Medical education as liberatory praxis

Experiences from the Ucla "structural racism and health equity" curriculum

Datos Bibliográficos

ID4597752
AutoresCraig Baker, Cydni Baker, Stephanie Bueno (UCLA Health), Lizeth Carrillo, Lizeth Johana Pérez Carrillo (UCLA Health), Elizabeth Flores Flores (0000-0003-0245-7912, UCLA Health), Elizabeth Flores, Matthew Hing (0000-0001-5349-2879, UCLA Health), Guneet Kaur (0000-0002-0345-8602, UCLA Health), D R Kennedy (0000-0002-4359-6911, UCLA Health), Daniel Kennedy (0000-0001-9494-3509), Kathley Letran (UCLA Health), Doeg Rodríguez (UCLA Health), Dailyn Rodríguez, Shamsher Samra (0009-0003-7607-3724), Hani Sheikh (0000-0002-1206-5923, UCLA Health), Hanin Sheikh, Lawrence Wells (0000-0002-0195-5648, UCLA Health), Lindsay Wells (0000-0001-7581-7291)
Año2025
Volumen376
Páginas118094
Fecha de publicación2025-07-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaSocial Science & Medicine (JOURNAL)
Identificadores de la revistaISSN: 0277-9536 • E-ISSN: 1873-5347
EditorialElsevier BV (PUBLISHER)
DOI10.1016/j.socscimed.2025.118094
PMID40294563
OpenAlexW4409529170
IdiomaEN
Referencias citadas41

This paper describes the origins and initial experiences of an innovative student-led, faculty-supported, and community-accountable ongoing experiment in structurally competent anti-racist medical training: the UCLA Structural Racism and Health Equity (SRHE) Curricular Thread. As critical locations of social reproduction for the medical profession and the broader medical-industrial complex, medical schools present opportunities for disrupting professional identities that further settler-colonialism, racial capitalism, and extractive abandonment, and for instead constructing a liberatory health praxis. Scholars have proposed integrating structural analysis into medical training to examine harmful aspects of clinical medicine and medical epistemology that become naturalized and inscribed through professionalization. Coalitions of trainees, faculty, health workers, and community organizers have also long participated in productive disruptions of medical education as usual through creative intra- and extra-institutional pedagogical efforts that reimagine the profession and call attention to medical institutions' responsibility towards racial and social justice. Drawing on these genealogies, SRHE provides medical education that (1) deconstructs hidden structures that produce and sustain health inequities and (2) imagines liberatory futures for the medical profession that challenge community/clinical binaries and notions of "medical expertise" itself

Curriculum · Equity (law · Health equity · Medical education · Pedagogy · Political science · Praxis · Public health · Racism · Social justice · Social science · Sociology · Gender Studies · Historical and modern epidemiology studies · Law · Medicine · Nursing · Obesity and Health Practices · Public Health Policies and Education