An Exploration of Inclusion Health Teaching in Undergraduate Medical Curricula Full Report

In this report, our team share the findings of two surveys – of UK medical schools on their approaches to teaching inclusion health in curricula, and of third sector organisations (predominantly people with lived experience of being a IH community member), in facilitating timely and effective care for their clients and patients. In both surveys, we see a confluence of messages – that patient from an inclusion health background struggle to access healthcare, and when they do, it is often ineffective. By contrast, medical schools report attempts to introduce inclusion health in curricula – these being limited by overcrowded (and difficult to shift) syllabi, driven by personal interests of individuals rather than a broader appreciation of the importance of access to and tailored delivery of healthcare for marginalised groups, and using educational interventions that treat the complexity of healthcare delivery of these groups at a superficial level.<p></p>