WP6.7 - Decolonising the roots of a UK undergraduate surgical curriculum

Abstract Aim To review our UK undergraduate medical school curriculum, by considering the legacies of the British and European empires and how they continue to affect how we perceive, structure and teach our surgical course. Method We developed a medical student led focus group to assess the existing taught surgical curriculum and monitor progression over time in both recognizing the impacts of colonialism and initiating a transformation of teaching towards equity, inclusivity and decolonisation. We encouraged open discussions about awkward traditional teaching and imagery. Facilitating the dialogue with both surgical faculty and medical students. Results These are some of root cause themes that students reviewing the surgical curriculum highlighted-Unconscious bias relating to perceived race, class and UK as well as global ethnicity.Using a range of ethnically diverse skin tones for clinical images.Discussing how Eurocentric medical teaching has affected or suppressed minorities.Using a range of ethnically diverse British names.Highlight gaps in research investigating cultural disparities.Highlight why disparities exist between different communities regarding the incidence and survival of cancer due to a range of social and economic factors. Conclusions A student led group, supported by senior clinicians enabled this discourse to take place and to be taken seriously enough for change to begin. Encouraging students to challenge dogmas and provide a framework of understanding to provide equitable patient care. Shining a light onto all corners of our surgical course. Accepting as well as explaining the issues of the past to guide future curriculum development.