Publications by authors named "Albertine Zanting"
Exploring the implicit meanings of 'cultural diversity': a critical conceptual analysis of commonly used approaches in medical education.
Adv Health Sci Educ Theory Pract
September 2024
Existing approaches to cultural diversity in medical education may be implicitly based on different conceptualisations of culture. Research has demonstrated that such interpretations matter to practices and people concerned. We therefore sought to identify the different conceptualisations espoused by these approaches and investigated their implications for education.
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- Being authentic can enhance medical students' well-being and communication with patients, but underrepresentation of ethnically minoritised students can lead to identity suppression and hinder success.
- Interviews with 20 ethnically minoritised medical students revealed that discrimination and lack of diversity create barriers to being authentic, causing fear and a perceived conflict between professionalism and self-expression.
- To support authenticity, recommendations include improving staff representation, integrating Equity/Diversity/Inclusion/Belonging training into the curriculum, and offering mentoring and resources for well-being.
Implementation of cultural diversity training in medical education faces challenges, including ambiguity about the interpretation of 'cultural diversity'. This is worrisome as research has demonstrated that the interpretation employed matters greatly to practices and people concerned. This study therefore explored the construction of cultural diversity in medical curricula.
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