![]() When addressing overt or covert racism, it is useful to consider some of the definitions provided in the academic literature. Through the theoretical framework of Critical Race Theory, therefore, this study documents the existence and extent of racial (and other) discrimination within the Emergency Medical Service (EMS) in South Africa. Later, in my Bachelor of Technology in Emergency Medical Care (BTech EMC) undergraduate research project, racial discrimination was one of the themes that emerged as participants shared their experiences in clinical practice. However, as an undergraduate National Diploma in Emergency Medical Care (NDip EMC) student, I observed and (rather painfully) experienced discrimination with fellow EMC students during time in clinical training practice within the pre-hospital setting in Johannesburg and Cape Town. , black trainee participants reported experiencing racism at some point during their training and indicated that it was not overt racism, but covert racism which collectively accumulated into feeling unwanted within the medical working environment. However, within the South African healthcare sector some studies have documented discrimination experienced by medical students during their hospital clinical attachments. The exploration of racial discrimination appears to have little presence (or voice) in the EMC discourse. The lack of a structured approach to redress the discrimination causes a lack of inclusivity and unequal access to clinical education in a public clinical platform. This study confirms the existence of discriminatory practices during WIL which is usually unreported. Such practice violates basic human rights and has the potential to negatively affect the clinical management of patients, thus it has the potential to violate patient’s rights. Unfair discrimination within the pre-hospital setting have an impact on the learning opportunities of EMC students. This conduct prevented some students from engaging in clinical decision-making. Language was used as an intentional barrier to isolate students from the patients during WIL because EC providers would intentionally speak in a language not understood by the student and failed to translate vital medical information about the case. ResultsĮMC student participants reported experiences of racial and gender discrimination during work-integrated learning (WIL) as they were treated differently on the basis of race and gender. ![]() We purposively sampled 13 undergraduate EMC students and 5 Emergency Care (EC) providers. Semi-structured interviews enabled thematic analysis. Within the conceptual framework of Critical Race Theory, critical ethnographic methodology explored how discriminatory social practice manifests during clinical practice. Understanding the nature of such discrimination is critical for redress. This qualitative study examines the experiences and perceptions of racial discrimination between Emergency Medical Care (EMC) students, clinical mentors, and patients within an Emergency Medical Service (EMS) during clinical practice. Post-apartheid, South Africa adopted an inclusive education system that was intended to be free of unfair discrimination.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |