The time is now: Student‐driven implementation of social justice and anti‐racism focused curricula in medical scientist training program education

Lemieux, Mackenzie; Chaturvedi, Sneha; Diaz, Elizabeth Juarez; Barbar, Lilianne; Bui, Maggie; Isakov, Danielle; Lee, Evan; Lee, Paul; Sells, Blake E; Yin, Tiankai

doi:10.1096/fba.2020-00112

Cited by 13 publications

(13 citation statements)

References 23 publications

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“…It has been a time for difficult and uncomfortable conversations about how to teach in an unbiased manner and how to apply the concepts of antiracism to our teaching sessions and work environments [35,36].…”

Section: A Year Lostmentioning

confidence: 99%

The COVID-19 Pandemic: a Year Lost, or a Year Found?

Osheroff

2021

Med.Sci.Educ.

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Section: A Year Lostmentioning

confidence: 99%

The COVID-19 Pandemic: a Year Lost, or a Year Found?

Osheroff

2021

Med.Sci.Educ.

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“… 17 , 18 Additional student- and resident-led initiatives have fostered this momentum in other training environments. 19 – 21 Online resources have been developed by key professional organizations to further support antiracist pedagogy. 22 National data highlight the importance of such work in repairing profound inequities related to racial injustice in healthcare, 23 including persistent gaps in the representation of minoritized groups in medical training.…”

Section: Introductionmentioning

confidence: 99%

“…In addition, few antiracist initiatives have focused explicitly on pediatrics, 19 , 28 , 29 and only a subset have examined forms of historical oppression (e.g., mass incarceration, redlining, occupational segregation) outside of the healthcare context. 17 , 21 , 30 To address these gaps, we sought to develop, implement, and evaluate an antiracist curriculum among pediatric trainees, with particular focus on regional data and attention to structural racism across multiple contexts.…”

Section: Introductionmentioning

confidence: 99%

Antiracist Curriculum Implementation for Pediatric Residents

Szoko

Ragunanthan

Radovic

et al. 2023

Journal of Medical Education and Curricular Development

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Objectives Racism has been recognized as a public health crisis, with calls for greater focus on antiracism in medical training. We sought to evaluate a longitudinal antiracist curriculum among pediatric residents. Methods In 2020−2021, we delivered seven educational sessions to pediatric trainees in a single residency program. We administered pre-/post-surveys to assess changes in awareness of structural racism, knowledge of health inequities, antiracist clinical skills, and individual/institutional advocacy behaviors. Awareness was measured with 27 Likert-type items spanning five conceptual domains (schools, healthcare, justice system, employment, and housing/transportation). We evaluated knowledge with 18 true/false or multiple-choice questions. Participants indicated comfort with clinical skills using 13 Likert-type items drawn from national toolkits and policy statements. Individual/institutional advocacy behaviors were measured with 14 items from the Antiracism Behavioral Inventory. McNemar or paired Wilcoxon signed-rank tests compared measures before and after implementation. Results Out of 121 residents, 79 (65%) completed pre-surveys, 47 (39%) completed post-surveys, and 37 (31%) were eligible for matching across responses. 78% of respondents were female and 68% identified as White. We found significant increases in awareness across several conceptual domains (schools: p = 0.03; healthcare: p = 0.004; employment: p = 0.003; housing/transportation: p = 0.02). Mean knowledge score increased after implementation ( p = 0.03). Self-reported clinical skills improved significantly ( p < 0.001). Individual advocacy behaviors increased ( p < 0.001); there were no changes in institutional advocacy. Conclusion We demonstrate improvements in several educational constructs with a novel antiracist curriculum. Efforts to scale and sustain this work are ongoing, and additional teaching and evaluation methodologies may be incorporated in the future.

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“…The belief is that by educating the next generation of medical trainees, future healthcare professionals and leaders can continue to combat systems of oppression. Medical schools have promoted initiatives to address racism and bias within the hospital system [ 14 ], started anti-racism book clubs [ 15 ], included patient-focused learning with a focus on social determinants of health in preclinical years [ 16 ], and committed to including anti-racism in the curriculum [ 14 , 17 ]. To address long-standing racism in the clinical sphere, students have pushed to stop using race-based calculations in diagnostic tests, such as eGFR, encouraged administrators to promote health equity, and advocated to integrate the history of scientific racism into the curriculum [ 17 , 18 ].…”

Section: Introductionmentioning

confidence: 99%

Medical students’ knowledge of race-related history reveals areas for improvement in achieving health equity

Sanky

Bai

et al. 2022

BMC Med Educ

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Background Medical schools have increasingly integrated social justice, anti-racism, and health equity training into their curricula. Yet, no research examines whether medical students understand the complex history of racial injustice. We sought to investigate the relationship between medical students’ historical knowledge and their perceptions regarding health equity. Methods Medical students at one large urban medical school self-rated their familiarity and importance of various racially-significant historical events and persons, as well as their agreement with statements regarding health equity, education, and preparedness to act. Descriptive and multivariate analyses were conducted in R. Results Of 166 (RR=31.3%) participants, 96% agreed that understanding historical context is necessary in medicine; yet 65% of students could not describe the historical significance of racial events or persons. Only 57% felt that they understood this context, and the same percentage felt other medical students did not. A minority of students felt empowered (40%) or prepared (31%) to take action when they witness racial injustice in healthcare. Multiracial identity was significantly associated with increased knowledge of African American history (p<0.01), and a humanities background was significantly associated with increased knowledge of Latin American history (p=0.017). There was a positive, significant relationship between advocacy statements, such as “I have taken action” (p<0.001) and “I know the roots of racism” (p<0.001) with mean familiarity of historical events. Conclusions This study demonstrates that while students agree that racism has no place in healthcare, there remains a paucity of knowledge regarding many events and figures in the history of American race relations and civil rights, with implications for future physicians’ patient care and health equity efforts.

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The time is now: Student‐driven implementation of social justice and anti‐racism focused curricula in medical scientist training program education

Abstract: This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

Cited by 13 publications

References 23 publications

The COVID-19 Pandemic: a Year Lost, or a Year Found?

The COVID-19 Pandemic: a Year Lost, or a Year Found?

Antiracist Curriculum Implementation for Pediatric Residents

Medical students’ knowledge of race-related history reveals areas for improvement in achieving health equity

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