Misogynoir in Medical Media: On Caster Semenya and R. Kelly

2016 ◽  
Vol 2 (2) ◽  
pp. 1-31 ◽  
Author(s):  
Moya Bailey
Keyword(s):  
Black Women ◽  
Curriculum Reform ◽  
Science Studies ◽  
Medical Curriculum ◽  
Real Life ◽  
Health Science ◽  
Digital Culture ◽  
Biomedical Knowledge ◽  
Gendered Violence ◽  
Caster Semenya

Misogynoir describes the co-constitutive, anti-Black, and misogynistic racism directed at Black women, particularly in visual and digital culture (Bailey, 2010). The term is a combination of misogyny, the hatred of women, and noir, which means black but also carries film and media connotations. It is the particular amalgamation of anti-Black racism and misogyny in popular media and culture that targets Black trans and cis women. Representational images contribute to negative societal perceptions about Black women, which can precipitate racist gendered violence that harms health and can even result in death. As philosopher Linda Alcoff asserts, racism depends on perceptible difference to determine which bodies are expendable, and in this cultural moment of Black hypervisibility, Black women are particularly vulnerable (Philosophy). I use two culture examples to explore the real life impact of misogynoir in medical media. I explore the ways in which the biomedical knowledge produced by physicians reinforces certain bodies as normal and others as pathological. The case of Caster Semenya as well as the trial of R&B star R. Kelly, allow me to introduce Black feminist health science studies as a critical intervention into current medical curriculum reform conversations.

scholarly journals Articulating Black Feminist Health Science Studies

2017 ◽  
Vol 3 (2) ◽  
pp. 1-27 ◽  
Author(s):  
Moya Bailey ◽  
Whitney Peoples
Keyword(s):  
Social Justice ◽  
Curriculum Reform ◽  
Cultural Production ◽  
Science Studies ◽  
Medical Curriculum ◽  
Medical Science ◽  
Well Being ◽  
Health Science ◽  
Black Feminist ◽  
Health And Well Being

Black Feminist Health Science Studies (BFHSS) is a critical intervention into a number of intersecting arenas of scholarship and activism, including feminist health studies, contemporary medical curriculum reform conversations, disability studies, environmental justice, and feminist technoscience studies (Bailey, 2016). We argue towards a theory of BFHSS that builds on social justice science, which has as its focus the health and well-being of marginalized groups. We would like to move towards a social justice science that understands the health and well-being of people to be its central purpose. This formulation of BFHSS provides evidence of the co-constitutive nature of medical science and popular perception, underscoring the need to engage them simultaneously. Health is both a desired state of being and a social construct necessary of interrogation because of the ways that race, gender, able bodiedness, and other aspects of cultural production profoundly shape our notions of what is healthy (Metzl & Kirkland, 2010).

Creating Intersectional Subjects: A Critical Discourse Analysis of Health Science Breastfeeding Research

2021 ◽  
pp. 233264922098109
Author(s):  
Shannon K. Carter ◽  
Ashley Stone ◽  
Lain Graham ◽  
Jonathan M. Cox
Keyword(s):  
United States ◽  
Discourse Analysis ◽  
Black Women ◽  
Critical Discourse Analysis ◽  
The United States ◽  
Health Science ◽  
Policy Implications ◽  
Critical Discourse ◽  
Race Disparities ◽  
Breastfeeding Policy

Reducing race disparities in breastfeeding has become a health objective in the United States, spurring research aimed to identify causes and consequences of disparate rates. This study uses critical discourse analysis to assess how Black women are constructed in 80 quantitative health science research articles on breastfeeding disparities in the United States. Our analysis is grounded in critical race and intersectionality scholarship, which argues that researchers often incorrectly treat race and its intersections as causal mechanisms. Our findings reveal two distinct representations. Most commonly, race, gender, and their intersection are portrayed as essential characteristics of individuals. Black women are portrayed as a fixed category, possessing characteristics that inhibit breastfeeding; policy implications focus on modifying Black women’s characteristics to increase breastfeeding. Less commonly, Black women are portrayed as a diverse group who occupy a social position in society resulting from similar social and material conditions, seeking to identify factors that facilitate or inhibit breastfeeding. Policy implications emphasize mitigating structural barriers that disproportionately impact some Black women. We contribute to existing knowledge by demonstrating how dominant health science approaches provide evidence for health promotion campaigns that are unlikely to reduce health disparities and may do more harm than good to Black women. We also demonstrate the existence of a problematic knowledge set about Black women’s reproductive and infant feeding practices that is both ahistorical and decontextualized.

Pathology in Irish medical education

2019 ◽  
Vol 73 (1) ◽  
pp. 47-50 ◽  
Author(s):  
Hilary Humphreys ◽  
Niall Stevens ◽  
Desmond Leddin ◽  
Grace Callagy ◽  
Louise Burke ◽  
...  
Keyword(s):  
Medical Education ◽  
Curriculum Reform ◽  
Medical Curriculum ◽  
Medical Schools ◽  
Hospital Staff ◽  
Full Time ◽  
Multiple Choice Questions ◽  
Potential Threat ◽  
Graduate Entry ◽  
Irish Medical

Pathology is the study of disease and is an important component in medical education. However, with medical curriculum reform, its role and contribution to medical courses is under potential threat. We surveyed the status of pathology in all six Irish medical schools. Information was received from five direct undergraduate and four graduate entry programmes. Pathology was recognisable as a core subject in all but one of the medical schools, was generally taught in years two or three, and the greatest contact hours were for histopathology (44–102 hours). Lectures were the most common teaching modality, and all used single best or extended matching answer multiple-choice questions as part of assessments. Currently, pathology is very visible in Irish medical education but needs to remain relevant with the move to theme and case-based teaching. There is heavy reliance on lectures and on non-academic/full-time hospital staff to deliver teaching, which may not be sustainable.

scholarly journals Status of Anemia among Undergraduate Students of a Medical College of Central Nepal

2020 ◽  
Vol 16 (2) ◽  
pp. 103-106
Author(s):  
Sameer Timilsina ◽  
Ram Lochan Yadav ◽  
Pujan Bhusal ◽  
Niraj Khatri ◽  
Md Nazrul Islam
Keyword(s):  
Medical Curriculum ◽  
Hemoglobin Level ◽  
Health Science ◽  
World Health ◽  
Health Concern ◽  
Science Students ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Health Science Students ◽  
Medical College

Background: Anemia is a public health concern with adverse health consequences. The vast nature of medical curriculum demands rigorous efforts and stress putting health science students at risk of anemia. In the present study, we aim to estimate the hemoglobin level of undergraduate health science students at Chitwan Medical College. Methods: This cross-sectional study included all 386 year I and II undergraduate health science students enrolled at Chitwan Medical College. An informed consent was obtained from all the participants and hemoglobin values were obtained using Sahli’s hemoglobinometry at Physiology laboratory of basic science complex during March to August 2019. Ethical approval was obtained from CMC-IRC (Ref: CMC-IRC/075/076-125). Chi-squared test was done to seek the association of various demographic factors with hemoglobin values. Results: Anemia was found among 37.8% undergraduate health science students as per World Health Organization (WHO) criteria. A total of 44.7% males and 32.3% females were found to have anemia. Statistical significant association was observed between body mass index (BMI) and hemoglobin level with higher BMI contributing to higher hemoglobin values. There was no association of hemoglobin level with sex, place of origin and stream of study.   Conclusions: Almost 4 out of 10 undergraduate medical students enrolled at Chitwan Medical College had lower hemoglobin values for age and sex as suggested by WHO.  Keywords: anemia, health science, hemoglobin, students, undergraduate  

scholarly journals MP20: Evaluation of the disruptors during advanced life support in emergency departments

CJEM ◽  
2020 ◽  
Vol 22 (S1) ◽  
pp. S49-S49
Author(s):  
J. Truchot ◽  
D. Michelet ◽  
D. Drummond ◽  
P. Plaisance
Keyword(s):  
Emergency Departments ◽  
Exploratory Study ◽  
Online Survey ◽  
Life Support ◽  
Medical Curriculum ◽  
Real Life ◽  
Advanced Life Support ◽  
Cross Sectional ◽  
Phone Calls ◽  
Ed Overcrowding

Introduction: Simulation is used as a teaching technique in the medical curriculum, and especially for advanced life support (ALS). However, simulated ALS can differ greatly from real life ALS. The aim of this exploratory study was to identify the different disruptors associated with real life ALS. Methods: We conducted a cross-sectional, anonymous, online survey that included 32 items. It was distributed by email to emergency physicians from five emergency departments in Paris. The aim of this online survey was to identify the elements perceived as disruptors during ALS. Other aspects of the survey explored the perceived differences between simulated ALS and real life ALS. Descriptive statistics of percentage, mean and standard deviation were used to analyse the data. Results: Among 100 surveyed physicians, 43 (43%) answers were analysed. 53% were women with a mean age of 32 ± 3 years old. The identified disruptors from real life ALS were task interruptions mainly from non-medical staff (n = 16; 37%), patient's siblings (n = 5; 12%), other specialists (n = 5; 12%) and the phone calls (n = 2; 5%). The situation of ED overcrowding (n = 12; 28%) was also mentioned as a potential disruptor. Overall, physicians reported that some technical and non-technical tasks were harder to perform in real life compared to simulated sessions. Conclusion: This exploratory study allowed the identification of disruptors encountered in real life cases of ALS, and may be used for future simulation-based teaching to enhance realism during sessions

scholarly journals Faculty reflections on the process of building an integrated preclerkship curriculum: a new school perspective

2014 ◽  
Vol 38 (3) ◽  
pp. 199-209 ◽  
Author(s):  
Mohammed K. Khalil ◽  
Jonathan D. Kibble
Keyword(s):  
Medical School ◽  
Curriculum Reform ◽  
Curriculum Integration ◽  
Medical Curriculum ◽  
Original Research ◽  
New School ◽  
Interpretive Analysis ◽  
Competency Based ◽  
Function Module ◽  
And Function

This is a reflective essay based on the experience of developing a structure and function module within a new integrated medical curriculum. Our hope is that the insights we gained during a 4-yr journey in a new medical school will be transferable to others engaged with curriculum development. Here, we present an interpretive analysis of our personal experiences together with some original research data and a synthesis of the literature. We will argue that a focus on teaching faculty is the key to successful curriculum integration and suggest an agenda for faculty development. Our essay begins by exploring what curriculum integration really means and what its purpose might be. Our case study explores the challenges of building a shared understanding among stakeholders and of negotiating learning outcomes and methods of teaching as well as the process of developing content and assessment. We feel that many of our experiences in the new medical school are applicable in other settings, such as curriculum reform in established schools and for developers of competency-based premedical curricula. We conclude with recommendations to assist other curriculum planners and teachers by offering some benefits of hindsight.

Mission and Discipleship in a Digital Culture

2012 ◽  
Vol 29 (2) ◽  
pp. 163-182 ◽  
Author(s):  
Philip R. Meadows
Keyword(s):  
Virtual Worlds ◽  
Real Life ◽  
Network Connectivity ◽  
Good Deal ◽  
Digital Culture ◽  
Critical Survey ◽  
Rule Of Life ◽  
Practical Theological ◽  
Incarnational Mission ◽  
The One

Abstract Digital culture technology has opened up a whole new realm of virtual life, relationships and community that seem to exist above and beyond the banalities of ‘real life’. It seems that more and more people are spending more and more time jacked into ‘cyberspace’, and some even get lost there. This compartmentalized view of virtual life has prompted various cross-cultural approaches to mission, exploring how we might become immersed in the online world as a witness to unreached virtual peoples. On the one hand, there is an ever-growing literature on how incarnational mission in this context can be accomplished through various approaches to internet evangelism, web ministry, and planting virtual churches. On the other hand, there is a good deal of theological reflection that warns us that enthusiasm for virtual life and mission must be tempered by a concern for the disembodying and dehumanizing power of digital technology on Christian life and communities. Recent studies have shown that digital culture does not merely lead to the compartmentalization of embodied and virtual realms, however, but to an ever greater convergence between them. In particular, the development of mobile computing devices and wireless network connectivity has woven our online activities and virtual relationships into the routine flow of everyday life. From the perspective of convergence, this essay argues that the future of mission will necessitate a reorientation from planting churches in virtual worlds to living as mission-shaped disciples at the interface of embodied and virtual life. The promise and pitfalls of digital culture are explored, along with a critical survey of various theological and missional stances towards it. In conclusion, some practical-theological reflections are offered towards developing a ‘rule of life’ for mission-shaped discipleship in a culture of convergence.

scholarly journals Self-Destructive Online Content: Features of Attitude and Response of Adolescents and Youth

2021 ◽  
Vol 29 (1) ◽  
pp. 66-91
Author(s):  
G.U. Soldatova ◽  
S.N. Ilyukhina
Keyword(s):  
Young People ◽  
Real Life ◽  
Digital Culture ◽  
The Internet ◽  
Online Content ◽  
Prevention Measures ◽  
Online Behavior ◽  
Digital Competence ◽  
Use Of The Internet ◽  
Psychological Assistance

The paper examines the most common types of self-destructive online behavior of adolescents and young people (self-harm, suicide, and eating disorders), which are reflected on the Internet in the form of self-destructive content. We present the results of the empirical study on the perception of and reactions to self-destructive content and content about psychological assistance by 15—17-year-old adolescents and 18—25-year-old youths. The yielded data confirms that adolescents and young people are active consumers of self-destructive online content. Based on the analysis of the role of gender, age differences, and differences in the use of the Internet in responding to the aforementioned types of self-destructive content, we marked out a risk group, represented by adolescents and young people who show increased attention to self-destructive online content, as well as those who use the Internet more intensively and are more often subjected to various types of violence in real life. We emphasize the importance of developing effective online prevention measures for self-destructive behavior in adolescents and young people, nurturing a digital culture of online behavior, and raising digital competence, allowing for the creation of a safe and comfortable online space.

scholarly journals Participation value of undergraduate students leading STEM outreach: Evaluation of academic, personal and professional effects

2021 ◽  
Author(s):  
Elizabeth Saville ◽  
Jennifer M. Jakobi ◽  
Anne Sophie Beaudoin ◽  
Sabre Cherkowski
Keyword(s):  
Decision Making ◽  
Online Survey ◽  
Science Studies ◽  
Student Leaders ◽  
University Student ◽  
Health Science ◽  
Strong Impact ◽  
Stem Fields ◽  
The University ◽  
Personal Career

This study explores the academic, professional and personal career benefits of leading Science, Technology, Engineering and Mathematics (STEM) outreach, from the perspective of undergraduate student leaders. We consider traditional and non-traditional STEM university students, gender and type of position (paid or volunteer) in this evaluation. Data were collected through an online survey completed by 30 former student STEM outreach leaders from the University of British Columbia. Survey data indicated that STEM outreach had a moderately strong impact on academic, professional and personal career development. Outcomes did not differ between genders and paid work was found to contribute to greater personal and professional impact. The positive influence of outreach on academic and professional decision making was higher in traditional STEM fields than STEM based health-science studies. Future studies are needed to fully understand how demographics and year of study might differentially inform career decision making within as well as between STEM fields to maximize university student leader involvement and create advances in the university-leaders academic and professional development. The outcomes of this research will further inform the relevant impacts of STEM outreach on university student leaders.

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