Ellen M Hong, Rami Atoot, Megan E Decker, Alexander C Ekwueme, Cairo Stanislaus, Tadé Ayeni, Christopher P Duffy, Allison E Piazza, Mariela Mitre, Linda D Siracusa, Jennifer F Zepf
{"title":"通过医科学生、图书馆员和教师的合作,在本科医学教育课程中体现代表性:案例报告。","authors":"Ellen M Hong, Rami Atoot, Megan E Decker, Alexander C Ekwueme, Cairo Stanislaus, Tadé Ayeni, Christopher P Duffy, Allison E Piazza, Mariela Mitre, Linda D Siracusa, Jennifer F Zepf","doi":"10.5195/jmla.2024.1939","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>A shortage of images of pathology on diverse skin tones has been recognized for decades in health professions education. Identifying skin manifestations of disease depends on pattern recognition, which is difficult without visual examples. Lack of familiarity with visual diagnosis on skin of color can lead to delayed or missed diagnoses with increased morbidity and mortality. As the United States continues to increase in ethnic and racial diversity, addressing the disparity in health outcomes with education is vital.</p><p><strong>Case presentation: </strong>At the Hackensack Meridian School of Medicine, students, librarians, and faculty came together to address this problem and develop a database of dermatological conditions in people with darker skin tones. A student group initiated a series of meetings with faculty to determine the best approach to address and enhance the representation of diversity in disease images within the curriculum. With the guidance of faculty and librarians, students performed a literature search and created a database of images of skin pathologies in people with darker skin tones. The database was disseminated to course directors and lecturers, and the noted disparities were corrected for the next cohort of students. The database provides an easily accessible resource for creating lecture slides.</p><p><strong>Conclusion: </strong>This project brought awareness of the need for inclusivity and generated a broad review of the curriculum to be more representative of all patient populations. Most importantly, our experience provides a roadmap for institutional change through student, librarian and faculty collaboration and cultivation of a culture of optimism and acceptance.</p>","PeriodicalId":47690,"journal":{"name":"Journal of the Medical Library Association","volume":"112 4","pages":"350-356"},"PeriodicalIF":2.9000,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11487485/pdf/","citationCount":"0","resultStr":"{\"title\":\"Standing up for representation in undergraduate medical education curricula through medical student, librarian, and faculty collaboration: a case report.\",\"authors\":\"Ellen M Hong, Rami Atoot, Megan E Decker, Alexander C Ekwueme, Cairo Stanislaus, Tadé Ayeni, Christopher P Duffy, Allison E Piazza, Mariela Mitre, Linda D Siracusa, Jennifer F Zepf\",\"doi\":\"10.5195/jmla.2024.1939\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background: </strong>A shortage of images of pathology on diverse skin tones has been recognized for decades in health professions education. Identifying skin manifestations of disease depends on pattern recognition, which is difficult without visual examples. Lack of familiarity with visual diagnosis on skin of color can lead to delayed or missed diagnoses with increased morbidity and mortality. As the United States continues to increase in ethnic and racial diversity, addressing the disparity in health outcomes with education is vital.</p><p><strong>Case presentation: </strong>At the Hackensack Meridian School of Medicine, students, librarians, and faculty came together to address this problem and develop a database of dermatological conditions in people with darker skin tones. A student group initiated a series of meetings with faculty to determine the best approach to address and enhance the representation of diversity in disease images within the curriculum. With the guidance of faculty and librarians, students performed a literature search and created a database of images of skin pathologies in people with darker skin tones. The database was disseminated to course directors and lecturers, and the noted disparities were corrected for the next cohort of students. The database provides an easily accessible resource for creating lecture slides.</p><p><strong>Conclusion: </strong>This project brought awareness of the need for inclusivity and generated a broad review of the curriculum to be more representative of all patient populations. Most importantly, our experience provides a roadmap for institutional change through student, librarian and faculty collaboration and cultivation of a culture of optimism and acceptance.</p>\",\"PeriodicalId\":47690,\"journal\":{\"name\":\"Journal of the Medical Library Association\",\"volume\":\"112 4\",\"pages\":\"350-356\"},\"PeriodicalIF\":2.9000,\"publicationDate\":\"2024-10-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11487485/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of the Medical Library Association\",\"FirstCategoryId\":\"91\",\"ListUrlMain\":\"https://doi.org/10.5195/jmla.2024.1939\",\"RegionNum\":4,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2024/10/7 0:00:00\",\"PubModel\":\"Epub\",\"JCR\":\"Q1\",\"JCRName\":\"INFORMATION SCIENCE & LIBRARY SCIENCE\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of the Medical Library Association","FirstCategoryId":"91","ListUrlMain":"https://doi.org/10.5195/jmla.2024.1939","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2024/10/7 0:00:00","PubModel":"Epub","JCR":"Q1","JCRName":"INFORMATION SCIENCE & LIBRARY SCIENCE","Score":null,"Total":0}
Standing up for representation in undergraduate medical education curricula through medical student, librarian, and faculty collaboration: a case report.
Background: A shortage of images of pathology on diverse skin tones has been recognized for decades in health professions education. Identifying skin manifestations of disease depends on pattern recognition, which is difficult without visual examples. Lack of familiarity with visual diagnosis on skin of color can lead to delayed or missed diagnoses with increased morbidity and mortality. As the United States continues to increase in ethnic and racial diversity, addressing the disparity in health outcomes with education is vital.
Case presentation: At the Hackensack Meridian School of Medicine, students, librarians, and faculty came together to address this problem and develop a database of dermatological conditions in people with darker skin tones. A student group initiated a series of meetings with faculty to determine the best approach to address and enhance the representation of diversity in disease images within the curriculum. With the guidance of faculty and librarians, students performed a literature search and created a database of images of skin pathologies in people with darker skin tones. The database was disseminated to course directors and lecturers, and the noted disparities were corrected for the next cohort of students. The database provides an easily accessible resource for creating lecture slides.
Conclusion: This project brought awareness of the need for inclusivity and generated a broad review of the curriculum to be more representative of all patient populations. Most importantly, our experience provides a roadmap for institutional change through student, librarian and faculty collaboration and cultivation of a culture of optimism and acceptance.
期刊介绍:
The Journal of the Medical Library Association (JMLA) is an international, peer-reviewed journal published quarterly that aims to advance the practice and research knowledgebase of health sciences librarianship. The most current impact factor for the JMLA (from the 2007 edition of Journal Citation Reports) is 1.392.