Search Results Search Sort by RelevanceMost Recent Case and Commentary Jan 2023 Is It Reasonable to Expect Students and Trainees to Internalize Equity as a Core Professional Value When Teaching and Learning Occurs in Segregated Settings? Adriana Pero and Emily L. Xu Training in a segregated health care system means that health professions students and trainees learn bias and experience helplessness and burnout. AMA J Ethics. 2023;25(1):E15-20. doi: 10.1001/amajethics.2023.15. Medicine and Society Jan 2023 How Does Racial Segregation Taint Medical Pedagogy? Harriet A. Washington, MA Unchallenged supra-geographic segregation perpetuates racial medical mythology, exacerbates myopia in health professions practice and education, and perpetuates injustice. AMA J Ethics. 2023;25(1):E72-78. doi: 10.1001/amajethics.2023.72. Medical Education Jun 2014 Exploring Matters of Race through Dialogue in the University of Michigan Medical School’s Longitudinal Case Studies Program Katherine Bakke, Kartik Sidhar, and Arno K. Kumagai, MD Dialogue-based learning can help medical students recognize, acknowledge, and overcome their biases. Virtual Mentor. 2014;16(6):442-449. doi: 10.1001/virtualmentor.2014.16.6.medu1-1406.
Case and Commentary Jan 2023 Is It Reasonable to Expect Students and Trainees to Internalize Equity as a Core Professional Value When Teaching and Learning Occurs in Segregated Settings? Adriana Pero and Emily L. Xu Training in a segregated health care system means that health professions students and trainees learn bias and experience helplessness and burnout. AMA J Ethics. 2023;25(1):E15-20. doi: 10.1001/amajethics.2023.15.
Medicine and Society Jan 2023 How Does Racial Segregation Taint Medical Pedagogy? Harriet A. Washington, MA Unchallenged supra-geographic segregation perpetuates racial medical mythology, exacerbates myopia in health professions practice and education, and perpetuates injustice. AMA J Ethics. 2023;25(1):E72-78. doi: 10.1001/amajethics.2023.72.
Medical Education Jun 2014 Exploring Matters of Race through Dialogue in the University of Michigan Medical School’s Longitudinal Case Studies Program Katherine Bakke, Kartik Sidhar, and Arno K. Kumagai, MD Dialogue-based learning can help medical students recognize, acknowledge, and overcome their biases. Virtual Mentor. 2014;16(6):442-449. doi: 10.1001/virtualmentor.2014.16.6.medu1-1406.