Exploring Racism and Health: An Intensive Interactive Session for Medical Students

DallaPiazza, Michelle; Padilla-Register, Mercedes; Dwarakanath, Megana; Obamedo, Elyon; Hill, James H.; Soto-Greene, Maria

doi:10.15766/mep_2374-8265.10783

Cited by 53 publications

(51 citation statements)

References 42 publications

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“…For example, as noted by DallaPiazza and colleagues in their publication describing a similar initiative at Rutgers New Jersey Medical School, student involvement in curriculum development and delivery improves learner engagement and helps make challenging learning experiences more approachable. 13 Our experience with CCM corroborates this finding and further demonstrates medical students' capacity to design and deliver a sequence of multiple health equity–focused peer-learning sessions over the course of an academic year.…”

Section: Discussionsupporting

confidence: 74%

Critical Consciousness as a Framework for Health Equity–Focused Peer Learning

et al. 2021

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Introduction Recognizing the need to teach concepts of health equity, diversity, and inclusion as a part of medical students' preclinical training, we developed a series of workshops in the first year of medical school that introduced students to issues of discrimination and inequity and their effects on health outcomes. This student-led, faculty-supported project, known as Critical Consciousness in Medicine (CCM), adopted critical consciousness as a guiding principle for student learning. Methods Over the course of the 2018–2019 academic year, student leaders developed and delivered five 2-hour workshops to 197 first-year students, with the assistance of student facilitators and input and guidance from faculty advisors. Workshops involved a mix of whole-class presentations and small-group discussions. Session topics included identity and interpersonal relationships, privilege, health disparities, and implicit bias. Results Paired t -test analysis showed statistically significant growth in student self-ratings related to CCM learning objectives as measured in the end-of-year pre-/postsurvey. Student comments in year-end reflections further suggested learning, self-assessment, growth, and appreciation for the workshops' place in the preclinical curriculum. Discussion This project modeled a student-faculty partnership for approaching diversity, inclusion, and health equity in medical education and highlighted the role of students as leaders in educating their peers. The CCM workshop series demonstrated high acceptability as a component of preclinical medical education and may increase student engagement around social issues in health care. CCM also illustrated the promise of using critical consciousness as an approach to educating medical students about equity, diversity, and inclusion.

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Section: Discussionsupporting

confidence: 74%

Critical Consciousness as a Framework for Health Equity–Focused Peer Learning

et al. 2021

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“…7 In the past decade, several training programs have developed curricula on structural racism and implicit bias for medical students and residents. [8][9][10][11][12][13][14][15] However, few curricula have focused on faculty members as learners rather than teachers of these topics or engaged faculty and trainees together. [16][17][18] This paucity of either team-or faculty-focused curricula is problematic.…”

Section: Introductionmentioning

confidence: 99%

Health Equity Rounds: An Interdisciplinary Case Conference to Address Implicit Bias and Structural Racism for Faculty and Trainees

et al. 2019

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Introduction: The medical community recognizes the importance of confronting structural racism and implicit bias to address health inequities. Several curricula aimed at teaching trainees about these issues are described in the literature. However, few curricula exist that engage faculty members as learners rather than teachers of these topics or target interdisciplinary audiences. Methods: We developed a longitudinal case conference curriculum called Health Equity Rounds (HER) to discuss and address the impact of structural racism and implicit bias on patient care. The curriculum engaged participants across training levels and disciplines on these topics utilizing case-based discussion, evidence-based exercises, and two relevant conceptual frameworks. It was delivered quarterly as part of a departmental case conference series. We evaluated HER's feasibility and acceptability by tracking conference attendance and administering postconference surveys. We analyzed quantitative survey data using descriptive statistics and qualitatively reviewed free-text comments. Results: We delivered seven 1-hour HER conferences at our institution from June 2016 to June 2018. A mean of 66 participants attended each HER. Most survey respondents (88% or more) indicated that HER promoted personal reflection on implicit bias, and 75% or more indicated that HER would impact their clinical practice. Discussion: HER provided a unique forum for practitioners across training levels to address structural racism and implicit bias. Our aim in dissemination is to provide meaningful tools for others to adapt at their own institutions, recognizing that HER should serve as a component of larger, multifaceted efforts to decrease structural racism and implicit bias in health care.

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“…Most published anti-racist curricula are elective and offered at the UME level, [38][39][40][41][42] with fewer curricula geared towards GME learners, 40,41 faculty, 40,43,44 or audiences comprised of a spectrum of rank and expertise. 43,45 Despite recognition that is robust, dedicated faculty training is a prerequisite for effective curricular development and implementation, 4 faculty development efforts focused on anti-racist teaching, and dialoguing about race, racism, and white privilege are scarce.…”

Section: Existing Anti-racist Curriculamentioning

confidence: 99%