Skip to main content

ETHNOS_APP

Home • Search • Journals • List 0

Facing hard truths

Medical education's reckoning with settler colonialism in an era of reconciliation

Bibliographic Data

ID21517592
AuthorsObinna Esomchukwu (0000-0002-5755-2645, Continuing Professional Development and Medical Education, Faculty of Medicine Dalhousie University Halifax Nova Scotia Canada), Lisa Bishop (0000-0002-4979-4222, Continuing Professional Development and Medical Education, Faculty of Medicine Dalhousie University Halifax Nova Scotia Canada), Libby Dean (0009-0008-0933-4177, Continuing Professional Development and Medical Education, Faculty of Medicine Dalhousie University Halifax Nova Scotia Canada), Kori A Ladonna (0000-0003-4738-0146, Department of Innovation in Medical Education and Department of Medicine University of Ottawa Ottawa Ontario Canada), Sarah Burm (0000-0002-0767-2278, Continuing Professional Development and Medical Education, Faculty of Medicine Dalhousie University Halifax Nova Scotia Canada, corresponding author)
Year2026
Volume60
Issue3
Pages317-325
Publication date2026-03-01
Open AccessYes
TypeARTICLE
VenueMedical Education (JOURNAL)
Journal identifiersISSN: 0308-0110 • E-ISSN: 1365-2923
PublisherWiley (PUBLISHER • GB)
DOI10.1111/medu.70028
PMID40921427
OpenAlexW4414081618
LanguageEN
Citations received1
References cited41

Colonialism · Common sense · Medical practice · Medical profession · MEDLINE · Cultural Competency in Health Care · Indigenous Health, Education, and Rights · Innovations in Medical Education

  • Between who we are and who we're asked to be

    Open Access•Justin T H Lam, Maria Athina Martimianakis•Medical Education•2026

  • Impact of Covid-19 on Medical Education

    Marie Clancy, Marie Walters et al.•Academic Medicine•2022

  • A narrative inquiry into non‐Indigenous medical educators and leaders participation in reconciliatory work

    Open Access•Sarah Burm, Libby Dean et al.•Medical Education•2024

  • Navigating the burden of proof and responsibility

    Open Access•Sarah Burm, Sebastian Deagle et al.•Medical Education•2023

  • Engaging in Narrative Inquiry

    D Jean Clandinin•Engaging in Narrative Inquiry•2016

  • Curriculum, Replacement, and Settler Futurity

    Open Access•Eve Tuck, Rubén A Gaztambide-Fernandez et al.•Journal of Curriculum Theorizing•2013

  • On the responsibility to engage

    Ravi De Costa, Tom Clark•Settler Colonial Studies•2016

  • Aboriginal student engagement and success in Kimberley tertiary education

    Open Access•J Guenther, Anna Dwyer et al.•The Australian Journal of…•2021

  • The coin model of privilege and critical allyship

    Open Access•Stephanie Nixon•BMC Public Health•2019

  • Where we’re going, not where we’ve been

    Rhonda Povey, Michelle Trudgett et al.•Race Ethnicity and Education•2021

  • Settler colonialism and the elimination of the native

    Patrick Wolfe•Journal of Genocide Research•2006

  • Stories of Experience and Narrative Inquiry

    F Michael Connelly, D Jean Clandinin•Educational Researcher•1990

  • The tools at their fingertips

    Open Access•Paul Sylvestre, H Castleden et al.•Social Science & Medicine•2019

  • Decolonizing Methodologies

    Linda Tuhiwai Smith•Decolonizing Methodologies•2021

  • Indigenization as inclusion, reconciliation, and decolonization

    Open Access•Adam Gaudry, Danielle Lorenz•AlterNative An International…•2018

  • Toward an Inquiry of Discomfort

    Open Access•Jennifer R Wolgemuth, Jennifer Wolgemuth et al.•Qualitative Inquiry•2006

  • Insiders' Insight

    Open Access•L Wylie, Stephanie Mcconkey•Journal of Racial and Ethnic…•2019

Citations per year1
Citation span2026 - 2026 (1)
Highly citedNo

Tools

Open DOIOpen Access
Ethnos_APP • Open Source Project • MIT License • Frontend v2.0.0 • Privacy and Cookies • API Documentation: api.ethnos.app/docs • API Source Code: GitHub • DOI: 10.5281/zenodo.17049435 • Frontend Source Code: GitHub • DOI: 10.5281/zenodo.17050053 • cruz.rio.br • Expectantes Misericordiae