Equity, diversity, inclusion, and anti-oppression focused faculty development: Tensions in programming in health professions education
Our findings illuminate the complexities of operationalizing anti-oppressive principles in HPE. We argue that programs must ground their work in shared values, anticipate institutional pressures, and navigate competing demands with intentionality. These insights offer actionable strategies for educators and program developers seeking to foster meaningful, sustainable change in anti-oppressive faculty development.
Authors
- Betty Onyura (ORCID: https://orcid.org/0000-0001-8893-8260)
- Qian Wu (ORCID: https://orcid.org/0000-0001-7874-3355)
- Lindsay Baker (ORCID: https://orcid.org/0000-0003-3989-9685)
- Malika Sharma (ORCID: https://orcid.org/0000-0002-3729-4554)
- Abigail Fisher (ORCID: https://orcid.org/0009-0000-2044-5822)
- Hollie Mullins
Institutions
- St. Michael's Hospital (CA)
- University of Toronto (CA)
- Toronto Rehabilitation Institute (CA)
- Women's College Hospital (CA)
- Public Health Ontario (CA)
- Centre for Global Health Research (CA)
- The Wilson Centre (CA)
- St Michaels Hospital (GB)
- Unity Health Toronto
Publication Details
- Journal
- Medical Teacher
- Published
- 2025-11-19
- DOI
- https://doi.org/10.1080/0142159x.2025.2586656
- Citations
- 1
- Primary Topic
- Cultural Competency in Health Care
- Type
- article
- Field-Weighted Citation Impact
- 4.20