La Atención a la Salud Centrada en la Persona Comienza con una Educación Médica Centrada en la Comunidad: La educación médica debe responder al llamado de la diversidad / Person-Centered Care Starts with Community-Centered Medical Education: Medical Education Must Answer the Call for Diversity

James D. Katz, Emily Rose, Katlin Poladian, Karina D. Torralba

Resumen


Los disturbios sociales son un llamado a replantear los valores fundamentales a todos los aspectos de dicha sociedad, incluyendo la educación médica. Cambios sistemáticos en el tratamiento de distintos grupos de individuos en relación con los planes de estudios educativos se han hecho manifiestos ya en Sudáfrica durante las campañas dirigidas por los estudiantes para descolonizar y diversificar los planes de estudios médicos1. La resistencia institucional se traduce en fracasos a la hora de no tener en cuenta la dimensión política de la identidad o el pensamiento pluralista1 , lo cual implica que el "cerco del conocimiento inequívoco" académico no sólo se erige como torre de marfil, sino que simultáneamente puede apartarse de la aportación a y de ser accesible para la comunidad. Confrontar la tensión entre el la significación comunitaria (que sanciona un plan de estudios culturalmente relevante) y la significación privilegiada (derivada de una mentalidad monolítica) exige que los educadores reconozcan que el método científico es solamente una "manera de conocer". En este manuscrito nos preguntamos: ¿Quién posee la atribución de la significación de lo médico? ¿Quién confiere autoridad al mundo académico?


Civil unrest is a call for realignment of values in all aspects of society, including medical education. Systematic difference in the treatment of groups of individuals concerning educational curricula has previously been highlighted in South Africa during student-led campaigns to decolonialize and diversify medical curricula1. Institutional resistance that results in a failure to account for the politics of identity or for pluralistic thinking,1 implies that the academic ‘fence of unambiguous knowledge’ not only creates an ivory tower but it may simultaneously insulate itself from community input and access. Confronting the tension between communal meaning (which sanctions a culturally relevant curriculum) and privileged meaning (which derives from a monolithic mindset) demands that educators recognize that the scientific method is only one ‘way of knowing.’ In this manuscript we ask: Who possesses authoritative medical meaning-making? And, Who confers authoritativeness to academia?

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