Abstract：
Introduction Healthcare inequity disproportionately affects minority populations in Aotearoa New Zealand. Healthcare providers may contribute to inequity due to their biases. Medical education can unintentionally promote biases by reinforcing stereotypes or limiting exposure to diversity. Teaching staff from the Department of General Practice and Rural Health suggested a need to review current teaching materials to ascertain if they have the potential to contribute to this bias. Aim The aim of this study was to review case-based teaching material to determine its representation of the New Zealand population, and whether there is potential to contribute to implicit bias. Methods Document analysis of 135 cases used to teach fourth- and fifth-year medical students in the Department of General Practice and Rural Health, Otago Medical School was performed. Demographic, clinical and social features of each case were recorded and analysed. Results Cases typically included patient age (129/135, 95.6%), sex (127/135, 94.1%) and occupation status (91/136, 66.9%). Ethnicity (31/135, 23.0%), living situation (55/135, 40.7%), relationship status (57/135, 42.2%) and sexual orientation (52/135, 40.0%) were less frequently defined. Cases typically represented the population majority norms. Discussion Case-based teaching materials require regular review and updating to match population demographics. There is potential to improve representation of diversity, and hence cultural safety, though review and revision of written teaching cases.
摘要：
引言医疗保健不平等不成比例地影响了新西兰奥特罗阿的少数民族人口。医疗保健提供者可能由于他们的偏见而导致不平等。医学教育可以通过加强刻板印象或限制接触多样性来无意中促进偏见。全科医学和农村卫生部的教学人员建议有必要审查当前的教材，以确定它们是否有可能助长这种偏见。目的本研究的目的是审查基于案例的教材，以确定其在新西兰人口中的代表性，以及是否有可能导致隐性偏见。方法对135例全科与农村卫生系四、五年级医学生教学案例进行文献分析,奥塔哥医学院进行了表演。人口统计,记录并分析每例患者的临床和社会特征.结果病例通常包括患者年龄（129/135，95.6%），性别（127/135，94.1%）和职业状况（91/136，66.9%）。种族（31/135，23.0%），居住情况(55/135，40.7%)，关系状态（57/135，42.2％）和性取向（52/135，40.0％）的定义频率较低。案件通常代表人口多数规范。讨论基于案例的教材需要定期审查和更新，以符合人口统计。有可能提高多样性的代表性，因此文化安全，通过书面教学案例的审查和修订。
