Twelve tips for strengthening global equity in health professions education publication

Atta K.; Shankar P.R.; Archer E.; Andon A.; Zaidi Z.; Sabzwari S.; Naidu T.; Chow C.J.; Ashry S.; Çalışkan S.A.; Keenoo B.S.; Lee Y.-M.; Lu P.-Y.; Malca-Casavilca M.; Marjadi B.; Micheal S.; Park H.; Tun W. · Medical Teacher (2025) · DOI: 10.1080/0142159x.2024.2384958

Resumen

Despite recent calls to engage in scholarship with attention to anti-racism, equity, and social justice at a global level in Health Professions Education (HPE), the field has made few significant advances in incorporating the views of the so-called “Other” in understanding the nature, origin, and scope of knowledge as well as the epistemic justification of knowledge production. Editors, authors, and reviewers must take responsibility for questioning existing systems and structures, specifically about how they diffuse the knowledge of a few and silence the knowledge of many. This article presents 12 recommendations proposed by The Global South Counterspace Authors Collective (GSCAC), a group of HPE professionals, representing countries in the Global South, to help the Global North enact practical changes to become more inclusive and engage in authentic and representative work in HPE publishing. This list is not all-encompassing but a first step to begin rectifying non-inclusive structures in our field.

Instituciones: Universidad Peruana de Ciencias Aplicadas