Musarrat Maisha Reza

The University of Exeter

Featured Resources

Students in a group walking together on campus

Creating a culture of belonging with inclusive pedagogy

Building cultural humility and meaningful relationships with students are two of several strategies to foster belonging in students from minoritised backgrounds

Yusra Siddiqui , Musarrat Maisha Reza

The University of Exeter

A checklist for advancing equity, diversity and inclusion in medical sciences and education, part two

Three questions that medical sciences lecturers should ask when revising curricula to promote ethical considerations, an understanding of health inequities and diverse perspectives

Musarrat Maisha Reza, Mia-Rose Gillison

The University of Exeter

A diverse group of medics sitting through a seminar

A checklist for advancing equity, diversity and inclusion in medical sciences and education, part one

Three questions that lecturers in medical sciences should ask when revising their curricula to promote diverse representation and health equity

Musarrat Maisha Reza, Mia-Rose Gillison

The University of Exeter

Medical teaching resources need to represent all skin colours to enable doctors to serve a diverse population

Medical education must diversify its learning resources away from a focus solely on white patients to prepare students to diagnose and treat patients of all ethnicities, write Musarrat Maisha Reza and Naabil Khan

Musarrat Maisha Reza, Naabil Khan

The University of Exeter

Decolonising your learning resources: representation matters

Find out what steps can be taken to review your learning resources from an anti-racism lens and why this is important for both ethnic minority and white students

Musarrat Maisha Reza, Amy McEwan, Emily Calvo-Hobbs

The University of Exeter

Image of an elderly men receiving a vaccine

Decolonising medicine, part three: uncovering silenced voices and histories

Lecturers should ensure they present the full picture when teaching medicine, detailing exploitation and marginalisation of certain groups in the advancement of medical science, as Musarrat Maisha Reza and Emily Calvo-Hobbs explain

Musarrat Maisha Reza, Emily Calvo-Hobbs

The University of Exeter

Medical students discuss issues of decolonisation relating to medicine

Decolonising medicine, part two: empowering students

The decolonisation of medicine involves making students active agents of their learning and designing assessments relevant to the skills gained through the process, as Musarrat Maisha Reza explains in her second advice resource on the topic

Musarrat Maisha Reza

The University of Exeter

Medical students learning about decolonisation in the context of healthcare

Decolonising medicine, part one: taking the first steps

Decolonisation should not be limited to arts and social sciences, but many struggle with how to apply it across STEM disciplines. In her first resource, Musarrat Maisha Reza shares advice on effective approaches to decolonising medicine

Musarrat Maisha Reza

The University of Exeter

Musarrat Maisha Reza

The University of Exeter

Featured Resources

Creating a culture of belonging with inclusive pedagogy

A checklist for advancing equity, diversity and inclusion in medical sciences and education, part two

A checklist for advancing equity, diversity and inclusion in medical sciences and education, part one

Medical teaching resources need to represent all skin colours to enable doctors to serve a diverse population

Decolonising your learning resources: representation matters

Decolonising medicine, part three: uncovering silenced voices and histories

Decolonising medicine, part two: empowering students

Decolonising medicine, part one: taking the first steps

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Musarrat Maisha Reza

The University of Exeter

Featured Resources

.css-1ndcrd1{overflow:hidden;overflow-wrap:break-word;max-height:108px;text-indent:0px;}Creating a culture of belonging with inclusive pedagogy

A checklist for advancing equity, diversity and inclusion in medical sciences and education, part two

A checklist for advancing equity, diversity and inclusion in medical sciences and education, part one

Medical teaching resources need to represent all skin colours to enable doctors to serve a diverse population

Decolonising your learning resources: representation matters

Decolonising medicine, part three: uncovering silenced voices and histories

Decolonising medicine, part two: empowering students

Decolonising medicine, part one: taking the first steps

Creating a culture of belonging with inclusive pedagogy