Twelve tips for incorporating migrant and ethnic minorities in the medical curriculum and healthcare
Bibliographic Data
| ID | 21449093 |
|---|---|
| Authors | Naila Chohan (0000-0001-5171-1820, Queen’s University Belfast, Belfast, UK, corresponding author), Zahra Arzoky (0000-0003-2793-1449, Queen’s University Belfast, Belfast, UK), Naairah Khan (0000-0002-5336-0494, Queen’s University Belfast, Belfast, UK) |
| Year | 2021 |
| Volume | 43 |
| Issue | 10 |
| Pages | 1122-1126 |
| Publication date | 2021-10-03 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Medical Teacher (JOURNAL) |
| Journal identifiers | ISSN: 0142-159X • E-ISSN: 1466-187X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0142159x.2020.1841129 |
| PMID | 33136470 |
| OpenAlex | W3096471490 |
| Language | EN |
| Citations received | 2 |
| References cited | 35 |
Migrant and ethnic communities face several challenges within healthcare systems as patients, physicians and medical students. For health inequalities to be addressed, changes need to be made within our healthcare systems, starting from how the medical curriculum is taught to prospective clinicians. In this article, we present twelve ways to challenge the difficulties migrant and ethnic minorities face in healthcare by incorporating patient, physician and medical student factors into the medical school curriculum and healthcare, in a hope to change outcomes for our widely diverse population of patients and colleagues
Curriculum · Ethnic group · Face (sociological concept) · Family medicine · Health care · Health equity · Healthcare system · Inequality · Medical education · Medical school · Pedagogy · Political science · Public health · Sociology · Global Health Workforce Issues · Medical Education and Admissions · Medicine · Migration, Health and Trauma · Nursing · Psychology
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| Citations per year | 0.5 |
|---|---|
| Citation span | 2022 - 2022 (1) |
| Highly cited | No |