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Exploring the implicit meanings of ‘cultural diversity’: a critical conceptual analysis of commonly used approaches in medical education
Abstract 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 e...
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| Published in: | Advances in health sciences education : theory and practice 2024-09 |
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| Main Authors: | , , , |
| Format: | Article |
| Language: | English |
| Citations: | Items that this one cites |
| Online Access: | Get full text |
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| Summary: | Abstract 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. We critically reviewed 52 articles from eight top medical education journals and subjected these to a conceptual analysis. Via open coding, we looked for references to approaches, their objectives, implicit notions of culture, and to implementation practices. We iteratively developed themes from the collected findings. We identified several approaches to cultural diversity teaching that used four different ways to conceptualise cultural diversity: culture as ‘fixed patient characteristic’, as ‘multiple fixed characteristics’, as ‘dynamic outcome impacting social interactions’, and as ‘power dynamics’. We discussed the assumptions underlying these different notions, and reflected upon limitations and implications for educational practice. The notion of ‘cultural diversity’ challenges learners’ communication skills, touches upon inherent inequalities and impacts how the field constructs knowledge. This study adds insights into how inherent inequalities in biomedical knowledge construction are rooted in methodological, ontological, and epistemological principles. Although these insights carry laborious implications for educational implementation, educators can learn from first initiatives, such as: standardly include information on patients’ multiple identities and lived experiences in case descriptions, stimulate more reflection on teachers’ and students’ own values and hierarchical position, acknowledge Western epistemological hegemony, explicitly include literature from diverse sources, and monitor diversity-integrated topics in the curriculum. |
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| ISSN: | 1382-4996 1573-1677 1573-1677 |
| DOI: | 10.1007/s10459-024-10371-x |