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Inclusivity and decolonisation of the post-graduate public health curriculum: Reflections from a student-led approach.
Carleton-Boylan, G; Crossley, S; Siebert, P; Ajanaku, N; Iqbal, A; John, A; Sandhu, S; Williams, C; Leach, L; Patel, R; Buchanan, H; Taggar, J; Leonardi-Bee, J; Morling, J; Qureshi, I; Hubber, L; Bethea, J; Wilson, E E.
Afiliación
  • Carleton-Boylan G; Public Health, Deputy Director of Public Health Postgraduate Programmes, Director of PGT Quality Assurance, Nottingham Centre for Public Health and Epidemiology, University of Nottingham, United Kingdom.
  • Crossley S; Public Health, Lead for Student Experience, Nottingham Centre for Public Health and Epidemiology, University of Nottingham, United Kingdom.
  • Siebert P; Public Health, Director of Public Health Postgraduate Programme, Nottingham Trent University, United Kingdom.
  • Ajanaku N; Global Health Student, University of Nottingham, United Kingdom.
  • Iqbal A; Global Health Student, University of Nottingham, United Kingdom.
  • John A; Global Health Student, University of Nottingham, United Kingdom.
  • Sandhu S; Global Health Student, University of Nottingham, United Kingdom.
  • Williams C; Global Health Student, University of Nottingham, United Kingdom.
  • Leach L; Anatomy and Vascular Biology, Faculty of Medicine and Health Sciences BAME Champion, School of Health Sciences, University of Nottingham, United Kingdom.
  • Patel R; Medical Education, Dean of Medicine, BAME Champion, Queen Mary University, London, United Kingdom.
  • Buchanan H; Health Psychology, Academic Unit Director for Postgraduate Education, Nottingham Centre for Public Health and Epidemiology, University of Nottingham, United Kingdom.
  • Taggar J; Primary Care Education, Academic Unit Director for Undergraduate Education, Nottingham Centre for Public Health and Epidemiology, University of Nottingham, United Kingdom.
  • Leonardi-Bee J; Medical Statistics and Epidemiology, Director of Nottingham Centre for Evidence Based Healthcare, Nottingham Centre for Public Health and Epidemiology, University of Nottingham, United Kingdom.
  • Morling J; Public Health, Deputy Director of Academic Unit, Lead for Clinical Academic Public Health Training, Nottingham Centre for Public Health and Epidemiology, University of Nottingham, United Kingdom.
  • Qureshi I; Global Health, Nottingham Centre for Public Health and Epidemiology, United Kingdom.
  • Hubber L; Public Health, Nottingham City Council, Nottingham Centre for Public Health and Epidemiology, University of Nottingham, United Kingdom.
  • Bethea J; Public Health, Nottinghamshire Healthcare Trust, Academic Public Health Training Director East Midlands, Health Education England, Nottingham Centre for Public Health and Epidemiology, University of Nottingham, United Kingdom.
  • Wilson EE; Director of Public Health Postgraduate Programmes, Faculty Lead for Educational Excellence, Nottingham Centre for Public Health and Epidemiology, University of Nottingham, United Kingdom.
Public Health Pract (Oxf) ; 7: 100507, 2024 Jun.
Article en En | MEDLINE | ID: mdl-38826637
ABSTRACT
The future of successful public health practice requires public health students to be educated within a decolonised curriculum that challenges the historical biases and inequalities that are deeply embedded within global public health and society. In this commentary, we reflect on what it can mean and why it's important to decolonise and diversify a public health curriculum. We describe how we used a student-led approach to begin this process, and share recommendations that are applicable to national and international curricula.
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Texto completo: 1 Banco de datos: MEDLINE Idioma: En Revista: Public Health Pract (Oxf) Año: 2024 Tipo del documento: Article País de afiliación: Reino Unido
Texto completo
Imprimir
XML
PubMed Links
Buscar en Google

Texto completo: 1 Banco de datos: MEDLINE Idioma: En Revista: Public Health Pract (Oxf) Año: 2024 Tipo del documento: Article País de afiliación: Reino Unido