1. The Current State of Antiracism Curricula in Undergraduate and Graduate Medical Education: A Qualitative Study of US Academic Health Centers
- Author
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Fatahi, Gina, Racic, Maja, Roche-Miranda, Marcos I, Patterson, Davis G, Phelan, Sean, Riedy, Christine A, Alberti, Philip M, Persell, Stephen D, Matthews-Juarez, Patricia, Juarez, Paul D, Fancher, Tonya L, Sandvold, Irene, Douglas-Kersellius, Nancy, and Doubeni, Chyke A
- Subjects
Health Services and Systems ,Biomedical and Clinical Sciences ,Public Health ,Health Sciences ,Clinical Research ,Quality Education ,Humans ,Antiracism ,Cross-Sectional Studies ,Curriculum ,Education ,Medical ,Graduate ,Education ,Medical ,curriculum ,graduate medical education ,health equity ,medical education ,medical schools ,pedagogy ,racism ,social mission ,undergraduate medical education ,Medical and Health Sciences ,Studies in Human Society ,General & Internal Medicine ,Biomedical and clinical sciences ,Health sciences ,Human society - Abstract
PurposeWe undertook a study to evaluate the current state of pedagogy on antiracism, including barriers to implementation and strengths of existing curricula, in undergraduate medical education (UME) and graduate medical education (GME) programs in US academic health centers.MethodsWe conducted a cross-sectional study with an exploratory qualitative approach using semistructured interviews. Participants were leaders of UME and GME programs at 5 institutions participating in the Academic Units for Primary Care Training and Enhancement program and 6 affiliated sites from November 2021 to April 2022.ResultsA total of 29 program leaders from the 11 academic health centers participated in this study. Three participants from 2 institutions reported the implementation of robust, intentional, and longitudinal antiracism curricula. Nine participants from 7 institutions described race and antiracism-related topics integrated into health equity curricula. Only 9 participants reported having "adequately trained" faculty. Participants mentioned individual, systemic, and structural barriers to implementing antiracism-related training in medical education such as institutional inertia and insufficient resources. Fear related to introducing an antiracism curriculum and undervaluing of this curriculum relative to other content were identified. Through learners and faculty feedback, antiracism content was evaluated and included in UME and GME curricula. Most participants identified learners as a stronger voice for transformation than faculty; antiracism content was mainly included in health equity curricula.ConclusionsInclusion of antiracism in medical education requires intentional training, focused institutional policies, enhanced foundational awareness of the impact of racism on patients and communities, and changes at the level of institutions and accreditation bodies.
- Published
- 2023