Twelve tips for strengthening global equity in health professions education publication.
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| Title: | Twelve tips for strengthening global equity in health professions education publication. |
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| Authors: | Atta, Komal1 komal.atta@tuf.edu.pk, Shankar, Pathiyil Ravi2 ravi.dr.shankar@gmail.com, Archer, Elize3 elizea@sun.ac.za, Andon, Anabelle4 aa5139@cumc.columbia.edu, Zaidi, Zareen5 zzaidi@gwu.edu, Sabzwari, Saniya6 saniya.sabzwari@aku.edu, Naidu, Thirusha7 Naidut10@ukzn.ac.za, Chow, Candace J.8 candace.chow@hsc.utah.edu, Ashry, Soha9 sohashry@gmail.com, Çalışkan, S. Ayhan10 ayhanca@gmail.com, Keenoo, Bibi Sumera11 bibisumerakeenoo@gmail.com, Lee, Young-Mee12,13 ymleehj@korea.ac.kr, Lu, Peih-ying14 peyilu@kmu.edu.tw, Malca-Casavilca, Michan15 michanalberto@gmail.com, Marjadi, Brahmaputra16 B.Marjadi@westernsydney.edu.au, Micheal, Sowbhagya16 S.Micheal@westernsydney.edu.au, Park, Hyunmi17 hyunmipark@korea.ac.kr, Tun, Wunna18 onlinewunna@gmail.com |
| Source: | Medical Teacher. Mar2025, Vol. 47 Issue 3, p407-412. 6p. |
| Subject Terms: | *Medical education, *Scholarly method, *Authorship, *Information resources, *Motivation (Psychology), Publishing, English language, Practical politics, Publication bias |
| Abstract: | Despite recent calls to engage in scholarship with attention to anti-racism, equity, and social justice at a global level in Health Professions Education (HPE), the field has made few significant advances in incorporating the views of the so-called "Other" in understanding the nature, origin, and scope of knowledge as well as the epistemic justification of knowledge production. Editors, authors, and reviewers must take responsibility for questioning existing systems and structures, specifically about how they diffuse the knowledge of a few and silence the knowledge of many. This article presents 12 recommendations proposed by The Global South Counterspace Authors Collective (GSCAC), a group of HPE professionals, representing countries in the Global South, to help the Global North enact practical changes to become more inclusive and engage in authentic and representative work in HPE publishing. This list is not all-encompassing but a first step to begin rectifying non-inclusive structures in our field. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Despite recent calls to engage in scholarship with attention to anti-racism, equity, and social justice at a global level in Health Professions Education (HPE), the field has made few significant advances in incorporating the views of the so-called "Other" in understanding the nature, origin, and scope of knowledge as well as the epistemic justification of knowledge production. Editors, authors, and reviewers must take responsibility for questioning existing systems and structures, specifically about how they diffuse the knowledge of a few and silence the knowledge of many. This article presents 12 recommendations proposed by The Global South Counterspace Authors Collective (GSCAC), a group of HPE professionals, representing countries in the Global South, to help the Global North enact practical changes to become more inclusive and engage in authentic and representative work in HPE publishing. This list is not all-encompassing but a first step to begin rectifying non-inclusive structures in our field. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 0142159X |
| DOI: | 10.1080/0142159X.2024.2384958 |
