Isaiah Horton, Kirsten Brown, Ting-Lan Ma, Tasha R Wyatt
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引用次数: 0
Abstract
Introduction: In medical education, acts of professional resistance have been studied across all racial and ethnic groups as an antidote to the social harm and injustice festering in medical education. However, not everyone experiences medical education in the same way; some groups experience it quite differently because of their social positions. In particular, Black physicians face anti-Black racism in medical education, which has the potential to shape their resistance in a particular way. This study was designed to understand what professional resistance looks like in Black residents/fellows in North America and how being Black shaped their experiences of resistance.
Methods: This qualitative study used Endarkened storywork to understand how Black GME physicians experienced acts of resistance. Endarkened storywork is a Black-centered approach to research and a way of reclaiming authority to create knowledge. It weaves Endarkened feminism, Afrofuturism, and Indigenous storywork to center storytelling as essential to Black ways of being. We conducted 14 semi-structured interviews and analyzed the data using thematic, theoretical, and emergent coding through the constructs of Re-storying, Endarkened Storywork, and Black quilting.
Results: Black trainees' stories of resistance produced three quilting blocks to illuminate their experiences. First, resistance means continuing to exist in medicine despite all of the profession's efforts to eradicate Black physicians. Second, they work tirelessly to improve Black health and facilitate opportunities for the future of Black people to have a career in medicine. Third, their resistance must contend with a long history of anti-Black racism, which takes a significant toll on the emotional and mental well-being of Black trainees in ways that are best described as racial battle fatigue.
Discussion: For Black trainees, professional resistance is nuanced and calls into the present a long history of anti-Black racism. Their resistance includes occupying space in medicine, securing a future where Black people exist as physicians, and resisting the emotional burden of doing this work. While all forms of professional resistance are worthy of study, researchers should pay particular attention to how it manifests in various racial groups to understand the nuances of different strategies.
期刊介绍：
Perspectives on Medical Education mission is support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices.
Official journal of the The Netherlands Association of Medical Education (NVMO).
Perspectives on Medical Education is a non-profit Open Access journal with no charges for authors to submit or publish an article, and the full text of all articles is freely available immediately upon publication, thanks to the sponsorship of The Netherlands Association for Medical Education.
Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy.
Perspectives on Medical Education positions itself at the dynamic intersection of educational research and clinical education. While other journals in the health professional education domain orient predominantly to education researchers or to clinical educators, Perspectives positions itself at the collaborative interface between these perspectives. This unique positioning reflects the journal’s mission to support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices. Reflecting this mission, the journal both welcomes original research papers arising from scholarly collaborations among clinicians, teachers and researchers and papers providing resources to develop the community’s ability to conduct such collaborative research. The journal’s audience includes researchers and practitioners: researchers who wish to explore challenging questions of health professions education and clinical teachers who wish to both advance their practice and envision for themselves a collaborative role in scholarly educational innovation. This audience of researchers, clinicians and educators is both international and interdisciplinary.
The journal has a long history. In 1982, the journal was founded by the Dutch Association for Medical Education, as a Dutch language journal (Netherlands Journal of Medical Education). As a Dutch journal it fuelled educational research and innovation in the Netherlands. It is one of the factors for the Dutch success in medical education. In 2012, it widened its scope, transforming into an international English language journal. The journal swiftly became international in all aspects: the readers, authors, reviewers and editorial board members.
The editorial board members represent the different parental disciplines in the field of medical education, e.g. clinicians, social scientists, biomedical scientists, statisticians and linguists. Several of them are leading scholars. Three of the editors are in the top ten of most cited authors in the medical education field. Two editors were awarded the Karolinska Institute Prize for Research. Presently, Erik Driessen leads the journal as Editor in Chief.
Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy. It is sponsored by theThe Netherlands Association of Medical Education and offers free manuscript submission.
Perspectives on Medical Education positions itself at the dynamic intersection of educational research and clinical education. While other journals in the health professional education domain orient predominantly to education researchers or to clinical educators, Perspectives positions itself at the collaborative interface between these perspectives. This unique positioning reflects the journal’s mission to support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices. Reflecting this mission, the journal both welcomes original research papers arising from scholarly collaborations among clinicians, teachers and researchers and papers providing resources to develop the community’s ability to conduct such collaborative research. The journal’s audience includes researchers and practitioners: researchers who wish to explore challenging questions of health professions education and clinical teachers who wish to both advance their practice and envision for themselves a collaborative role in scholarly educational innovation. This audience of researchers, clinicians and educators is both international and interdisciplinary.
The journal has a long history. In 1982, the journal was founded by the Dutch Association for Medical Education, as a Dutch language journal (Netherlands Journal of Medical Education). As a Dutch journal it fuelled educational research and innovation in the Netherlands. It is one of the factors for the Dutch success in medical education. In 2012, it widened its scope, transforming into an international English language journal. The journal swiftly became international in all aspects: the readers, authors, reviewers and editorial board members.
The editorial board members represent the different parental disciplines in the field of medical education, e.g. clinicians, social scientists, biomedical scientists, statisticians and linguists. Several of them are leading scholars. Three of the editors are in the top ten of most cited authors in the medical education field. Two editors were awarded the Karolinska Institute Prize for Research. Presently, Erik Driessen leads the journal as Editor in Chief.
Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy. It is sponsored by theThe Netherlands Association of Medical Education and offers free manuscript submission.
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