Our shared journey towards a decolonised curriculum

Authors

  • Samya Sarfaraz University of Bristol Medical School
  • Joseph Hartland University of Bristol Medical School

DOI:

https://doi.org/10.21100/jeipc.v7i1.1033

Keywords:

Equality, Decolonisation, Diversity, Inclusion, Curriculum

Abstract

This case study explores the journey that staff and students have undertaken at the University of Bristol Medical School (BRMS) towards creating a decolonised and diverse medical curriculum, culminating in the formal recognition of a partnership between medical school staff and the BAME Medical Student Group to challenge racism and decolonise our curriculum.

Through the use of personal and honest reflections we seek to identify key messages for White staff who wish to act as allies, and for students experiencing racism who wish to see institutional change at their medical school.  

This case study will seek to help readers learn from both our success and our mistakes; demonstrating the importance of White allyship and the impact of empowered BAME students' voices.


Author Biographies

Samya Sarfaraz, University of Bristol Medical School

Fifth-year medical student, Co-Lead for the BAME Medical Students Group, BME Success Advocate, Youth Representative for NHSE/I Children’s and Young People’s Transformation Board; passionate about improving health inequalities in vulnerable groups and creating an inclusive medical curriculum.

Joseph Hartland, University of Bristol Medical School

3D (Diversity, Disability and Disadvantage) Helical Theme Lead and Lecturer for the Univeristy of Bristol Medical School. Ex-NHS doctor speciliasing in equality, diversity and inclusion in medical education.

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Published

2021-05-12