Traces, Erosion, and Erasure that Haunt Curricular Efforts in Health Professions Education

• In Event: The Haunted Curriculum: Engaging Present-Day Violence in the Education of Health Professional

Abstract

The presentation utilizes critical race theory, intersectionality, and disability studies to examine how various forms of oppression manifest in health professions education. Through a comprehensive scoping review, this study aims to uncover and articulate the pervasive elements of what Eve Tuck refers to as the "haunted curriculum." This concept addresses how historical and ongoing forms of oppression, such as racism and ableism, persistently influence educational settings in often unacknowledged ways.

Key findings from the scoping review reveal several critical areas of concern. First, many physical spaces within health professions education remain inaccessible to students with disabilities, perpetuating a form of structural violence that excludes and marginalizes these students. This inaccessibility not only hinders their educational experiences but also signals a broader systemic disregard for inclusive practices.

Second, the absence of diverse dermatological images in curricular materials represents a significant gap in educational content. This lack of representation impacts all students' learning, particularly those from marginalized groups who may not see themselves reflected in their education. It also limits the ability of future health professionals to recognize and treat conditions across diverse populations effectively.

Third, the scoping review highlights the erasure of structural inequities within the curriculum. Instead of addressing systemic issues such as institutional racism and socioeconomic disparities, many educational programs focus superficially on cultural or ethnic issues. This misplaced focus fails to engage with the root causes of health inequities, thereby maintaining the status quo and perpetuating injustice.

These findings underscore the insufficiencies of current educational practices in adequately addressing the needs of all learners. By perpetuating inequalities, these practices fail to prepare health professionals to serve diverse populations effectively. The concept of the haunted curriculum provides a valuable framework for identifying and understanding these veiled forms of oppression.

This study contributes to the field of educational scholarship by offering a critical perspective on the hidden dimensions of oppression within health professions education. It underscores the need for a more inclusive and equitable approach to curriculum development and faculty training. By recognizing and addressing these haunting elements, educators and institutions can work towards a just renewal of educational practices.

The implications of this research are far-reaching. The results of the scoping review can inform future scholarship aimed at uncovering and addressing systemic inequities. They also provide practical guidance for curriculum developers and educators striving to create more inclusive and equitable learning environments. Faculty training programs can benefit from these insights by incorporating a deeper understanding of how historical and structural oppressions continue to impact educational settings.

Ultimately, this presentation calls for a transformation in health professions education, one that moves beyond superficial engagements with diversity and inclusion to address the underlying systemic issues. By doing so, it aims to contribute to the development of a more just and equitable educational landscape for all learners.

Author

• Constance R. Tucker, Oregon Health and Science University