Creating dialogue on culture and bias in the learner-teacher relationship

Dialogue between clinical teachers and learners about bias encountered by certain populations in health care can be difficult. As physicians, in addition to having individual identities and different backgrounds and lived experiences, we belong to our own professional subculture, and reflecting on o...

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Bibliographic Details
Published in:Canadian family physician 2021-07, Vol.67 (7), p.544-546
Main Authors: Graves, Lisa, Horrey, Kathleen, Hubinette, Maria, Oandasan, Ivy, Freeman, Risa
Format: Article
Language:English
Subjects:
Ability
Bias
Culture
Health care
Health disparities
Medical education
Physicians
Student teacher relationship
Teaching Moment
Online Access:Get full text
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Summary:Dialogue between clinical teachers and learners about bias encountered by certain populations in health care can be difficult. As physicians, in addition to having individual identities and different backgrounds and lived experiences, we belong to our own professional subculture, and reflecting on our privilege can be uncomfortable. We all hold implicit biases that might affect not only our ability to learn openly about and from others but also our ability to provide equitable care. It is only by first critically reflecting on our own biases and the power differentials that exist within the patient-physician relationship that we can move toward providing care less affected by implicit bias. The concept of cultural safety originated in New Zealand to address service delivery to the indigenous Maori peoples. It has been widely adopted internationally as a framework to address the power differentials that patients of diverse groups experience.
ISSN:0008-350X
1715-5258
DOI:10.46747/cfp.6707544