Supporting Diverse, Inclusive and Anti‑Oppressive Learning Environments in the Faculty of Medicine
Educational Modules for Faculty and Educators
Registration:
You can now register yourself. You will need your Dalhousie NetID and password. If you are unsure of your NetID or need to reset your password, please go to NetID support. If you have any questions, please email facdev@dal.ca.
1. Please click on this link to go to dal.brightspace.com. This is the general entry page for Brightspace courses.
2. Click on “Academic Support” on the header and choose “Self-Registration” from the drop-down menu.
3. Scroll down until you find the course named Medicine - Supporting Diverse, Inclusive and Anti-Oppressive Learning Environments (24/25)
4. Click “Register”.
5. You will then be prompted to enter your NetID and password. You are now in the course and able to access all of the content.
6. You will also receive a message from Dalhousie University Brightspace confirming your enrolment. On subsequent logins, this course will appear in your list when you click on the 9 square icon.
Objectives: By the end of these modules, participants will be able apply strategies to better demonstrate an inclusive and anti-oppressive approach to teaching:
- Module One | Racism and Prejudice in Academic Medicine
Describe the influence of racism and prejudice on the teaching and practice of medicine. - Module Two | Unconscious and Implicit Bias
Describe the impact unconscious and implicit bias has on teaching and practice of medicine. - Module Three | Recognizing Privilege and Fragility in Ourselves and our Learners
Define how cultural fragility and privilege impact the teaching and practice of medicine. - Module Four | Identifying and Mitigating Microaggressions in the Learning Environment
Identify the negative impact of microaggressions on themselves and others and employ strategies to mitigate. - Module Five | Creating Psychological Safety for Learners
Demonstrate techniques that contribute to psychologically safe learning environments. - Module Six | Understanding the Case Based Learning Curriculum Diversification Process and Outcome
Describe the case base diversification process and the impact on CBL tutorials.
The content of each module comprises a variety of videos, podcasts, articles, links to websites and supporting resources. The content is foundational with additional resources provided for anyone interested in a deeper dive. We recognize that each of us brings our own history and experiences (positive and negative) to the course. We offer this as a means to guide you in creating a positive learning environment for our students and trainees. If your frame of reference is shifted in a positive direction, we consider that a positive outcome.
Exercises: Each of the modules will include a reflective commitment to change exercise. These exercises are shared with others taking the module content. If you have questions about content, we can forward them on to respective experts in the area.
*CME: Each module is accredited for up to 2.5 hours of CME and are declared on the honour system. Successful completion of the course, up to 15 hours of CME, requires that you engage with the full content, do the quizzes, complete the reflective discussion exercises, and answer 4 questions in the final quiz (under Commitment to Change). The final quiz is only available when all activities have been done. If you have completed the course (all 6 modules), a certificate will be emailed to you and your department head. Please allow one month. If you have any questions, please email facdev@dal.ca.
*Accreditation: This one-credit-per-hour Group Learning program meets the certification criteria of the College of Family Physicians of Canada and has been certified by Dalhousie University Continuing Professional Development and Medical Education for up to 2.5 MAINPRO+ credits per module. As an accredited provider, Dalhousie University Continuing Professional Development and Medical Education, designates this continuing professional development activity for up to 2.5 credit hours per module as an accredited group learning Section 1 activity as defined by the Maintenance of Certification Program of the Royal College of Physicians and Surgeons of Canada. Through an agreement between the Royal College of Physicians and Surgeons of Canada and the American Medical Association, physicians may convert Royal College MOC credits to AMA PRA Category 1 Credits™. Information on the process to convert Royal College MOC credit to AMA credit can be found online at edhub.ama-assn.org
Educationally approved/co-sponsored by Dalhousie University Continuing Professional Development and Medical Education
In keeping with CMA Guidelines, program content and selection of speakers are the responsibility of the planning committee. Support is directed toward the costs of the course and not to individual speakers through an unrestricted educational grant.