{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,29]],"date-time":"2026-09-29T13:01:06Z","timestamp":1790686866174,"version":"4.1.0"},"reference-count":26,"publisher":"Cambridge University Press (CUP)","license":[{"start":{"date-parts":[[2026,9,29]],"date-time":"2026-09-29T00:00:00Z","timestamp":1790640000000},"content-version":"unspecified","delay-in-days":271,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["cambridge.org"],"crossmark-restriction":true},"short-container-title":["Prim Health Care Res Dev"],"published-print":{"date-parts":[[2026]]},"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:sec id=\"S146342362610187X_as1\">\n                    <jats:title>Background:<\/jats:title>\n                    <jats:p>Inclusion health focuses on populations systematically excluded from healthcare including people experiencing homelessness, vulnerable migrants, and those with justice system involvement. Despite political commitments to National Health Service (NHS) equity, inclusion health remains inconsistently embedded in undergraduate medical curricula. This curriculum development report describes an educator workshop undertaken to identify priorities and practical strategies for embedding inclusion health within a medical school curriculum.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec id=\"S146342362610187X_as2\">\n                    <jats:title>Methods:<\/jats:title>\n                    <jats:p>A structured workshop was conducted during Anglia Ruskin University School of Medicine\u2019s 2025 Annual Educator Day. Multidisciplinary educators from a range of organisations participated. Small-group discussions explored four areas: populations affected by healthcare exclusion, barriers to access and engagement, challenges to student involvement in inclusion health settings, and opportunities for curriculum development. Emerging priorities were shared during a plenary session to confirm resonance with discussions. Subsequent structured thematic synthesis of facilitator notes identified curriculum priorities and implementation strategies.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec id=\"S146342362610187X_as3\">\n                    <jats:title>Curriculum development outcomes:<\/jats:title>\n                    <jats:p>Educators described current inclusion health exposure as incidental, fragmented, and insufficiently supported. Key challenges included stigma, mistrust, digital exclusion, limited placement capacity, and a lack of structured student preparation and debriefing. Priorities for curriculum development included longitudinal community-based primary care placements, stronger partnerships with third-sector organizations and people with lived experience, integration of inclusion health across professionalism, leadership and wellbeing teaching, and incorporation of inclusion health competencies into assessment.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec id=\"S146342362610187X_as4\">\n                    <jats:title>Implications for primary health care education:<\/jats:title>\n                    <jats:p>Embedding inclusion health within undergraduate medical education requires intentional curriculum design aligned with primary care realities, national policy, and assessment frameworks. Development-focused approaches offer practical routes to strengthening equity-focused competencies across both newly established and long-standing medical schools.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1017\/s146342362610187x","type":"journal-article","created":{"date-parts":[[2026,9,29]],"date-time":"2026-09-29T12:34:58Z","timestamp":1790685298000},"update-policy":"https:\/\/doi.org\/10.1017\/policypage","source":"Crossref","is-referenced-by-count":0,"title":["Embedding inclusion health in undergraduate medical education: a curriculum development report from Anglia Ruskin University"],"prefix":"10.1017","volume":"27","author":[{"ORCID":"https:\/\/orcid.org\/0009-0001-2855-8730","authenticated-orcid":false,"given":"Elizabeth Louise","family":"Field","sequence":"first","affiliation":[{"id":[{"id":"https:\/\/ror.org\/0009t4v78","id-type":"ROR","asserted-by":"publisher"}],"name":"School of Medicine, Faculty of Health, Medicine and Social Care, Anglia Ruskin University"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-9031-7022","authenticated-orcid":false,"given":"Jo-Anne","family":"Johnson","sequence":"additional","affiliation":[{"id":[{"id":"https:\/\/ror.org\/0009t4v78","id-type":"ROR","asserted-by":"publisher"}],"name":"School of Medicine, Faculty of Health, Medicine and Social Care, Anglia Ruskin University"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Sanjiv","family":"Ahluwalia","sequence":"additional","affiliation":[{"id":[{"id":"https:\/\/ror.org\/0009t4v78","id-type":"ROR","asserted-by":"publisher"}],"name":"School of Medicine, Faculty of Health, Medicine and Social Care, Anglia Ruskin University"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Colin","family":"Melville","sequence":"additional","affiliation":[{"id":[{"id":"https:\/\/ror.org\/0009t4v78","id-type":"ROR","asserted-by":"publisher"}],"name":"School of Medicine, Faculty of Health, Medicine and Social Care, Anglia Ruskin University"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-3587-6937","authenticated-orcid":false,"given":"Margaret","family":"Greenfields","sequence":"additional","affiliation":[{"id":[{"id":"https:\/\/ror.org\/0009t4v78","id-type":"ROR","asserted-by":"publisher"}],"name":"School of Medicine, Faculty of Health, Medicine and Social Care, Anglia Ruskin University"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"56","published-online":{"date-parts":[[2026,9,29]]},"reference":[{"key":"S146342362610187X_ref5","first-page":"216","article-title":"Towards equitable learning environments for medical education: Bias and the intersection of social identities","volume":"55","author":"Bochatay","year":"2021","journal-title":"Medical Education"},{"key":"S146342362610187X_ref8","volume-title":"The NHS Constitution for England","year":"2021"},{"key":"S146342362610187X_ref3","doi-asserted-by":"publisher","DOI":"10.1136\/bmjopen-2024-092420"},{"key":"S146342362610187X_ref26","doi-asserted-by":"publisher","DOI":"10.1080\/01421590120036547"},{"key":"S146342362610187X_ref14","doi-asserted-by":"publisher","DOI":"10.1093\/fampra\/cmac075"},{"key":"S146342362610187X_ref23","doi-asserted-by":"publisher","DOI":"10.1186\/s12909-023-04036-3"},{"key":"S146342362610187X_ref18","volume-title":"A National Framework for NHS Action on Inclusion Health","year":"2023"},{"key":"S146342362610187X_ref22","year":"2025","journal-title":"Insights From People with Lived Experience to Inform Inclusive Approaches to Health Protection"},{"key":"S146342362610187X_ref20","doi-asserted-by":"publisher","DOI":"10.2147\/AMEP.S460970"},{"key":"S146342362610187X_ref21","first-page":"4","article-title":"Cultural safety and nursing education in Aotearoa and Te Waipounamu","volume":"18","author":"Ramsden","year":"2002","journal-title":"Nursing Praxis in New Zealand"},{"key":"S146342362610187X_ref25","volume-title":"WFME Global Standards for Quality Improvement: The 2020 Revision","year":"2020"},{"key":"S146342362610187X_ref4","doi-asserted-by":"publisher","DOI":"10.1007\/BF00138871"},{"key":"S146342362610187X_ref12","volume-title":"Medical Licensing Assessment: Content Map (2025 update)","year":"2025"},{"key":"S146342362610187X_ref17","doi-asserted-by":"publisher","DOI":"10.1186\/s12913-022-08265-y"},{"key":"S146342362610187X_ref15","first-page":"1087","article-title":"The future of NHS primary care should focus on integration not separation","volume":"385","author":"Lau","year":"2024","journal-title":"British Medical Journal"},{"key":"S146342362610187X_ref2","volume-title":"An Exploration of Inclusion Health Teaching in the Undergraduate Medical Curricula - 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