Toward diversity-responsive medical education: taking an intersectionality-based approach to a curriculum evaluation

• DOI: 10.1007/s10459-015-9650-9
• Publication Date: 2015-11-24T07:23:20Z
• Authors: M. E. Muntinga; V. Q. E. Krajenbrink; S. M. Peerdeman; G. Croiset; P. Verdonk
• Keywords: Hidden curriculum; Intersectionality; Reflexivity

Recent years have seen a rise in the efforts to implement diversity topics into medical education, using either 'narrow' or 'broad' definition of culture. These developments urge that outcomes such are systematically evaluated by mapping curriculum for diversity-responsive content. This study was aimed at an intersectionality-based approach define diversity-related learning objectives and evaluate how biomedical sociocultural aspects were integrated Netherlands. We took three-phase mixed methods approach. In phase one two, we defined essential based on qualitative interviews with school stakeholders literature. three, screened written content (culture, sex/gender class) related results two. identified three areas education (medical knowledge skills, patient–physician communication, reflexivity). Most pertained skills. Limited attention paid issues as determinants health healthcare use. Intersections culture, class remained mostly unaddressed. The curriculum's diversity-responsiveness could be improved operationalization goes beyond traits assumed homogeneous social groups. Future take evaluations should include categories difference other than separate, equally important patient identities