Submission ID 78264
| Code | OD-4-2 |
|---|---|
| At the end of this workshop, participants will be able to: | |
| Category | Medical Education |
| Type | Oral |
| Will the presenter be a: | Early Career Faculty - (Less than 7 years of practice) |
| Title | Teaching for Social Justice: Balint Groups as A Curricular Intervention to Support Equitable Healthcare |
| Background/Purpose | Healthcare occurs in a culture where well-established hierarchies govern the enactment of the patient-doctor relationship. Physicians, like all healthcare professionals, hold a more powerful position in these relationships. This carries important implications in the delivery of equitable healthcare. Physicians are not neutral practitioners - they carry with them a set of beliefs based on their perceptions of healthcare and what it means to be a doctor. These assumptions are influenced by past experiences, including the successful transition through medical education which teaches not only the knowledge of how to be a physician, but also how 'walk and talk' like the doctor - including how one positions themselves in relation to the patient. These perceptions are powerful predictors of how one engages with patients. These assumptions often go unexamined. |
| Methods | Balint Groups can support residents in examining the assumptions that they bring to their work - particularly the assumptions of what it may be like to be "the Other". |
| Results | In this presentation, we will draw on case-based discussions presented in a resident Balint Group that highlight the dissonance between competing professional identities. We will use these cases to illustrate the professional identities and issues of social justice. |
| Discussion | Supporting residents to become more equitable health-care providers starts with providing a safe space to engage in meaningful conversations about issues related to equity that can be uncomfortable as it calls on participants to reflect on the privilege they hold in the patient-doctor relationship. Balint groups provide such a safe space. |
| Keyword 1 | Social Justice |
| Keyword 2 | Professional Identity |
| Keyword 3 | Imagined Agency |
| Abstract content most relevant to: (check all that apply) | Residency Education
Undergraduate Medical Education |
| Abstract Track - First Choice | Social Accountability |
| Authors | Alexandra Manning |
