Scholars in Health Equity: A Program of Structured Physician Faculty Development.

Background: Structured faculty development programs focused on integrating health equity into medical education curricula remain limited.

Aim: To describe an interdisciplinary faculty development program grounded in adult learning theory and to assess its impact on participants' professional growth.

Setting And Participants: Twenty-one faculty members across six academic-affiliated health systems.

Storylines of family medicine IV: perspectives on practice-lenses of appreciation.

is a 12-part series of thematically linked mini-essays with accompanying illustrations that explore the many dimensions of family medicine, as interpreted by individual family physicians and medical educators in the USA and elsewhere around the world. In 'IV: perspectives on practice-lenses of appreciation', authors address the following themes: 'Relational connections in the doctor-patient partnership', 'Feminism and family medicine', 'Positive family medicine', 'Mindful practice', 'The new, old ethics of family medicine', 'Public health, prevention and populations', 'Information mastery in family medicine' and 'Clinical courage.' May readers nurture their curiosity through these essays.

Racism and persistent disparities: Difficult conversations on the road to equity.

The convergence of the major social events of the COVID 19 epidemic and the racial protests around the George Floyd killing spurred many conversations and calls to action for racial justice. The Behavioral Science Forum of 2020 invited a plenary presentation to discuss guidelines for medical education institutions to improve their anti-racism curricula. The plenary aimed to put forward the personal experiences of family medicine faculty contributing to dismantling racism in their institutions.

Reflections in the mirror: Bias, stereotypes and professional responsibility.

In this issue, Flynn and colleagues (see record 2020-40858-002) have authored an important article on the positive role for behavioral health integration in improving health, mental health, and quality of life for Latinx primary care patients along the U.S.-Mexico border (Flynn, Gonzalez, Mata, Salinas, & Atkins, 2020).

Addressing Racism in Medical Education An Interactive Training Module.

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.

Review of Clinical Uncertainty in Primary Care: The Challenge of Collaborative Engagement.

Reviews the book, edited by Lucia Siegel Sommers and John Lautner (see record 2013-30484-000). The bulk of this book comprises a wide array of different models for collaborative uncertainty work. From Balint groups that help participants to tolerate uncertainty to narrative-based supervision that poses challenging self-reflective questions, each chapter provides a description of group intervention design, theoretical context, the structure for facilitation, and outcome data on impact.

Culturally responsive integrated health care: Key issues for medical education.

Primary care providers are increasingly responsible for providing mental health care in the United States. For those patients who do receive specialty mental health services, the primary care provider functions as the main entry point into the mental health system. Given the persistent racial and ethnic health disparities in the United States, it is not surprising that mental health disparities also present a difficult challenge for both the U.

Psychology and medical education: collaborations for culturally responsive care.

Recent years have witnessed an increasing attention to the vast and alarming health disparities in the United States. This paper explores provider factors in health disparities, considering the role of medical education in training health care providers to practice culturally responsive health care toward a diminution of health inequalities. The paper begins with a description of culturally responsive care along with an overview of the key elements of a comprehensive curriculum for health care providers in this arena.

An end-of-life curriculum: empowering the resident, patient, and family.

Physician training programs in undergraduate and graduate medical education strongly recommend that their trainees gain experience in helping patients and their families address end-of-life and palliative care issues with knowledge and compassion. Currently these training programs are inadequately meeting this goal. This paper describes a creative 1-day training workshop or several half-day seminars on the end of life, which are delivered as part of our family practice intern orientation.