Social Justice and Health Equity in the Teaching and Learning Environment - Perspectives of Academic Leaders in Health Profession Education Programmes

Oct 15, 2026

Health profession education programmes have the responsibility to prepare graduates to champion social justice and health equity (SJ/HE) within and beyond healthcare. Yet little is known about educational leaders’ perspectives on how the teaching and learning environment (TLE) supports SJ/HE. This qualitative descriptive study explored leaders’ individual and collective vision and its actualization, using semi-structured interviews (n=14) across five colleges in one Canadian health sciences faculty, and inductive thematic analysis.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages22

Reading Time55 min

AccessFree to download

Abstract

Objective and focus (SJ/HE in the TLE)

Methods (qualitative descriptive, semi-structured interviews)

Participants and settings (five colleges)

Findings (one overarching theme and sub-themes)

Implications (need for a clear, unified articulation of the TLE)

The Canadian Journal for the Scholarship of Teaching and Learning | Volume 15 | Issue 3 | Article 3 | | --- | --- | | Winter 12-31-2024
Social Justice and Health Equity in the Teaching and Learning Environment:
Perspectives of Academic Leaders in Health Profession Education Programmes
Benita Cohen† University of Manitoba
Debra Beach Ducharme
University of Manitoba, [Debra.BeachDucharme@umanitoba.ca](Debra.BeachDucharme@umanitoba.ca)[ ](Debra.BeachDucharme@umanitoba.ca)Moni Fricke
University of Manitoba, [Moni.Fricke@umanitoba.ca](Moni.Fricke@umanitoba.ca)[ ](Moni.Fricke@umanitoba.ca)Alan Katz
University of Manitoba, [Alan.Katz@umanitoba.ca](Alan.Katz@umanitoba.ca)[ ](Alan.Katz@umanitoba.ca)Laura MacDonald
University of Manitoba, [Laura.Macdonald@umanitoba.ca](Laura.Macdonald@umanitoba.ca)[ ](Laura.Macdonald@umanitoba.ca)Donna Martin
University of Manitoba, [Donna.Martin@umanitoba.ca](Donna.Martin@umanitoba.ca)[ ](Donna.Martin@umanitoba.ca)Christen Rachul
University of Manitoba, [Christen.Rachul@umanitoba.ca](Christen.Rachul@umanitoba.ca)[ ](Christen.Rachul@umanitoba.ca)Gayle Restall
University of Manitoba, [Gayle.Restall@umanitoba.ca](Gayle.Restall@umanitoba.ca)[ ](Gayle.Restall@umanitoba.ca)Dana Turcotte
University of Manitoba, [Dana.Turcotte@umanitoba.ca](Dana.Turcotte@umanitoba.ca)
Follow this and additional works at: [https://www.cjsotl-rcacea.ca](https://www.cjsotl-rcacea.ca)
[https://doi.org/10.5206/cjsotlrcacea.2024.3.15393](https://doi.org/10.5206/cjsotlrcacea.2024.3.15393) | | Recommended Citation Cohen, B., Beach Ducharme, D., Fricke, M., Katz, A., MacDonald, L., Martin, D., Rachul, C., Restall, G., & Turcotte, D. (2024) . Social justice and health equity in the teaching and learning environment: Perspectives of academic leaders in health profession education programmes. The Canadian Journal for the Scholarship of Teaching and Learning, 15(3) . [https://doi.org/10.5206/cjsotlrcacea.2024.3.15393](https://doi.org/10.5206/cjsotlrcacea.2024.3.15393) Social Justice and Health Equity in the Teaching and Learning Environment: Perspectives of Academic Leaders in Health Profession Education Programmes Abstract It is the responsibility of all health profession education programmes to prepare their graduates to champion social justice and health equity (SJ/HE) within and beyond the healthcare system. However, little is known about the perspectives of educational leaders within health professional programmes regarding the teaching and learning environment (TLE) with respect to SJ/HE. The objective of this study was to explore the perspectives of health profession education leaders about their individual and collective vision for a TLE that promotes SJ/HE and its actualization. A qualitative descriptive approach was utilized to gather, synthesize and make meaning of the perspectives of academic leaders in one Canadian health professional faculty. Using semi-structured interviews, participants (n=14) representing five different colleges including medicine, nursing, oral health, pharmacy, and rehabilitation sciences, were interviewed in-person in the academic setting. Following inductive thematic analysis, one overarching theme resulted,“We Need to Walk the Talk.” Five sub-themes also emerged, including understanding of SJ/HE; the current TLE; facilitators and barriers to a TLE promoting SJ/HE; and actions required to further develop a TLE promoting SJ/HE. Academic leaders expressed hope and willingness to create a TLE that promotes SJ/HE, acknowledging that there was alot to be done and a unified vision for the faculty is important. The results of this study underscore the need for academic leaders to have a clear and unified articulation of a TLE that embodies SJ/HE for all. Il incombe à tous les programmes de formation aux professions de santé de préparer leurs diplôméset leurs diplômées à défendre la justice sociale et l'équité en matière de santé au sein du système des

FAQs

What was the objective of the study?

To explore health profession education leaders’ individual and collective vision for a teaching and learning environment (TLE) that promotes social justice and health equity and how that vision is actualized.

How was the study conducted?

A qualitative descriptive approach used semi-structured interviews with academic leaders, followed by inductive thematic analysis.

What overarching theme emerged from the interviews?

One overarching theme emerged: “We Need to Walk the Talk.”

Who participated and where were the interviews conducted?

Participants (n=14) represented five colleges—medicine, nursing, oral health, pharmacy, and rehabilitation sciences—and interviews were conducted in-person in the academic setting.

Oct 15, 2026

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