A framework for decolonising and diversifying biomedical sciences curricula: rediscovery, representation and readiness

To date, most efforts to decolonise curricula have focussed on the arts and humanities, with many believing that science subjects are objective, unbiased, and unaffected by colonial legacies. However, research is shaped by cultural and historical context, and inequities exist in funding, publishing and acknowledging scientific achievements. Our curricula reflect these inequities, perpetuating bias to future generations of scientists. We examined attitudes and understanding towards decolonising and diversifying the curriculum among students and teaching staff in the biomedical sciences at the University of Bristol, to discover whether our current teaching practice is perceived as inclusive. We used a mixed methods study including surveys of staff (N=71) and students (N=121) and focus groups. Quantitative data showed that staff and students think decolonising the curriculum is important, but this is more important to female respondents (p<0.001). Students are less aware than staff of current efforts to decolonise the curriculum, while students from minority ethnic groups feel less represented by the curriculum than white students. Thematic analysis of qualitative data revealed three themes that are important for a decolonised curriculum: rediscovery, representation and readiness. We propose that this ‘3Rs framework’ could guide future efforts to decolonise and diversify the curriculum in the biomedical sciences and beyond.