Person-Centered Care Starts with Community-Centered Medical Education: Medical Education Must Answer the Call for Diversity



health equity


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?

Author Biographies

James David Katz, National Institutes of Health/NIAMS

Senior Research Physician Director, NIAMS Rheumatology Fellowship and Training Branch Program Director, Rheumatology Fellowship

Emily Rose, Emily Rose, BS

Office of Clinical Director, National Institute of Arthritis and Musculoskeletal and Skin Diseases (NIAMS), National Institutes of Health (NIH), Bethesda, Maryland, USA

Katlin Poladian, MD

Wake Forest School of Medicine, Wake Forest Baptist Medical Center, Medical Center Boulevard, Winston-Salem, North Carolina, USA

Karina D. Torralba, MD

Chief and Fellowship Program Director, Division of Rheumatology, Department of Medicine, Loma Linda University Health, Department of Medicine, Loma Linda, California, USA


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