Abstract
The use of pimping as a method of teaching is widespread in the clinical phase of medical education. In this paper we consider pimping’s colloquial meanings and discuss how it was introduced into the language of medical education. We posit that such language reflects persistent gendered hierarchies in medicine, and we evaluate pimping’s pedagogical value. Finally, we call for an end to the term and the practice, and for a renewed emphasis on pedagogy in medical education.
Highlights
Within medicine, pimping is understood as a tongue-incheek term; outside of medicine it connotes gendered and racialized poverty, violence, and suffering
Brancati’s and Detsky’s pieces were written in jest, they tread on fraught territory. They legitimize the place of pimping in medical education, while disregarding its negative effects, such as those relating to language and pedagogy
We argue that pimping in medicine poses problems related to language and pedagogy
Summary
Awareness is growing regarding the numerous challenges associated with gender equity in medicine. The National Academies of Science, Engineering, & Medicine released a landmark report on sexual harassment in academia, concluding that gender violence is a rampant and largely unaddressed issue in medicine [1]. Pimping occurs on a daily basis in the clinical phases of medical education. Though pimping is used as a synonym for quizzing, it is unmistakably laden with gendered implications. We discuss the colloquial meanings of pimping and the etiology of the term in medicine. We evaluate pimping in relation to language and pedagogy. We argue that both the term and the practice should end
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