Canada's population is becoming increasingly diverse and the recent recognition of the need for inclusivity and diversity has led to conversations in undergraduate and graduate medical programs across the country. The intended outcomes of these conversations around representation are actions that better prepare medical graduates to meet the needs related to caring for a diverse Canadian population. It is paramount that learners see this progress toward equity, inclusivity, and diversity reflected in the leadership of their medical training programs. Actions toward this goal may be more impactful from a new understanding of leadership. This chapter focuses on a postcolonial reimagining of leadership that expands qualities that are valued, resulting in a natural diversification and increased inclusion among medical leaders. The authors write from their personal viewpoints and provide suggestions on revisioning leadership and curriculum, throughout. It is hoped that a paradigm shift in the way leaders are identified, recognized, and supported will address current challenges in medical culture and subsequent socialization of learners that influence their professional identities and ideas about who and what makes good leaders.
Larocque, A., Lewis, D., Rezaiefar, P., Venables, M.J. and Archibald, D. (2022), "Equity, Diversity, and Inclusion Considerations for Leadership in Medical Education", Chitpin, S. and White, R.E. (Ed.) Leading under Pressure (Transforming Education Through Critical Leadership, Policy and Practice), Emerald Publishing Limited, Bingley, pp. 21-39. https://doi.org/10.1108/978-1-80117-358-220221003
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Copyright © 2022 Amanda Larocque, Denice Lewis, Parisa Rezaiefar, Maddie J. Venables and Douglas Archibald. Published under exclusive licence by Emerald Publishing Limited