‘Decolonising the Medical Curriculum‘: Humanising medicine through epistemic pluralism, cultural safety and critical consciousness
<p class="first" id="d2122291e104"> The Decolonising the Curriculum movement in higher education has been steadily gaining momentum, accelerated by recent global events calling for an appraisal of the intersecting barriers of discriminati...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
UCL Press
2021-04-01
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| Series: | London Review of Education |
| Online Access: | https://uclpress.scienceopen.com/hosted-document?doi=10.14324/LRE.19.1.16 |
| Summary: | <p class="first" id="d2122291e104">
The Decolonising the Curriculum movement in higher education has been steadily gaining
momentum, accelerated by recent global events calling for an appraisal of the intersecting
barriers of discrimination that ethnic minorities can encounter. While the arts and
humanities have been at the forefront of these efforts, medical education has been
a ‘late starter’ to the initiative. In this article, we describe the pioneering efforts
to decolonise the undergraduate medical curriculum at UCL Medical School (UCLMS),
London, by a group of clinician educators and students, with the aim of training emerging
doctors to treat diverse patient populations equitably and effectively. Throughout
this process, students, faculty and members of the public acted as collaborative ‘agents
of change’ in co-producing curricula, prompting the implementation of several changes
in the UCLMS curriculum and rubric. Reflecting a shift from a diversity-oriented to
a decolonial framework, we outline three scaffolding concepts to frame the process
of decolonising the medical curriculum: epistemic pluralism, cultural safety and critical
consciousness. While each of these reflect a critical area of power imbalance within
medical education, the utility of this framework extends beyond this, and it may be
applied to interrogate curricula in other health-related disciplines and the natural
sciences. We suggest how the medical curriculum can privilege perspectives from different
disciplines to challenge the hegemony of the biomedical outlook in contemporary medicine
– and offer space to perspectives traditionally marginalised within a colonial framework.
We anticipate that through this process of re-centring, medical students will begin
to think more holistically, critically and reflexively about the intersectional inequalities
within clinical settings, health systems and society at large, and contribute to humanising
the practice of medicine for all parties involved.
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| ISSN: | 1474-8460 1474-8479 |