Tanya White-Davis1, Jennifer Edgoose2, Joedrecka S Brown Speights3, Kathryn Fraser4, Jeffrey M Ring5, Jessica Guh6, George W Saba7. 1. Department of Family and Social Medicine, Montefiore Medical Center-Albert Einstein College of Medicine, Bronx, NY. 2. Department of Family Medicine and Community Health, University of Wisconsin School of Medicine and Public Health, Madison, WI. 3. Department of Family Medicine and Rural Health, Florida State University College of Medicine, Tallahassee, FL. 4. Halifax Health Family Medicine Residency Program, Daytona Beach, FL. 5. Health Management Associates, Los Angeles, CA. 6. Swedish Family Medicine Residency, Cherry Hill, Family Medicine Residency Network at University of Washington, Seattle, WA. 7. Department of Family and Community Medicine, University of California San Francisco.
Abstract
BACKGROUND AND OBJECTIVES: Education of health care clinicians on racial and ethnic disparities has primarily focused on emphasizing statistics and cultural competency, with minimal attention to racism. Learning about racism and unconscious processes provides skills that reduce bias when interacting with minority patients. This paper describes the responses to a relationship-based workshop and toolkit highlighting issues that medical educators should address when teaching about racism in the context of pernicious health disparities. METHODS: A multiracial, interdisciplinary team identified essential elements of teaching about racism. A 1.5-hour faculty development workshop consisted of a didactic presentation, a 3-minute video vignette depicting racial and gender microaggression within a hospital setting, small group discussion, large group debrief, and presentation of a toolkit. RESULTS: One hundred twenty diverse participants attended the workshop at the 2016 Society of Teachers of Family Medicine Annual Spring Conference. Qualitative information from small group facilitators and large group discussions identified some participants' emotional reactions to the video including dismay, anger, fear, and shame. A pre/postsurvey (N=72) revealed significant changes in attitude and knowledge regarding issues of racism and in participants' personal commitment to address them. DISCUSSION: Results suggest that this workshop changed knowledge and attitudes about racism and health inequities. Findings also suggest this workshop improved confidence in teaching learners to reduce racism in patient care. The authors recommend that curricula continue to be developed and disseminated nationally to equip faculty with the skills and teaching resources to effectively incorporate the discussion of racism into the education of health professionals.
BACKGROUND AND OBJECTIVES: Education of health care clinicians on racial and ethnic disparities has primarily focused on emphasizing statistics and cultural competency, with minimal attention to racism. Learning about racism and unconscious processes provides skills that reduce bias when interacting with minority patients. This paper describes the responses to a relationship-based workshop and toolkit highlighting issues that medical educators should address when teaching about racism in the context of pernicious health disparities. METHODS: A multiracial, interdisciplinary team identified essential elements of teaching about racism. A 1.5-hour faculty development workshop consisted of a didactic presentation, a 3-minute video vignette depicting racial and gender microaggression within a hospital setting, small group discussion, large group debrief, and presentation of a toolkit. RESULTS: One hundred twenty diverse participants attended the workshop at the 2016 Society of Teachers of Family Medicine Annual Spring Conference. Qualitative information from small group facilitators and large group discussions identified some participants' emotional reactions to the video including dismay, anger, fear, and shame. A pre/postsurvey (N=72) revealed significant changes in attitude and knowledge regarding issues of racism and in participants' personal commitment to address them. DISCUSSION: Results suggest that this workshop changed knowledge and attitudes about racism and health inequities. Findings also suggest this workshop improved confidence in teaching learners to reduce racism in patient care. The authors recommend that curricula continue to be developed and disseminated nationally to equip faculty with the skills and teaching resources to effectively incorporate the discussion of racism into the education of health professionals.
Authors: Krys E Foster; Christina N Johnson; Diana N Carvajal; Cleveland Piggott; Kristin Reavis; Jennifer Y C Edgoose; Tricia C Elliott; Marji Gold; José E Rodríguez; Judy C Washington Journal: Ann Fam Med Date: 2021 Jan-Feb Impact factor: 5.166