Inclusion in global health professions education communities through many lenses

Nadarajah VD 1 , Ramani S 2 , Findyartini A 3 , Sathivelu S 4 , Nadkar AA 5

Affiliations 

  • 1 School of Medicine and IMU Centre of Education (ICE), International Medical University, Kuala Lumpur, Malaysia
  • 2 Harvard Medical School, Massachusetts General Hospital Institute for Health Professions Education, Boston, MA, USA
  • 3 Medical Education Department, Faculty of Medicine, Universitas Indonesia, Jakarta, Indonesia
  • 4 School of Medicine, International Medical University, Kuala Lumpur, Malaysia
  • 5 Faculty of Medicine and Health Sciences (FMHS), Tygerberg Academic Hospital, Stellenbosch University, Stellenbosch, South Africa
Med Teach, 2023 Aug;45(8):799-801.
PMID: 36943436 DOI: 10.1080/0142159X.2023.2186206

Abstract

In this paper, we reflect on what inclusion can mean to the global Health Professions Education (HPE) community, the impact of lack of inclusion, and offer suggestions on how to be inclusive. To illustrate the impact of inclusion, we offer perspectives from the lens of a medical student, junior doctor, educators, and educational leaders. The viewpoints offered in this communication can be useful to broaden and nurture inclusive pedagogy and scholarship. Furthermore, since the aim of HPE is high quality patient care and social advocacy, emphasising inclusion in HPE could enhance inclusion in patient care.

* Title and MeSH Headings from MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine.

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