• Help to ensure your program strives to provide a culture in which feedback is an integral part of the learning process for both trainees and trainers. Consider how you can foster inter-professional collaboration, open dialogue about power dynamics, and creation of a network of trainee empowerment and leadership (Angoff 2016).
  • In addition to exploring values about abortion care itself, it is important to discuss the ways in which various forms of oppression intersect to negatively affect the lives of patients and learners from communities that have historically experienced marginalization and discrimination (see Chapter Resources).
  • Continue to revisit your own values as you work with patients and trainees, as these interactions may shed new light on your experiences. In particular, consider how the tenets of Reproductive Justice intersect in your experiences.
  • Consider how much your faculty reflect both the community of trainees and patients you serve. Also consider how your own identity, background, experiences, and biases may shape your assessment of each learner.
  • Help build infrastructure to minimize impact of individual and structural biases.
  • Despite abortion being a common experience for patients, abortion education in medical schools and training programs is often limited. As abortion training becomes harder to access (due to legal changes, cost, travel), it may be that trainees with means and resources have more access to it. This may exclude marginalized communities of providers. A learner-centered curriculum helps ensure adequate education for all trainees (Nothnagle 2008)
  • Consider that stigma is an important predictor of satisfaction, burnout, and compassion fatigue among abortion care providers (Martin 2014). Therefore, strive to strengthen individual support and human resources for stigma reduction of abortion care.


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