Core components of an anti-racist approach among health professions educators: an integrative review

Operationalising Anti-Oppression in Doctoral Nursing Education

AIMS

Outline the rationale, experiences and vision for a progressive pedagogy in nursing doctoral education that embraces collaboration and collective world-building as strategies for developing liberatory knowledge.

DESIGN

Conceptual exploration and vision statement grounded in the pedagogical theories of hooks and Freire.

METHODS

Theoretical analysis of emancipatory pedagogies, review of existing literature on collaboration in doctoral programs and a reflective account. The framework proposed is informed by bell hooks' engaged pedagogy and Freire's critical pedagogy.

RESULTS

The paper identifies the limitations of traditional, individualistic approaches in doctoral nursing programs and proposes a re-envisioned pedagogical framework that emphasises community and collective inquiry.

CONCLUSION

The proposed progressive pedagogy for doctoral nursing education seeks to operationalise anti-oppression and decolonisation by fostering a collaborative and community-based approach to knowledge production.

IMPLICATIONS FOR THE PROFESSION

Implementing this progressive pedagogical framework in doctoral nursing education can lead to the development of researchers who are better equipped to address social problems such as racism, oppression and health inequity.

REPORTING METHOD

EQUATOR guidelines are not applicable.

PATIENT OR PUBLIC CONTRIBUTION

This study did not include patient or public involvement in its design, conduct or reporting.

The Chief Residency in U.S. and Canadian Graduate Medical Education: A Scoping Review

PHENOMENON

Despite the nearly universal presence of chief residents within U.S. and Canadian residency programs and their critical importance in graduate medical education, to our knowledge, a comprehensive synthesis of publications about chief residency does not exist. An understanding of the current state of the literature can be helpful to program leadership to make evidence-based improvements to the chief residency and for medical education researchers to recognize and fill gaps in the literature.

APPROACH

We performed a scoping review of the literature about chief residency. We searched OVID Medline, PsycINFO, ERIC, and Web of Science databases through January 2023 for publications about chief residency. We included publications addressing chief residency in ACGME specialties in the U.S. and Canada and only those using the term "chief resident" to refer to additional responsibilities beyond the typical residency training. We excluded publications using chief residents as a convenience sample. We performed a topic analysis to identify common topics among studies.

FINDINGS

We identified 2,064 publications. We performed title and abstract screening on 1,306 and full text review on 208, resulting in 146 included studies. Roughly half of the publications represented the specialties of Internal Medicine (n = 37, 25.3%) and Psychiatry (n = 30, 20.5%). Topic analysis revealed six major topics: (1) selection of chief residents (2) qualities of chief residents (3) training of chief residents (4) roles of chief residents (5) benefits/challenges of chief residency (6) outcomes after chief residency.

INSIGHTS

After reviewing our topic analysis, we identified three key areas warranting increased attention with opportunity for future study: (1) addressing equity and bias in chief resident selection (2) establishment of structured expectations, mentorship, and training of chief residents and (3) increased attention to chief resident experience and career development, including potential downsides of the role.

Perceptions of anti-racism efforts and mental health among students in higher education in the United States

Background

Anti-racism efforts are imperative for campus communities, yet little is known about whether perceiving their presence on campuses relates to a range of mental health outcomes among students.

Methods

We analyzed data from the Healthy Minds Study 2020-2021 (N = 110,203). Using multivariable logistic regression, we examined the associations between perceptions of anti-racism efforts and several mental health outcomes.

Results

Individuals who disagreed that their schools combatted racism in their campus communities had significantly greater odds of mental health problems (depression, anxiety, psychotic experiences, suicidal ideation, suicide plan, suicide attempt, perceived need for help, and loneliness), and lower odds of flourishing when compared with those who strongly agreed with the statement. For most outcomes, we observed an apparent dose-response association.

Conclusion

Perceiving the presence of anti-racism efforts on campuses was inversely associated with mental health problems, calling for more research to test the effects of anti-racism efforts on mental health.