Episode 86: Black History Month Special Episode: featuring research and resource rounds episodes 5 & 15

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To cap off Black History Month 2024 we are sharing with you two episodes from Research & Resource Rounds that discuss articles whose authors are rising Black scholars. Dr. Desiree Valentine is an assistant professor for Philosophy at Marquette University who specializes in Critical Philosophy of Race, Feminist Philosophy, Queer Theory, and Disability Bioethics. Dr. Justin Bullock is a Nephrology Fellow at the University of Washington and, newly, the Co-Director of the Docs With Disabilities Initiative.

These shows are two of our favorites, both reflecting crucial developments in thinking, research, and mentorship to promote diversity, equity, inclusion, and access in healthcare.

Ep 5: Desiree Valentine proposes the lens of Racialized Disablement, a conceptual tool for highlighting how racism and ableism are locked in a constant dynamic interchange where the manifestations and significations of one shape the other—and vice versa. As heuristic and pedagogical tool, Racialized Disablement helps break down how and why race and disability, racism and ableism are inseparable. Across history, medical practices, healthcare, and other sociopolitical contexts the concepts of disability and race are inextricably linked and, in fact, co-constructing, as are their counterparts ableism and racism.

Ep 15: Episode 15 discusses “‘Yourself in all your forms’: A grounded theory exploration of identity safety in medical students” (Bullock et al. 2023). Bullock and his colleagues develop a theory of identity safety through careful analysis of 16 in-depth interviews with 3rd and 4th medical students with a diverse range of identities and experiences. The article identifies and describes key dimensions of identity threat, threat mitigation, and identity safety. Three factors contributing to identity safety that emerged from the team’s analysis: Agency to serve, upholding personhood, and a sense of belonging. Identity safety manifested as students sharing a particular minoritized identity with their attending physician, wearing a particular item or hair style, presenting themselves in a particular way, or feeling respected as unique individuals by both their peers and supervisors. When experiencing identity safety, students felt empowered to draw on their own unique experiential knowledge grounded in their particular identities when treating a patient.

Stergiopoulos, Erene, Ligia Fragoso, and Lisa M. Meeks. 2021. “Cultural Barriers to Help-Seeking in Medical Education.” JAMA Internal Medicine 181 (2): 155–56. https://doi.org/10.1001/jamainternmed.2020.7567.

Jain, Neera. Oct 4, 2023. “Dream Research Rounds 9: The Capability Imperative: Revealing Ableism in Medical Education.” Webinar.” https://www.docswithdisabilities.org/post/dream-research-rounds-9-the-capability-imperative-revealing-ableism-in-medical-education

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Ep 5

DOI: 10.1111/bioe.12979

Transcript: https://docs.google.com/document/d/1jh04JjGtb48EF1WlOtvkOa9E7_-1W-G6/edit

Ep 15

DOI: https://doi.org/10.1111/medu.15174

Transcript

Keywords:

Identity safety

Identity threat

Threat mitigation

Medical Racism

Racialized Disablement

Diversity in Medicine

Produced by: Zoey Martin-Lockhart

Audio editor: Jacob Feeman

Digital Media: Zoey Martin-Lockhart