The Codification of a Professional: Addressing the Hidden Curriculum in Public Health

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Susana M. Carlos, EmmaLee Pallai
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引用次数: 1

Abstract

Health organizations and public health programs are responding to the current pandemic of racial violence through releasing statements condemning these actions. They recognize that to be a health professional means addressing the structuralized inequities leading to reduced health outcomes and increased violence for portions of our population. However, the written and unwritten codification and curriculum about professionalism and what it looks like leads to the very biases that perpetuate inequities. This commentary examines the disconnect between the hidden curriculum of professionalism and the way we enforce how a professional is supposed to look through dress codes and stipulations on hair as well as other elements of appearance. We will then look at ways to “make the invisible visible” and open up conversation in the classroom. In order to address equity and serve all their students, organizations and public health programs need to open space to discuss the parts of our culture that reinforce biases and how these issues affect their communities.
专业人员的法典化:解决公共卫生隐性课程问题
卫生组织和公共卫生项目通过发表声明谴责这些行为来应对当前种族暴力的流行。他们认识到,成为一名卫生专业人员意味着解决结构性不平等问题,这种不平等导致我们部分人口的健康结果下降,暴力行为增加。然而,关于专业精神的书面和不成文的法规和课程,以及它的样子,导致了使不平等永久化的偏见。这篇评论探讨了隐藏的专业课程与我们通过着装规范、发型规定以及其他外观元素来强制执行专业人士应该如何看待的方式之间的脱节。然后,我们将探讨如何“让不可见的东西可见”,并在课堂上展开对话。为了解决公平问题并为所有学生服务,组织和公共卫生项目需要开放空间,讨论我们文化中强化偏见的部分,以及这些问题如何影响他们的社区。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
3.10
自引率
33.30%
发文量
0
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