Addressing Racism in Medical Education

White-Davis, Tanya; Edgoose, Jennifer; Speights, Joedrecka S. Brown; Fraser, Kathryn; Ring, Jeffrey M.; Guh, Jessica; Saba, George

doi:10.22454/fammed.2018.875510

Cited by 90 publications

(94 citation statements)

References 4 publications

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“…Methods for improving health disparities training for healthcare providers include building their knowledge of health disparities and effective interventions, improving their communication skills and increasing their understanding of how attitudes and unconscious biases may impact clinical encounters [8,26]. These methods align with our findings that more than 90% of residents reported that knowing what interventions help to improve the disparity and knowing how to change their practice to help close gaps in care would help them feel more prepared to discuss health disparities with patients.…”

Section: Discussionsupporting

confidence: 65%

Awareness of Racial Disparities in Diabetes Among Primary Care Residents and Preparedness to Discuss Disparities with Patients

Taylor

Davis

Mohanan

et al. 2018

J. Racial and Ethnic Health Disparities

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Many healthcare providers lack the awareness of health disparities among their patients that precedes action to improve outcomes. Limited health disparities training is a probable contributor. We assessed primary care residents' awareness of racial and ethnic disparities in diabetes, their perceived preparedness to discuss health disparities with patients, and their preferences for training and resources to improve their preparedness. Primary care residents (n = 98) affiliated with two teaching hospitals in North Carolina were invited to complete a 20-question health disparities survey. Fifty-two residents completed the survey (response rate = 53%). Most were non-Hispanic White (54%) and had ≤ 50% African American patients in their panel (65%). Although 83% were aware of higher diabetes prevalence among African Americans, only 31% felt prepared to discuss diabetes health disparities with patients. Their primary concerns included not having information for the discussion (58%) and being unsure how to share information in a way that is easy for patients to understand (48%). Perceived preparedness to discuss health disparities did not differ significantly by primary care resident race or percentage of African American patients in their panel. Residents indicated that having information regarding how to discuss and address health disparities would make them feel more prepared. Cultural competency training and experiential learning were the most preferred methods to learn how to identify and address health disparities. Future health disparities training should focus on improving residents' preparedness to address health disparities in their clinical practice using culturally relevant communication tools and experiential learning opportunities.

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Section: Discussionsupporting

confidence: 65%

Awareness of Racial Disparities in Diabetes Among Primary Care Residents and Preparedness to Discuss Disparities with Patients

Taylor

Davis

Mohanan

et al. 2018

J. Racial and Ethnic Health Disparities

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“…Classroom sessions formed another part of the intervention. Privilege activities 16,21 illustrated how race, ethnicity, and other socioeconomic and cultural factors influenced learners' experiences in everyday life. TASF used the privilege activity from the Toolkit, 16 with modification for space (Table 1).…”

Section: Interventionmentioning

confidence: 99%

“…Privilege activities 16,21 illustrated how race, ethnicity, and other socioeconomic and cultural factors influenced learners' experiences in everyday life. TASF used the privilege activity from the Toolkit, 16 with modification for space (Table 1). OUFCM's planned privilege session was delayed due to acts of explicit racism affecting residents and their families.…”

Section: Interventionmentioning

confidence: 99%

Learner Reactions to Activities Exploring Racism as a Social Determinant of Health

Dennis

Gold

Wen

2019

Fam Med

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Background and Objectives: Racism’s impact on health has been well documented. Health professional programs are beginning to help learners understand this social determinant of health through curricular integration of education related to racism. Yet educators are hesitant to integrate these concepts into curricula because of lack of expertise or fear associated with learner responses to this potentially sensitive topic. The purpose of this study is to describe the responses of learners to learning sessions on racism as a social determinant of health (SDOH) highlighting structural, personally-mediated, and internalized racism. Methods: Two separate groups—a family and community medicine (FCM) residency program (N=23) and a community health leadership program (N=14)—participated in lectures and workshops on internalized, personally-mediated, and structural sources of racism, and tours introducing them to the local community’s historical roots of structural racism, including discussions/reflections on racism’s impact on health and health care. Mixed-methods evaluation consisted of learner assessments and reflections on the experiences. Results: FCM sessions received a positive reception with session averages of 4.15 to 4.75, based on a Likert-type scale (1=did not meet expectations to 5=exceeded expectations). Thematic analysis of community health leadership participant reflections showed thought processing connected to a better understanding of racism. Overall, themes from both programs reflected positive experiences of the sessions. Conclusions: Our preliminary study findings suggest that educators who encounter internal or external barriers to integrating racism-related concepts into curricula might find that these concepts are well received. This study lays the groundwork for further research into best practices for integration of curriculum on racism as an SDOH for medical schools, residency programs, and other related educational settings.

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“…An example of this last strategy can be seen in a recent publication on addressing the topic of racism in medical education (see table 1). 2 6…”

Section: Introductionmentioning

confidence: 99%

Curriculum development: a how to primer

2019

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Curriculum development is a topic everyone in the field of medical education will encounter. Due to the breadth of ages and types of care provided in Family Medicine, family medicine faculty in particular need to be facile in developing effective curricula for medical students, residents, fellows and for faculty development. In the area of medical education, changing and evolving learning environments, as well as changing requirements necessitate new and innovative curricula to address these evolving needs. The process of developing a medical education curriculum can seem daunting but when broken down into smaller components can become very straightforward and easy to accomplish. This paper focuses on the curriculum development process using a six-step approach: performing a needs assessment, determining content, writing goals and objectives, selecting the educational strategies, implementing the curriculum and, finally, evaluating the curriculum. This process may serve as a template for Family Medicine educators, and all medical educators looking to design (or redesign) their own medical education curriculum.

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Addressing Racism in Medical Education

Cited by 90 publications

References 4 publications

Awareness of Racial Disparities in Diabetes Among Primary Care Residents and Preparedness to Discuss Disparities with Patients

Awareness of Racial Disparities in Diabetes Among Primary Care Residents and Preparedness to Discuss Disparities with Patients

Learner Reactions to Activities Exploring Racism as a Social Determinant of Health

Curriculum development: a how to primer

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