Medical Education: Diversity, Equity & Inclusion
Medical Education 8: Diversity, Equity, & Inclusion 2
Tania M. Caballero, MD, MHS (she/her/hers)
Assistant Professor of Pediatrics
Johns Hopkins University School of Medicine
Baltimore, Maryland, United States
While the call for medical educators to design and implement anti-racism curricula is not new, formal integration of anti-racism curricula in Graduate Medical Education has been lacking. COVID-19’s disproportionate impact on communities of color in the US combined with the murder of George Floyd, among others, resulted in an abrupt conscious awakening in both the general public and medical community. This awakening resulted in the prioritization of anti-racist curricula throughout the medical education training continuum. Measuring the impact of this education on medical trainees remains a challenge, particularly due to limitations on in person teaching during and post-pandemic.
Objective:
Our study’s goal was to understand resident trainee knowledge and skills after viewing a 4 part virtual anti-racism curriculum. We also aimed to understand trainee experiences with the virtual platform.
Design/Methods:
Four lectures on anti-racism concepts were recorded and distributed among pediatric and internal medicine-pediatric resident physicians at an urban academic center: Anti-Racism 101; Historical Context of Health Disparities; Choice Points and Sharing Power; Communicating with Patients about Racism and Social Determinants of Health. After viewing lectures, respondents answered 3 open ended questions: 2 lecture-specific questions and 1 about the virtual platform. Using thematic analysis, answers were coded and reconciled among three independent coders.
Results:
138 residents completed the lectures and surveys. 18% of participants identified as under-represented in medicine. 40% were first year trainees. Preliminary themes: Reinforcing that racism is a social construct helps trainees understand and respond to racist acts or policies: Trainees were able to contextualize that racist acts occur within historically oppressive systems in healthcare and the community. Anti-racism frameworks that include language and tools to respond to racism are empowering: Trainees describe language, tools, and anti-racism definitions as helpful when speaking up against racism in personal and professional spaces. Virtual platform reflections include: desire for more interaction, discussion, and skill building in separate, dedicated learning sessions.
Conclusion(s):
Virtual platforms can be effective in teaching anti-racism curricula, though educators should exercise special considerations when using a virtual platform as the primary mode of content delivery. It may be beneficial to utilize flipped classroom methodology to allow for real time discussion and application of newly acquired skills.