Abstract
young practitioners go out to train and then work in institutions that are shaped and governed by political, social and economic forces. Curriculum may be able to make individuals more aware of some of the forces at play; it cannot, however, shift inequities that are systemic. As medical educators, we need to be aware of the types of institutional change that are actually required to achieve the improved health outcomes we claim to be trying to accomplish through our curricular innovations. We must take care not to suggest that the ills of society can be cured by medical curricula. Our curricular reforms will be more appropriate and more honest if we only expect of them what they can actually accomplish.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
