Inclusion in the clinical learning environment: Building the conditions for diverse human flourishing

Medical Teacher
Saleem Razack, Ingrid Philibert

Abstract

Aim: While diversity, equity, and inclusion are much proclaimed aspirational goals in education programs, the clinical learning environment (CLE) frequently falls short of meaningful incorporation of these concepts in processes, policies, and local culture. In this paper, we explore how inclusion, diversity, and equity can and should be defined and operationalized within medical education. Methods: Three cases, organized around Hafferty's curricular framework (formal, informal, and hidden), we illustrate lapses and potential best practices in inclusion in the CLE. Results: The essential "best-practice" of programs inclusive of diverse individuals is the design of policies, processes, and behavioral norms co-creatively with all community members. Potential pitfalls to greater inclusion include nostalgic reference to "the past", a neutrality that is operationalized without the rudder of explicit values and not recognizing that ethical obligations between teachers, learners, and programs are at the heart of the discussion of how inclusive learning and work environments are built. Conclusion: Inclusive CLE's provide space for co-creation, understand the need to ensure the voices of the vulnerable (i.e. learners) are heard and value...Continue Reading

References

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Citations

Jul 30, 2020·Medical Education·Neville ChiavaroliJennifer Cleland
Mar 14, 2020·BMJ : British Medical Journal·Molly V FyfeBethany Golding
Sep 3, 2020·Journal of General Internal Medicine·Daniel J MinterGurpreet Dhaliwal
Dec 5, 2020·The American Journal of Occupational Therapy : Official Publication of the American Occupational Therapy Association·Marie-Lyne GrenierLaurence Roy
Dec 6, 2020·Mayo Clinic Proceedings·Matthew J CordovaLars G Osterberg
May 15, 2021·The Clinical Teacher·Anita Samuel, Abigail Konopasky
Jul 14, 2021·The American Journal of Medicine·Smita Pakhale

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