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Holding up the mirror: The role of teacher educators and syllabi in perpetuating or disrupting inequity.
Infant Ment Health J
January 2025
Education Department, Tufts University, Medford, Massachusetts, USA.
This blended pilot-empirical and theoretical manuscript documents a reflective journey undertaken by a group of early childhood teacher educators located across different regions of the United States as they examined their course design, materials, and syllabi construction. Grounded in reflective practice, intersectionality, and critical pedagogy, their collaborative endeavor necessitated profound self-examination and recognition of oppressive structures inherent within the field and reproduced throughout course syllabi, thereby perpetuating societal inequities inside and outside the classroom context. Their iterative, evolving effort resembled a reflective consultation group, marked by continuous self-reflection, challenging assumptions, and transforming actions, vividly portrayed in their vignettes.
View Article and Find Full Text PDFRedefining cancer care: the importance of primary care cancer research in Ireland.
Ir J Med Sci
January 2025
Department of General Practice, RCSI, Dublin, Ireland.
"Encouraged to be Your True Self": An Interpretative Phenomenological Study of Medical Students' Experiences of Role Models in Shaping Sexual Minority Identity in Medical School.
Teach Learn Med
January 2025
Department of Education, University of Oxford, Oxford, UK.
Sexual and gender minority (SGM) identifying individuals experience worse health outcomes compared to non-SGM identifying counterparts. Representation of SGM individuals within medical schools may improve the delivery of more equitable healthcare through reducing biases and normalizing SGM presence within healthcare spaces. Our initial aim was to explore the extent to which role models may influence personal SGM identities within medical schools in the United Kingdom, using an interpretative phenomenological approach.
View Article and Find Full Text PDFPhysiological fingerprinting of audiovisual warnings in assisted driving conditions: an investigation of fMRI and peripheral physiological indicators.
Brain Struct Funct
January 2025
Department of Psychiatry, Psychotherapy and Psychosomatics, School of Medicine, RWTH Aachen University, Aachen, Germany.
Physiological responses derived from audiovisual perception during assisted driving are associated with the regulation of the autonomic nervous system (ANS), especially in emergencies. However, the interaction of event-related brain activity and the ANS regulating peripheral physiological indicators (i.e.
View Article and Find Full Text PDFRe-Imagining the Patient Panel: Introducing Lived Experiences of Psychosis into the Pre-clerkship Psychiatry Curriculum of a Canadian Medical School.
Teach Learn Med
January 2025
Peer and Mental Health Coach, Toronto, Canada.
The involvement of people with lived experience (patients) in medical education offers a unique opportunity for students and residents to access personal and collective knowledge about the lived experience of health, ill health, and medical care. Involvement also has the potential to elevate the role of people with lived experience and their knowledge within medicine by providing a model for meaningful collaboration and partnership. However, involvement has been critiqued by critical disability scholars for its potential to harm without leading to meaningful change in professional knowledge or practice.
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