer EDI-based recommendations for enhancing medical/health sciences CBL. We also identified grey literature for medical/health sciences curricular recommendations regarding marginalized groups. Data were extracted and a thematic analysis was conducted employing Braun and Clarke's guidelines. |
| Results | Of the 947 unique database citations identified, 32 met our inclusion criteria. Thirty-five documents were included from the grey literature. Thematic analysis of the literature highlighted the following recommendations: (1) standardize inclusion of patient demographic data, (2) utilize strengths-based portrayals of patients with marginalized identities, (3) describe patients in ways that challenge stereotypes, (4) identify how social determinants of health (SDH) contribute to etiologies, (5) ensure community consultation, (6) provide educators training on EDI topics, (7) integrate self-reflection on implicit biases, and (8) implement an iterative process to evaluate/update cases. |
| Discussion | CBL in medical/health science education provides an important opportunity to highlight the diversity in our communities and teach SDH. However, case creation also involves a responsibility to avoid stereotypical portrayals that further stigmatize marginalized populations. This proposed framework is intended to help standardize and encourage the integration of EDI principles into medical/health science CBL. |
| Keyword 1 | CBL |
| Keyword 2 | health equity |
| Keyword 3 | social determinants of health |
| Abstract content most relevant to: (check all that apply) | Residency Education
Undergraduate Medical Education |
| Abstract Track - First Choice | Equity, Diversity and Inclusion |
| Authors | Surabhi Sivaratnam Stephanie Li Stephanie Li Surabhi Sivaratnam Ellissa Huang Sarah Klapman Lynaea Korol-Filbey Stephanie Marr Dana O'Brien Jessica Sadri-Gerrior Isabel Thomas Celine Vereecken-Smith Britt Voaklander Devon Wilton |
