FMHS Everything Teaching
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Further reading
Defining Diversity
 | Patricia, G., Biren, A. N., & Gretchen, E. L. (2004). The Benefits of Diversity in Education for Democratic Citizenship. Journal of Social Issues, 60(1), 17-34. |
The Positive benefits of diversity are demonstrated in a study comparing students in a curricular diversity program with students in a matched control group (n=174), and in a longitudinal survey of University of Michigan students (n=1670).
 | Thistlethwaite, J. E., & Ewart, B. R. (2003). Valuing Diversity: Helping Medical Students Explore their Attitudes and Beliefs. Medical Teacher, 25(3), 277-281. |
The General Medical Council of the United Kingdom has defined a set of standards for doctors dealing with patients, includingrespectingthediversityoflifestylesandbeliefsofpatients. These have been incorporated into the Personal and Professional Development (PPD) course unit of the undergraduate medical curriculum at Leeds University. The objectives of PPD include helping students understand how age, gender, culture, sexuality and disability affect how events are experienced or perceived. In 2002 seminars were run on valuing diversity to encourage students to develop insight into and reflect on their own attitudes to diversity. The sessions were evaluated and assessed by means of student feedback and as part of a written PPD exercise. Students rated the sessions highly and appeared to learn a great deal about diversity including approaches to communication and breaking down stereotypes.
New Zealand Resources
The Commission works for a fair, safe and just society, where diversity is valued and human rights are respected.
Disability Rights in Aotearoa New Zealand 2012
A report on the rights of disabled people.
New Zealand Public Health and Disability Act 2000
The act can be downloaded as a PDF document.
New Zealand Human Rights Act 1993
The Act is aimed at stamping out discrimination in the work place. It seeks to do this by making employers responsible for any acts of discrimination in the work place whether carried out by employers or employees.
The Treaty of Waitangi is an agreement between the Māori people and the New Zealand Government. Māori are a tribal people indigenous to Aotearoa New Zealand who make up approximately 16% of the total population. The Treaty was signed on the 6th of February 1840 at Waitangi in the far north of New Zealand. It was signed by Māori chiefs and representatives of the British Crown and is a starting place of discussion for Māori and Government. Use the links to learn more about the Treaty and its place in both New Zealand history and modern day society.
Online Resources
London Deanery, Diversity, Equal Opportunities and Human Rights
This module offers you the opportunity to consider your role in relation to equality and diversity and explore the key principles involved.
Communicating with diverse groups of students
| Betancourt, J. R. (2003). Cross-Cultural Medical Education: Conceptual Approaches and Frameworks for Evaluation. Academic Medicine, 78(6), 560-569. |
Given that understanding the sociocultural dimensions underlying a patient's health values, beliefs, and behaviors is critical to a successful clinical encounter, cross-cultural curricula have been incorporated into undergraduate medical education. The goal of these curricula is to prepare students to care for patients from diverse social and cultural backgrounds, and to recognise and appropriately address racial, cultural, and gender biases in health care delivery. Despite progress in the field of cross-cultural medical education, several challenges exist. Foremost among these is the need to develop strategies to evaluate the impact of these curricular interventions. This article provides conceptual approaches for cross-cultural medical education, and describes a framework for student evaluation that focuses on strategies to assess attitudes, knowledge, and skills, and the impact of curricular interventions on health outcomes.
| Dogra, N., & Karnik, N. (2004). Teaching Cultural Diversity to Medical Students. Medical Teacher, 26(8), 677-680. |
The evidence presented in this review provides a range of perspectives on the place of ‘cultural diversity’ in the medical curriculum. The different perspectives also highlight the lack of any structure for a coherent debate about this issue; some papers assume that there is agreement about the place of ‘cultural diversity’ and what teaching in this subject actually entails. Staff perspectives are reviewed and contrasted with those of students to examine the place of ‘cultural diversity’ in medical education.
Create inclusive learning environments
| Nisha, D., & Val, W. (2006). Can We Assess Students' Awareness of Cultural Diversity? A Qualitative Study of Stakeholders' Views. Medical Education, 40(7), 682-690. |
Personal attitudes of doctors towards cultural diversity may influence the delivery of clinical care. Yet whether medical schools should assess a student's cultural awareness and if so, how, has not been specifically debated. The purpose of this study was to establish the views of key stakeholders in medical education on the assessment of awareness of cultural diversity within the undergraduate curriculum.
Changing demographics in many contemporary Western countries have resulted in multiethnic societies with teaching workforces that have not kept pace with the increased diversity of student populations. International research indicates that teachers from minority language and cultural backgrounds can impact positively on minority students’ self-esteem and academic performance, and that all students can benefit from a diverse teaching workforce. This paper reviews the literature on race-matched teaching and the impact of diversity in the teaching profession, and then reports on a case study which explores these issues specifically in the New Zealand context. The generation 1.5 Asian New Zealand and third-generation Anglo-European New Zealand student participants and their parents reported both challenges and benefits associated with strictly race- or ethnicity-matched teacher assignment and also with increased teacher diversity. Participants also highlighted the need for all teachers to be trained to work effectively with diverse student populations. The paper concludes by discussing the role of teacher education programmes in developing a culturally responsive teaching workforce for a future New Zealand where minority ethnicity students will outnumber the present Anglo-European majority. This paper has relevance for many other educational contexts with large multiracial, multiethnic populations.
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