Abstract
BackgroundGlobal curricular homogenization is purported to have a multitude of benefits. However, homogenization, as typically practiced has been found to promote largely Western ideals. The purpose of this study was to explore the issue of representation in the development of global oncology curricula.MethodsThis systematic review of global oncology curricula involved a comprehensive search strategy of eight databases from inception to December 2018. Where available, both controlled vocabulary terms and text words were used. Two investigators independently reviewed the publications for eligibility. Full global/core oncology curricular documents were included. Data analysis included exploration of representation across a number of axes of power including sex and geographic sector, consistent with a neocolonial approach.Results32,835 documents were identified in the search and 17 remained following application of the inclusion/exclusion criteria. Eleven of 17 papers were published from 2010 to 2018 and 13 curricula originated from Europe. The 17 curricula had 300 authors; 207 were male and most were from Europe (n = 190; 64%) or North America (n = 73; 24%). The most common curricular purposes were promoting quality patient care (n = 11), harmonization of training standards (n = 10), and facilitating physician mobility (n = 3). The methods for creation of these curricula were most commonly a committee or task force (n = 10). Over time there was an increase in the proportion of female authors and the number of countries represented in the authorship.ConclusionExisting global oncology curricula are heavily influenced by Western male authors and as a result may not incorporate relevant socio-cultural perspectives impacting care in diverse geographic settings.
Highlights
Global curricular homogenization is purported to have a multitude of benefits
[14] has resulted in the development of new global/core curricula. This creates an urgency to explore the influence of neocolonialism in global oncology curricula to inform future curricular development efforts that are sensitive to the needs of diverse regions of the world
The purpose of this study was to explore the issue of representation in global oncology curricula by determining what global curricula exist for oncology, who has developed them, for what purpose and what methods were used in their development
Summary
Global curricular homogenization is purported to have a multitude of benefits. homogenization, as typically practiced has been found to promote largely Western ideals. The increasing brain circulation experienced with the movement of cancer professionals to and from their home countries or regions, the mobility of patients seeking care and the introduction of international accrediting bodies [14] has resulted in the development of new global/core curricula. This creates an urgency to explore the influence of neocolonialism in global oncology curricula to inform future curricular development efforts that are sensitive to the needs of diverse regions of the world. Our work is an effort to start such an analysis in the field of global oncology by exploring as a first step representation, a core tenet of neocolonial analysis, in the development of global oncology curricula
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