Adopting an Anti-Racism Public Health Curriculum Competency: The University of Washington Experience

Hagopian, Amy; West, Kathleen M.; Ornelas, India J.; Hart, Ariel N.; Hagedorn, Jenn; Spigner, Clarence

doi:10.1177/0033354918774791

Cited by 40 publications

(41 citation statements)

References 28 publications

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“…30,[32][33][34][35]38 Evaluation designs included qualitative and quantitative feedback on lessons, courses, or course offerings (n = 4) 30,32,33,38 ; pretests-posttests of knowledge (n = 2) 32,34 ; and audits of course materials (n = 1). 35 Key evaluation indicators included feedback on sessions 33,38 and knowledge of core concepts. 32,34 Key indicators were not stated in 2 articles.…”

Section: Discussionmentioning

confidence: 99%

“…30,38 One instructional program was designed only for undergraduate students, 30 5 were designed only for graduate students, [31][32][33]37,38 and 5 were designed for both undergraduate and graduate students. 28,29,[34][35][36] The instructors for half the instructional programs were faculty members only (n = 5), [28][29][30]36,37 whereas others included faculty members [31][32][33]35,38 and a combination of graduate teaching assistants, 35,38 community members, 31,33 or other types of instructors (eg, racial equity consultants from outside the host institutions). 31,35 One instructional program was led solely by a nonprofit organization that taught critical health literacy working toward health equity.…”

Section: Instructional Program Formatmentioning

confidence: 99%

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Training Public Health Students in Racial Justice and Health Equity

et al. 2021

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In an attempt to move the field of public health from documenting health disparities to acting to rectify them, in 2001, the American Public Health Association (APHA) recognized racism as a fundamental cause of racial health disparities. Both APHA and the Council on Education for Public Health have moved to incorporate new competencies in health equity for public health professionals. As schools and programs of public health work to establish curricular offerings in race and racism, a need exists to identify approaches currently in use that can be replicated, adapted, and scaled. This systematic review sought to identify pedagogical methods and curricula that exist to support the training of US public health students in understanding racism as a structural determinant of health. We found 11 examples from peer-reviewed literature of curricula, lessons, and competencies that have been developed by public health faculty and departments since 2006. The articles discussed a range of approaches to teaching about structural racism in public health, suggesting that little consensus may exist on how to best teach this material. Furthermore, we found little rigorous evaluation of these teaching methods and curricula. The results of this review suggest future research is needed on public health pedagogy on structural racism.

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Section: Discussionmentioning

confidence: 99%

Section: Instructional Program Formatmentioning

confidence: 99%

Training Public Health Students in Racial Justice and Health Equity

et al. 2021

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“…The resultant Public Health Critical Race Framework (PHCRF) provides a model that can be emulated by pharmacy and other health professions, 31 as it fundamentally recognizes that eliminating racism will accelerate achievement of public health objectives. 29,32…”

Section: A J P Ementioning

confidence: 99%

Developing the “Upstreamist” through Antiracism Teaching in Pharmacy Education

Robinson

Drame

Turner

et al. 2021

American Journal of Pharmaceutical Education

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Objective. To present antiracism teaching as a key modality and an "upstream" approach to addressing health disparities in pharmacy education. Relevant theoretical frameworks and pedagogical strategies utilized in other health disciplines will be reviewed to present how antiracism curricula can be integrated into pharmacy educational outcomes. Findings. Various disciplines have incorporated antiracism pedagogy in their respective programs and accreditation standards. While challenges to implementation are acknowledged, structural racism continues to compromise health outcomes and should be centralized when addressing health disparities. Conclusion.Pharmacy curricula has explored and implemented cultural competency as a means to address the social determinants of health. By intentionally addressing racism in the context of health disparities, student pharmacists will further acknowledge racism as a public health issue and a systemic barrier to patient centered care.

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“…Health educators at these institutions, and also public health faculty, students, and staff, can encourage change within their own schools and universities by raising awareness (e.g., holding teach-ins, writing op-eds, hosting panels) and advocating for change with key decision makers at the institution. They can create alliances with local community organizers, campus diversity, equity and inclusion initiatives, student groups representing marginalized students, and antiracist teaching and practice movements (Hagopian et al, 2018), and other potential coalition members to draw attention to disproportionate adverse impacts of policing for marginalized students, faculty, and staff. These efforts should aim to build support for transformative change and work collaboratively to promote a public health approach to public safety.…”

Section: Institutions Of Higher Educationmentioning

confidence: 99%

Policing Is a Public Health Issue: The Important Role of Health Educators

et al. 2021

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For decades, marginalized communities have been naming the harms of policing—and the systemic racism that undergirds it—for health and well-being. Only recently have policing practices and racism within policing gained more widespread attention in public health. Building on social justice and emancipatory traditions in health education, we argue that health educators are uniquely prepared to use the evidence base to reframe narratives that drive aggressive policing and their disproportionate impacts on communities of color, promote disinvestment in militarized policing, and build relationships with community-based organizations and community organizers developing community-centered approaches to safety. Using public health institutions and institutions of higher education as examples, we suggest specific strategic actions that health educators can take to address policing as a public health issue. Health educators are uniquely poised to work with diverse community and institutional partners to support social movements that create community-centered, equitable approaches to public safety and health.

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Adopting an Anti-Racism Public Health Curriculum Competency: The University of Washington Experience

Cited by 40 publications

References 28 publications

Training Public Health Students in Racial Justice and Health Equity

Training Public Health Students in Racial Justice and Health Equity

Developing the “Upstreamist” through Antiracism Teaching in Pharmacy Education

Policing Is a Public Health Issue: The Important Role of Health Educators

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