Guiding criticism of systems of oppression through the lens of a biomedical science course: working in the classroom to improve public health and society

Abstract

This study was conducted to enrich critical thinking experience within a technical Biomedical Science class. This was achieved by challenging student misconceptions and guiding higher order thinking to develop students' original ideas as they discussed the intersectionality of -isms (race, gender, etc) & public health. Students analyzed specific assessment criteria and determined ethical solutions to common issues in public health. Within this assessment criteria data was collected in the form of three performance tasks, two student perception surveys and individual student interviews. In this qualitative analysis, it follows the growth and struggles of white and BIPOC (Black, Indigenous, and People of Color) students respectively grappling with countering the culture of predominant whiteness in medicine. Alongside use of real medical research technology, students synthesized equitable policies to service people of all walks of life resulting in varying success and engagement.