02496nas a2200193   4500000000100000008004100001260004600042653002000088653003100108653001900139653001400158100001200172245010000184856026000284300001100544490000700555520172600562022001402288       2021                            d  bOvid Technologies (Wolters Kluwer Health)10aModern medicine10aMedical education research10aDecolonisation10aKnowledge1 aNaidu T00aModern Medicine Is a Colonial Artifact: Introducing Decoloniality to Medical Education Research  uhttps://pdfs.journals.lww.com/academicmedicine/2021/11001/modern_medicine_is_a_colonial_artifact_.6.pdf?token=method|ExpireAbsolute;source|Journals;ttl|1721135338696;payload|mY8D3u1TCCsNvP5E421JYK6N6XICDamxByyYpaNzk7FKjTaa1Yz22MivkHZqjGP4kdS2v0J76WGAnHACH  aS9-S120 v963 a<p>Modern medicine is an artifact of colonialism because the science that underpins modern medicine emerged from Western knowledge structures based on a history of colonialism. The author suggests the colonial roots of Western-based modern medicine must be reexamined. While there are various critical theories that may be applied in this reexamination, most do not adequately account for intersectional, intergenerational, and sociohistorical inequities encountered in the multiplicity of global contexts in practice teaching and research within medicine. The author presents decoloniality as a theoretical perspective from which to interrogate sociohistorical, geopolitical, and economic perspectives on gender, race, and heteropaternalistic influences in medicine emanating from a basis in colonially developed systems of knowledge production. The author offers definitions of relevant theoretical terms and suggests that decolonial praxis begins with an initial realization or awareness of one’s position within the colonial matrix of power followed by the reflecting or deliberation, or a grappling with real-life struggles that are encountered in confronting the oppressive operations of the colonial matrix of power. Decolonial praxis involves action through challenging mainstream foundational theories—the questions they generate, the research methods they support, and the writing styles they employ. In medical education, this may involve changing powerful actors, such as medical journal editors and researchers, with historical privilege; shifting the balance of power in research spaces; and dismantling physical and intellectual structures and institutions established on colonial epistemologies.</p>
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