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OBJECTIVEDespite longstanding and recurrent calls for effective implicit bias (IB) education in health professions education as one mechanism to reduce ongoing racism and health disparities, evidence-based IB curricula for neonatal-perinatal medicine (NPM) are limited. We aim to determine the key IB curricular elements for teaching NPM fellows, advanced practice providers, and attending physicians. STUDY DESIGNA modi ed Delphi study was performed with content experts in IB and health disparities who had educational relationships to those working and training in the neonatal intensive care unit. RESULT Three Delphi rounds were conducted. Experts reached consensus on a variety of items for inclusion in an IB curriculum, including educational goals, learning objectives, teaching strategies, and educator principles. CONCLUSIONEssential IB curricular components for the eld of neonatal medicine were de ned using rigorous consensus building methodology.