Responding to diversity
CMAJ 1997;157:644
In the editorial "Medical curricula for the next millennium: responding to diversity" (CMAJ 1997;156:1295-6 [full text / résumé]), by Dr. Christiane Kuntz, the most important question is: "What could be more central than dealing competently with the needs of over 50% of the population?" This statement recognizes, more than any, the under-representation and exclusion of women from medical research and in medical teaching.
Once the topic of women's health has been accepted as core material and undergraduate and postgraduate curricula, I think it is important that we return to the initial paragraph of this editorial. Within it Kuntz mentions that physicians are expected to provide competent care to patients of either sex and of any sexual orientation, as well as people with disabilities, members of minorities and those who are economically disadvantaged. To sensitize future practitioners to the needs of all patients, it behooves us to compare the balance between the types of problems within the general population and our present spectrum of medical teaching. To respond to diversity, we may need an epidemiologic study that compares the needs of the general population with the existing medical school curriculum. I have a bias in this regard, as most of my practice involves the treatment of disabled patients, who often describe a general health care system unaware of their needs.
Patrick J. Potter, MD
Chief
Physical Medicine and Rehabilitation
University of Western Ontario
London, Ont.
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