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Issue: For students in the preclinical years of medical school, it is easy to overlook the narrative component of medicine and become occupied with learning the vast sea of information about the human body. There are limited, if any, options to learn about historical figures in medicine and how they can inform our future in clinical medicine. Evidence: There is an apparent lack of education offered on pivotal figures in medicine across many institutions. The few instances that medical history has been incorporated into the curriculum are further discussed. Implications: In order to incorporate cultural competency in our delivery of care, it is important to consider the diversity of the population we will be serving and how we can prepare to help patients feel heard in their unique issues. In this paper, we propose learning about the true history of certain medical practices, rather than the "colonial" version often utilized in textbooks and lectures, as a means of diversifying students' perspectives of the origins of these practices as well as giving credit where it is due. The time period during which many of these medical practices were cultivated is referred to as the Islamic Golden Age, but scholars who made contributions belonged to many different faiths and cultural backgrounds. El-Zahrawi was a Muslim physician whose principal work, Kitab-at-Tasrif, contains topics on medicine, surgery, midwifery, pharmacology, therapeutics, diet, psychotherapy, and medical chemistry. He pioneered numerous techniques in surgery and invented surgical devices that are still used to this day. [ABSTRACT FROM AUTHOR]

Spain is one of the European countries that attracts the most immigration, and the Valencian and Murcian regions have a large immigrant population. To our knowledge, no studies have analysed the representation of cultural diversity in visual representations of the body and musical practices in their music textbooks. Therefore, the main objective of this research is to describe the representation of cultural diversity in Spanish music textbooks from a critical and comparative perspective that analyses visual representations of the body and its interactions with the main musical processes. The results show a greater presence of students with white European features, as well as certain cultural stereotypes perpetuated by visual representation with musical instruments. Thus, although a greater variety of human types can be observed in the graphic representations of music textbooks, these take a reductionist and simplistic view of cultural diversity. [ABSTRACT FROM AUTHOR]