Decolonizing Medical Education, Research and Practice

Dr. Faadiel Essop is currently a professor in the Division of Medical Physiology at Stellenbosch University, as well as Director and Co-Founder of the Centre for Cardio-metabolic Research Centre. Dr. Essop is the current President of the African Association of Physiological Sciences, a board member of the General Assembly of the International Union of Physiological Sciences, and chairperson of the South African National Committee of the IUPS. He’s also served as a member of the International Committee of the American Physiological Society and is an elected Fellow of the American Physiological Society. During 2021 he was awarded the PSSA’s prestigious Lifetime Career Achievement Award. Dr. Essop is currently the recipient of a Teaching Advancement at University fellowship where the focus is to develop a philosophical framework for the introduction of broader humanities and arts concepts into the biomedical, science and engineering curricula in order to ensure more holistic graduates.

• PART I: Challenges1. From slave ships to contemporary clinics: The US neo-slavery medical complexJoe R. Feagin2. Intersections between colonialism, medical racism, and race-based medical practiceFaadiel Essop, Saleha Suleman3. Race, racism, and the US production and exportation of medical scienceJaya Aysola, Michelle Munyikwa4. Colonial laboratories as imperial sites of knowledge production: The case of the Medical Research Institute (MRI) in NigeriaAdedamola Adetiba5. When evidence misrepresents: Epistemic failures of evidence-based medicine and the BiDil controversyWandile Ganya, Wanele GanyaPART II: Solutions6. Knowing the dead: Pedagogies of forensic humanitarian action in postcolonial contextsKeegan O. Meiring, Kathryn Smith, Amanda Alblas7. Case study: Decolonizing the postgraduate biomedical sciences curriculumFaadiel Essop, Rhoda Meyer8. Decolonizing the medical curriculum: A history, a process, and the fleshy remainderRachel Niehuus9. Toward sustainable change: Embedding decolonial implementation science in medical training to reimagine our worldPatricia Maritim, Ramya Kumar, Muneera Rasheed10. Integrating indigenous knowledge into the health sciences curriculum: A path toward decolonial healing and holistic careMabitja Moeta11. Not asking for a seat, but building a new table: Case for a Global South–centered model in medicineMuneera Rasheed12. Toward inclusive medical education, research, and practice: Removing race from geneticsPedro W. Fernandez, Phila M. Msimang, Caitlin Uren, Desiree C. Petersen13. Shaping an inclusive health care ethics framework in the 21st century: Lessons from African bioethics and relational approachesBerna Gerber, Juan Bornman, Alida Naudé14. Reclaiming wholeness: Ayurveda, colonization, and the healing of medicineSheila Patel15. Harnessing the health-promoting potential of indigenous foods: Enhancing public health and advancing environmental sustainabilityXikombiso Mbhenyane, Nomakhushe Nxusani, Vanessa Mbhatsani, Sefora Makuse, Mthokozisi ZumaPART III: Future horizons16. ConclusionFaadiel Essop

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