DCE
The goal is to encourage critical thinking and problem-solving through understanding and critiquing research design and the scientific process, while gaining technical knowledge.
The Dermatology/MSK block provides an opportunity to examine the interaction between our physical bodies and cultural environments. The goals are for scholars to think critically about race and its role in contemporary medicine.
We will operate as an advanced graduate seminar, with students taking an active role in initiating and leading discussions and debates. Reading of the material and attendance and active participation in all class discussions will contribute to the development of the class.
This course aims to offer a space in which all participants can share their perspectives and experiences, communicate respectfully with each other, and grant confidentiality of information shared during class when requested.
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Week 1 |
Completion of pre-assessment: Students will be asked to complete a pre-assessment in Week 1 regarding their opinions on the application of the concept of race in medicine and science. Choose readings for Week 2 and Week 3 |
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Week 2 |
Participatory learning forum: Based on a critical review of the readings for Week 2, and two days before the class each student will prepare and post a question in Canvas to stimulate discussion and discuss a question posted by other students in the class. One or two questions will be selected to be discussed during the first segment of the class.
Student-led discussion: Two groups will prepare a presentation discussing the assigned articles for the “case study”, which might present opposite points of view of the same issue. All students in the class are expected to reflect on how the assigned reading has influenced their own view on race and racism in medicine and science. Each group presenting will prepare a set of slides for a 30 minutes presentation. Use resources available at the library, examples on NIH website, UFCOM classes, etc. to build your presentation. Follow the guidelines on how to prepare your presentations at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5373506/ (Links to an external site.). Slides should be emailed via Canvas to the entire class the day before the presentation. All students in the group will present and discuss the assigned case study. For each assigned article and when appropriate state the research question, the hypothesis, and goals of the study, methods used to evaluate the aforementioned objectives, including a description of the data and its analysis, a brief description of the results and a critical discussion of its study limitations and strengths, when appropriate. A critical discussion entails whether the data is supportive of the hypothesis formulated, bias and limitations which may not described in the paper, suggest alternative methodological and analytical approaches, does the study contribute to inform the debate on race or racism and medicine, and research or practice in general, and finally propose new directions for research or intervention. |
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Week 3 |
Participatory learning forum: as described for Week 2.
Student-led discussion: as described for Week 2.
Completion of post-assessment: Students will be asked to complete a post-assessment in Week 3 regarding their opinions on the applications of the concept of race in medicine and science after having completed the course. |
Class Attendance
Responsibility for class attendance rests with individual students. All students are expected to attend the lectures in which they guide the discussion, unless extreme circumstances occur.