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PubMed Publications| Keyword search (4,163 papers available) |  |
"Equity" Keyword-tagged Publications:
| Title | Authors | PubMed ID | |
|---|---|---|---|
| 1 | Multilevel Estimation of the Relative Impacts of Social Determinants on Income-Related Health Inequalities in Urban Canada: Protocol for the Canadian Social Determinants Urban Laboratory | Plante C; Datta Gupta S; Bandara T; Beland D; Blaser C; Camillo CA; Villa E; Dutton D; Fuller D; Hasselback J; Lix LM; Marouzi A; Muhajarine N; Notten G; Reimer B; Wolfson M; Young M; Concha DY; Neudorf C; | 41313634 SOCANTH |
| 2 | Strategies and resources used by public health units to encourage COVID-19 vaccination among priority groups: a behavioural science-informed review of three urban centres in Canada | Langmuir T; Wilson M; McCleary N; Patey AM; Mekki K; Ghazal H; Estey Noad E; Buchan J; Dubey V; Galley J; Gibson E; Fontaine G; Smith M; Alghamyan A; Thompson K; Crawshaw J; Grimshaw JM; Arnason T; Brehaut J; Michie S; Brouwers M; Presseau J; | 39891139 PSYCHOLOGY |
| 3 | "We don't do any of these things because we are a death-denying culture": Sociocultural perspectives of Black and Latinx cancer caregivers | Nwakasi C; Esiaka D; Nweke C; Chidebe RCW; Villamar W; de Medeiros K; | 39327878 SOCANTH |
| 4 | Expanding a Behavioral View on Digital Health Access: Drivers and Strategies to Promote Equity | Kepper MM; Fowler LA; Kusters IS; Davis JW; Baqer M; Sagui-Henson S; Xiao Y; Tarfa A; Yi JC; Gibson B; Heron KE; Alberts NM; Burgermaster M; Njie-Carr VP; Klesges LM; | 39088246 PSYCHOLOGY |
| 5 | Call to action: equity, diversity, and inclusion in emergency medicine resident physician selection | Primavesi R; Patocka C; Burcheri A; Coutin A; Elhalwi AM; Ali A; Pandya A; Gagné A; Johnston B; Thoma B; LeBlanc C; Fovet F; Gallinger J; Mohadeb J; Ragheb M; Dong S; Smith S; Oyedokun T; Newmarch T; Knight V; McColl T; | 37368231 CONCORDIA |
| 6 | Exploring a case for education about sexual and gender minorities in postgraduate emergency medicine training: forming recommendations for change | Burcheri A; Coutin A; Bigham BL; Kruse MI; Lien K; Lim R; MacCormick H; Morris J; Ng V; Primiani N; Odorizzi S; Poirier V; Upadhye S; Primavesi R; | 37310186 PSYCHOLOGY |
| 7 | Recommendations for making editorial boards diverse and inclusive | Mahdjoub H; Maas B; Nuñez MA; Khelifa R; | 36280401 BIOLOGY |
| 8 | Education about sexual and gender minorities within Canadian emergency medicine residency programs | Primavesi R; Burcheri A; Bigham BL; Coutin A; Lien K; Koh J; Kruse M; MacCormick H; Odorizzi S; Ng V; Poirier V; Primiani N; Smith S; Upadhye S; Wallner C; Morris J; Lim R; | 34985648 CONCORDIA |
| Title: | Education about sexual and gender minorities within Canadian emergency medicine residency programs | ||||
| Authors: | Primavesi R, Burcheri A, Bigham BL, Coutin A, Lien K, Koh J, Kruse M, MacCormick H, Odorizzi S, Ng V, Poirier V, Primiani N, Smith S, Upadhye S, Wallner C, Morris J, Lim R | ||||
| Link: | https://pubmed.ncbi.nlm.nih.gov/34985648/ | ||||
| DOI: | 10.1007/s43678-021-00236-2 | ||||
| Publication: | CJEM | ||||
| Keywords: | 2SLGBTQIA +; Cultural competence; Diversity; Emergency medicine; Equity; Gender; Inclusion; Justice; Medical education; Residency curriculum; Sexuality; Social medicine; | ||||
| PMID: | 34985648 | Category: | Date Added: | 2022-01-05 | |
| Dept Affiliation: |
CONCORDIA
1 Montreal General Hospital, McGill University, 1650 Cedar Avenue, Room C2-101.7, Montreal, QC, H3G1A4, Canada. robert.primavesi@mcgill.ca. 2 Concordia University, Montreal, QC, Canada. 3 Stanford University, Stanford, CA, USA. 4 University of Ottawa, Ottawa, ON, Canada. 5 Western University, London, ON, Canada. 6 University of Saskatchewan, Saskatoon, SK, Canada. 7 Queen's University, Kingston, ON, Canada. 8 Dalhousie University, Halifax, NS, Canada. 9 Montreal General Hospital, McGill University, 1650 Cedar Avenue, Room C2-101.7, Montreal, QC, H3G1A4, Canada. 10 University of Toronto, Toronto, ON, Canada. 11 McMaster University, Hamilton, ON, Canada. 12 Université de Montréal, Montreal, QC, Canada. |
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Description: |
Objectives: The CAEP 2021 2SLGBTQIA +i panel sought whether a gap exists within Canadian emergency medicine training pertaining to sexual and gender minority communities. This panel aimed to generate practical recommendations on improving emergency medicine education about sexual and gender minorities, thereby improving access to equitable healthcare. Methods: From August 2020 to June 2021, a panel of emergency medicine practitioners, residents, students, and community representatives met monthly via videoconference. A literature review was undertaken, and three mixed methods surveys were distributed to the CAEP member list, CAEP Resident Section, College of Family Physicians of Canada (CFPC)iii Emergency Medicine Members Interest Group, and to emergency medicine residency program directors and their residents. Informed by the review and surveys, recommendations were drafted and refined by panel members before presentation at the 2021 CAEP Academic Symposium. A plenary was presented to symposium attendees composed of national emergency medicine community members, which reported the survey results and literature review. All attendees were divided into small groups to develop an action plan for each recommendation. Conclusions: The panel outlines eight recommendations for closing the curricular gap. It identifies three perceived or real barriers to the inclusion of sexual and gender minority content in emergency medicine residency curricula. It acknowledges three enabling recommendations that are beyond the scope of individual emergency medicine programs or emergency departments (EDs), that if enacted would enable the implementation of the recommendations. Each recommendation is accompanied by two action items as a guide to implementation. Each of the three barriers is accompanied by two action items that offer specific solutions to overcome these obstacles. Each enabling recommendation suggests an action that would shift emergency medicine towards sociocultural competence nationally. These recommendations set the primary steps towards closing the educational gap. |
