AOC Initiative Resources for the Clinical Learning Environment

Creating an equitable, inclusive, welcoming, and actively anti-oppressive clinical learning environment is critical to the success of our students and to our core UCSF values. These environments also have a direct impact on our patients and colleagues. Developing skills and expanding our perspectives and knowledge to create equitable environments is a life-long process. 

To help support and inspire this work, the Anti-Oppression Curriculum Initiative leadership team has organized a curated list of resources for clinical teachers. Many of these resources are brief (1-2 page) articles and short videos designed for busy faculty actively teaching in the clinical environment. They are meant as a starting point; different faculty will have different learning needs. 

How To Use These Resources

It is recommended you focus on a single domain each month based on your own goals and learning edge. Consider setting a personal goal to review one of the resources in that domain each week. It can be helpful to find a colleague who is interested in partnering with you—sharing this learning can provide built-in accountability and valuable opportunities to debrief.

Key Concepts 

Given the significant gap between how certain key topics are discussed in the pre-clerkship curriculum (F1) versus in the clinical learning environment (F2, Career Launch), there are a few areas that all faculty should consider. While the following topics are in no way a comprehensive list of needed learning, care and clarity around these areas are critical to creating inclusive learning environments and to avoiding unintended harm to our learners, colleagues, and patients:

  • Race and Ethnicity are social identities and are distinct from Ancestry/Genetics/Biology
  • Gender is a social identity and is distinct from Sex/Biology/Genetics/Anatomy
  • Gender identity includes a diverse spectrum; binary categories of man/woman; boy/girl are woefully inadequate in representing the gender identity of all individuals
  • Person-first language should be our reflex approach when discussing patients (e.g., Mr. X is a 67-year-old man with diabetes (last HbA1c 13.5) as opposed to Mr. X is a 67-year-old diabetic)

As the AOC Initiative progresses, the leadership team will share more resources and opportunities for faculty development. For faculty who are ready for a deeper dive into these topics, please stay tuned! The AOC Initiative leadership team will be refining and expanding resources over time as we include more stakeholders and perspectives in this work. Thank you for taking part in this critical work. 

Comments or Suggestions? Share your feedback on the AOC Initiative faculty development resources.

Where To Start
Learning Environment
Assessment and Feedback
Anti-Racism Resources
Clinical Patient Experience
Allyship and Upstanding

Ready for more? In addition to reviewing these resources, consider investing in in-depth skill development courses through the Teach for UCSF Certificate in Teaching for Equity and Inclusion.