Abstract：
Several studies have highlighted the insufficient inclusion of cultural diversity in medical schools\' curricula and the extent of health inequalities highlighted by the COVID-19 pandemic. This study aimed to critically review a range of GMC publications to identify the inclusion of cultural diversity topics in their guidelines, as according to recent studies, doctors are inadequately prepared to serve a diverse population.
Twenty-four relevant GMC publications were analysed. An inductive thematic analysis was conducted to review the content of the guidelines; and discourse analysis was used to critically understand the linguistics used whilst also considering the cultural and social context.
The GMC publications primarily focused on discouraging discrimination and promoting equality. Themes around diversity in medical practice were less commonly covered. There was considerable internal inconsistency across the guidelines. Guidelines aimed at medical schools and medical students were more likely to consider cultural diversity issues compared to those intended for doctors.
Cultural diversity teaching can only be as effective as the policy that drives it. Despite the inclusion of cultural diversity issues in GMC guidelines, this study suggests considerable ambiguity in how these issues are represented and understood. The guidelines require careful revision and should be written to reduce the likelihood of variable interpretation, thereby promoting better cultural diversity inclusion in medical schools\' curricula, and consequently better patient care.
Twenty-four relevant GMC publications were analysed. An inductive thematic analysis was conducted to review the content of the guidelines; and discourse analysis was used to critically understand the linguistics used whilst also considering the cultural and social context.
The GMC publications primarily focused on discouraging discrimination and promoting equality. Themes around diversity in medical practice were less commonly covered. There was considerable internal inconsistency across the guidelines. Guidelines aimed at medical schools and medical students were more likely to consider cultural diversity issues compared to those intended for doctors.
Cultural diversity teaching can only be as effective as the policy that drives it. Despite the inclusion of cultural diversity issues in GMC guidelines, this study suggests considerable ambiguity in how these issues are represented and understood. The guidelines require careful revision and should be written to reduce the likelihood of variable interpretation, thereby promoting better cultural diversity inclusion in medical schools\' curricula, and consequently better patient care.
摘要：
几项研究强调了医学院课程中文化多样性的纳入不足，以及COVID-19大流行强调的健康不平等程度。这项研究旨在批判性地审查一系列GMC出版物，以确定其指南中是否包含文化多样性主题，根据最近的研究，医生没有做好充分的准备来为多样化的人群服务。
分析了24篇相关的GMC出版物。进行了归纳主题分析以审查指南的内容；语篇分析用于批判性地理解所使用的语言学，同时还考虑了文化和社会背景。
GMC的出版物主要侧重于阻止歧视和促进平等。医学实践中围绕多样性的主题不太常见。准则内部存在相当大的不一致。与针对医生的指南相比，针对医学院和医学生的指南更有可能考虑文化多样性问题。
文化多样性教学只能与推动它的政策一样有效。尽管GMC指南中包含了文化多样性问题，这项研究表明，在如何表示和理解这些问题方面存在相当大的歧义。该指南需要仔细修订，并应编写以减少变量解释的可能性，从而促进医学院课程中更好的文化多样性包容，从而更好的病人护理。
分析了24篇相关的GMC出版物。进行了归纳主题分析以审查指南的内容；语篇分析用于批判性地理解所使用的语言学，同时还考虑了文化和社会背景。
GMC的出版物主要侧重于阻止歧视和促进平等。医学实践中围绕多样性的主题不太常见。准则内部存在相当大的不一致。与针对医生的指南相比，针对医学院和医学生的指南更有可能考虑文化多样性问题。
文化多样性教学只能与推动它的政策一样有效。尽管GMC指南中包含了文化多样性问题，这项研究表明，在如何表示和理解这些问题方面存在相当大的歧义。该指南需要仔细修订，并应编写以减少变量解释的可能性，从而促进医学院课程中更好的文化多样性包容，从而更好的病人护理。
