"The problem with stereotypes is not that they are untrue, but that they are incomplete." - Chimamanda Ngozi Adichie
In order to make sure that prejudicial tactics do not surreptitiously pervade the way we perceive our colleagues and our clients, and in so doing consequently inform the care we give patients, it is absolutely necessary that we change the way demographic markers are discussed in the pre-clinical curriculum.
Please sign here if you believe that the Office of Medical Education at the Geisel School of Medicine can do more to:
I. Include demographic descriptions such as gender, race, and sexual orientation in clinical vignettes only when those traits are important to consider in clinical practice
II. Refrain from using case presentations that display people in a way merely used to highlight difference and further commonplace associations, rather than to promote associations based on fact and data
III. Acknowledge that health disparities between groups; such as those between genders, race, and people of varying sexual orientations; can be reflections of certain social determinants and not merely implied to be based on inherent genetic difference alone
Image Credit: https://www.rellat.com/2017/02/interview-with-rell...
Updates
April 20, 2017
I have submitted a formal request for a meeting with the Office of Medical Education to review our proposed curriculum adjustments. The administration has acknowledged receipt of the petition and I am currently finalizing the presentation materials to ensure our specific points regarding clinical vignettes are clear.
3 Comments
its honestly exhausting seeing the same tired tropes in our slides every single week. really hope the office listens to this one.
Important for us to have this discussion on a regular basis at Geisel. To get this right, we need to update cases discussed in our curriculum systematically and regularly. One critical piece of the conversation is the question of when demographics are relevant or irrelevant and when they should be mentioned or not. Importantly, if we only mention them when relevant that means we are likely only to mention demographics in a negative context. Ideally, our curriculum would include representatives of the diverse communities we serve as clinicians, with their demographics sometimes relevant to illness and sometimes just demographics. Thanks for bringing this up! Tim
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"The problem with stereotypes is not that they are untrue, but that they are incomplete." - Chimamanda Ngozi Adichie
In order to make sure that prejudicial tactics do not surreptitiously pervade the way we perceive our colleagues and our clients, and in so doing consequently inform the care we give patients, it is absolutely necessary that we change the way demographic markers are discussed in the pre-clinical curriculum.
Please sign here if you believe that the Office of Medical Education at the Geisel School of Medicine can do more to:
I. Include demographic descriptions such as gender, race, and sexual orientation in clinical vignettes only when those traits are important to consider in clinical practice
II. Refrain from using case presentations that display people in a way merely used to highlight difference and further commonplace associations, rather than to promote associations based on fact and data
III. Acknowledge that health disparities between groups; such as those between genders, race, and people of varying sexual orientations; can be reflections of certain social determinants and not merely implied to be based on inherent genetic difference alone
Image Credit: https://www.rellat.com/2017/02/interview-with-rell...
Updates
April 20, 2017
I have submitted a formal request for a meeting with the Office of Medical Education to review our proposed curriculum adjustments. The administration has acknowledged receipt of the petition and I am currently finalizing the presentation materials to ensure our specific points regarding clinical vignettes are clear.
3 Comments
about time we addressed this. bias in medicine is real and our training needs to reflect the actual world we work in, not just outdated textbook examples.
its honestly exhausting seeing the same tired tropes in our slides every single week. really hope the office listens to this one.
Important for us to have this discussion on a regular basis at Geisel. To get this right, we need to update cases discussed in our curriculum systematically and regularly. One critical piece of the conversation is the question of when demographics are relevant or irrelevant and when they should be mentioned or not. Importantly, if we only mention them when relevant that means we are likely only to mention demographics in a negative context. Ideally, our curriculum would include representatives of the diverse communities we serve as clinicians, with their demographics sometimes relevant to illness and sometimes just demographics. Thanks for bringing this up! Tim
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about time we addressed this. bias in medicine is real and our training needs to reflect the actual world we work in, not just outdated textbook examples.