Evaluating and implementing an opportunity for diversity and inclusion in case-based learning

Authors

  • Sylvie Bowden University of Toronto
  • Marcus Law University of Toronto
  • Bochra Kurabi University of Toronto
  • Mariam Naguib McGill University
  • Natalie Klostermann McMaster University
  • Sarah Freeman University of Toronto
  • Inna Berditchevskaia McMaster University
  • Amira Balbaa University of Alberta
  • Abirami Kirubarajan University of Toronto
  • Jana Lazor University of Toronto

DOI:

https://doi.org/10.36834/cmej.71412

Abstract

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.

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Published

2021-04-28 — Updated on 2021-09-15

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How to Cite

1.
Bowden S, Law M, Kurabi B, Naguib M, Klostermann N, Freeman S, Berditchevskaia I, Balbaa A, Kirubarajan A, Lazor J. Evaluating and implementing an opportunity for diversity and inclusion in case-based learning. Can. Med. Ed. J [Internet]. 2021 Sep. 15 [cited 2024 Jul. 21];12(4):146-8. Available from: https://journalhosting.ucalgary.ca/index.php/cmej/article/view/71412

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