Chavi Vohra, Minal Shah, Atishi Mishra, Ankita Gupta
Measuring for change/Mobile Creches
Frontiers in public health
health inequities compel medical educators transform curricula prepare physicians improve health diverse populations mandate requires curricular focus antioppression change faculty learned taught different paradigm study used concernsbased adoption model cbam explore faculty perceptions experiences shift curriculum prioritizes antioppressive content process qualitative study authors interviewed faculty course directors teachers university california san francisco school medicine march 2021 january 2022 questions addressed faculty experience understanding regarding curriculum shift toward antioppression perceptions facilitators barriers change interactions colleagues learners change using cbam components sensitizing concepts authors conducted thematic analysis sixteen faculty participated perceptions experience first year antioppression curriculum initiative characterized 3 broad themes 1 impetus change 2 personal experience antioppressive curricular topics 3 strategies necessary accomplish change faculty described 3 driving forces shift toward antioppressive curricula moral imperative response national local events evolving culture medicine despite broad alignment change faculty expressed uncertainties 3 subthemes uncertainty antioppressive curriculum scientific perspective fear faculty also reflected primary facilitators barriers accomplishing change shift antioppressive curriculum compels faculty increase knowledge skills adopt critical selfreflective lens interplay medicine oppression studys findings inform faculty development efforts highlight curricular leadership resources needed support faculty type curricular change