Understandings and practices: Towards socially responsive curricula for the health professions

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dc.contributor.authorHansen, Anthea
dc.contributor.authorEngel-Hills, Penelope
dc.contributor.authorHess-April, Lucia
dc.date.accessioned2023-04-11T08:05:04Z
dc.date.available2023-04-11T08:05:04Z
dc.date.issued2023
dc.description.abstractGlobal health inequities have created an urgency for health professions education to transition towards responsive and contextually relevant curricula. Such transformation and renewal processes hold significant implications for those educators responsible for implementing the curriculum. Currently little is known about how health professions educators across disciplines understand a responsive curriculum and how this understanding might influence their practice. We looked at curricula that aim to deliver future health care professionals who are not only clinically competent but also critically conscious of the contexts in which they serve and the health care systems within which they practice.en_US
dc.identifier.citationHansen, A. et al. (2023). Understandings and practices: Towards socially responsive curricula for the health professions. Advances in Health Sciences Education. https://doi.org/10.1007/s10459-023-10207-0en_US
dc.identifier.issn1573-1677
dc.identifier.urihttps://doi.org/10.1007/s10459-023-10207-0
dc.identifier.urihttp://hdl.handle.net/10566/8727
dc.language.isoenen_US
dc.publisherSpringeren_US
dc.subjectHealth Professions Educationen_US
dc.subjectSocial justiceen_US
dc.subjectTransformative educationen_US
dc.subjectPublic healthen_US
dc.subjectSouth Africaen_US
dc.titleUnderstandings and practices: Towards socially responsive curricula for the health professionsen_US
dc.typeArticleen_US

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