المؤلفون: Bakkum, Michiel J, Verdonk, Petra, Thomas, Elias G, van Rosse, Floor, Okorie, Michael, Papaioannidou, Paraskevi, Likic, Robert, Sanz, Emilio J, Christiaens, Thierry, Costa, João N, Dima, Lorena, de Ponti, Fabrizio, van Smeden, Jeroen, van Agtmael, Michiel A, Richir, Milan C, Tichelaar, Jelle

المساهمون: Bakkum, Michiel J, Verdonk, Petra, Thomas, Elias G, van Rosse, Floor, Okorie, Michael, Papaioannidou, Paraskevi, Likic, Robert, Sanz, Emilio J, Christiaens, Thierry, Costa, João N, Dima, Lorena, de Ponti, Fabrizio, van Smeden, Jeroen, van Agtmael, Michiel A, Richir, Milan C, Tichelaar, Jelle

مصطلحات موضوعية: The relationship between race and biology is complex. In contemporary medical science, race is a social construct that is measured via self-identification of study participants. But even though race has no biological essence, it is often used as variable in medical guidelines (e.g., treatment recommendations specific for Black people with hypertension). Such recommendations are based on clinical trials in which there was a significant correlation between self-identified race and actual, but often unmeasured, health-related factors such as (pharmaco) genetics, diet, sun exposure, etc. Many teachers are insufficiently aware of this complexity. In their classes, they (unintentionally) portray self-reported race as having a biological essence. This may cause students to see people of shared race as biologically or genetically homogeneous, and believe that race-based recommendations are true for all individuals (rather than reflecting the average of a heterogeneous group). This medicalizes race and reinforces already existing healthcare disparities. Moreover, students may fail to learn that the relation between race and health is easily biased by factors such as socioeconomic status, racism, ancestry, and environment and that this limits the generalizability of race-based recommendations. We observed that the clinical case vignettes that we use in our teaching contain many stereotypes and biases, and do not generally reflect the diversity of actual patients. This guide, written by clinical pharmacology and therapeutics teachers, aims to help our colleagues and teachers in other health professions to reflect on and improve our teaching on race-based medical guidelines and to make our clinical case vignettes more inclusive and diverse.

وصف الملف: STAMPA

العلاقة: info:eu-repo/semantics/altIdentifier/pmid/36325997; info:eu-repo/semantics/altIdentifier/wos/WOS:000889916500001; volume:113; issue:3; firstpage:600; lastpage:606; numberofpages:7; journal:CLINICAL PHARMACOLOGY & THERAPEUTICS; https://hdl.handle.net/11585/907323Test; info:eu-repo/semantics/altIdentifier/scopus/2-s2.0-85143270922

الإتاحة: https://doi.org/10.1002/cpt.2786Test
https://hdl.handle.net/11585/907323Test

المؤلفون: Bächli, Patrik, Meindl-Fridez, Claudine, Weiss-Breckwoldt, Anja Nikola, Breckwoldt, Jan

المصدر: GMS Journal for Medical Education, Vol 36, Iss 3, p Doc30 (2019)

مصطلحات موضوعية: workplace based training, hidden curriculum, CanMEDS roles, clinical clerkship, clinical case vignettes, Special aspects of education, LC8-6691, Medicine

وصف الملف: electronic resource

العلاقة: http://www.egms.de/static/en/journals/zma/2019-36/zma001238.shtmlTest; https://doaj.org/toc/2366-5017Test

الوصول الحر: https://doaj.org/article/9eb394ec59a749b3a973447d81260761Test

عناروين إضافية: Lernen im Praktischen Jahr: Herausfordernde klinische Fälle jenseits des Bereichs des 'Medical Expert'. Eine Analyse studentischer Fallvignetten

المصدر: GMS Journal for Medical Education; VOL: 36; DOC30 /20190516/

مصطلحات الفهرس: workplace based training, hidden curriculum, CanMEDS roles, clinical clerkship, clinical case vignettes, arbeitsplatzbasiertes Lernen, informelles Curriculum, CanMEDS Rollen, Praktisches Jahr, Wahlstudienjahr, klinische Fallvignette, ddc: 610, article

URL: http://nbn-resolving.de/urn:nbn:de:0183-zma0012388Test
http://www.egms.de/en/journals/zma/2019-36/zma001238.shtmlTest
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