Open AccessEvaluating and implementing an opportunity for diversity and inclusion in case-based learning
Author(s) -
Sylvie Bowden,
Marcus Law,
Bochra Kurabi,
Mariam Naguib,
Natalie R. Klostermann,
Sarah Rebecca Freeman,
Inna Berditchevskaia,
Amira Balbaa,
Abirami Kirubarajan,
Jana Lazor
Publication year - 2021
Publication title -
canadian medical education journal
Language(s) - English
Resource type - Journals
ISSN - 1923-1202
DOI - 10.36834/cmej.71412
Subject(s) - diversity (politics) , inclusion (mineral) , curriculum , resource (disambiguation) , social identity theory , statement (logic) , social learning , sociology , psychology , social psychology , computer science , pedagogy , political science , social group , computer network , anthropology , law
Implication Statement
Problem-based learning (PBL) and case-based learning (CBL) often mention social identities only if this information is directly relevant to diagnosis, which can inadvertently perpetuate stereotypes in trainee learning. Using a student-developed resource entitled “Portraying Social Identities in Medical Curriculum: A Primer,” we analyzed cases for social identities, identified gaps, and proposed changes, including use of a validated name bank to reflect diversity as represented by local census data. Through this innovation, suggestions were provided to represent the social determinants of health in CBL cases. Other medical schools can use our innovation to improve the social diversity of their medical curriculums.