W17 – Integrating Equity, Diversity, and Inclusion Principles in Child and Adolescent Psychiatry Postgraduate Training
Le jeudi 27 octobre
15:45 – 16:45 (1 hr)
Salle de réunion : Birchwood Ballroom (Mezzanine)
Nikhita Singhal*, MD; Jenny Chum, MD; Catherine Deschênes, MD; Ayan Dey, MD; Jude Sanon, BSc; Yezarni Wynn, MD; Arfeen Malick, MD; Raj Rasasingham, MD; Chetana Kulkarni, MD
Rôles CanMEDS :
- Promoteur de la santé
- Érudit
- Collaborateur
À la conclusion de cette activité, les participants seront en mesure de : 1) Summarize the current state of evidence regarding child and adolescent psychiatry (CAP) residency training on equity, diversity, and inclusion (EDI) principles; 2) Discuss curriculum gaps pertaining to EDI in CAP residency training within their own programs, as well as institutions across the country and beyond; and 3) Identify opportunities for collaboration to enhance teaching and learning about EDI in CAP training in formal or informal educational settings.
The current social climate has brought attention to historic and systemic inequities impacting youth mental health. Despite this, equity, diversity, and inclusion (EDI) principles have not been a major component of child and adolescent psychiatry (CAP) residency education. This educational gap needs to be addressed to ensure that future CAP learners are equipped to bridge the current disconnect between clinical work and health and social inequities, with the ultimate objective of improving clinical care. This interactive workshop provides attendees with an overview of critical issues in EDI as they pertain to the field of CAP and CAP residency training, examines how training can be enhanced by incorporating patients’ lived experiences, and facilitates collaboration with people across institutions to develop innovative formal and informal educational interventions in this area. After a brief presentation on current evidence regarding CAP training as it relates to EDI, participants will be placed in breakout groups with case examples and opportunities to share how these scenarios are currently addressed within their own institutions (identifying areas for improvement in their local curricula and personal and professional growth, through self-reflection). Participants will reconvene to discuss best practices in curricular development, as well as the importance of including patients with lived experiences in such initiatives; they will divide again into small groups and be encouraged to collaborate and develop plans for potential formal and informal educational offerings within their own institutions, based on the workshop content.
Références :
- Fante-CoIeman T, Jackson-Best F. Barriers and facilitators to accessing mental healthcare in Canada for black youth: a scoping review. Adolescent Res Rev 2020;5:115–36.
- Medlock M, Weissman A, Wong SS, et al. Racism as a unique social determinant of mental health: development of a didactic curriculum for psychiatry residents. MedEdPORTAL 2017;13:10618.
