Acad Med
S. Lamba is professor, Department of Emergency Medicine, and vice chancellor for diversity and inclusion, Rutgers Biomedical and Health Sciences, Newark, New Jersey.
Published: January 2022
With an increasing awareness of the disparate impact of COVID-19 on historically marginalized populations and acts of violence on Black communities in 2020, academic health centers across the United States have been prioritizing antiracism strategies. Often, medical students and residents have been educated in the concepts of equity and antiracism and are ready to tackle these issues in practice. However, faculty are not prepared to respond to or integrate antiracism topics into the curriculum. Leaders in faculty affairs, education, diversity, and other departments are seeking tools, frameworks, expertise, and programs that are best suited to meet this imminent faculty development need. In response to these demands for guidance, the authors came together to explore best practices, common competencies, and frameworks related to antiracism education. The focus of their work was preparing faculty to foster antiracist learning environments at traditionally predominantly White medical schools. In this Scholarly Perspective, the authors describe their collaborative work to define racism and antiracism education; propose a framework for antiracism education for faculty development; and outline key elements to successfully build faculty capacity in providing antiracism education. The proposed framework highlights the interplay between individual learning and growth and the systemic and institutional changes needed to advance antiracist policies and practices. The key elements of the framework include building foundational awareness, expanding foundational knowledge on antiracism, embedding antiracism education into practice, and dismantling oppressive structures and measuring progress. The authors list considerations for program planning and provide examples of current work from their institutions. The proposed strategies aim to support all faculty and enable them to learn, work, and educate others in an antiracist learning environment.
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http://dx.doi.org/10.1097/ACM.0000000000004385 | DOI Listing |
J Racial Ethn Health Disparities
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Disparities in autism research and practices based on race and ethnicity are evident across many outcomes and life course stages. However, most of the research has focused on outlining differences and not the underlying systemic inequities driving these disparities. In this conceptual paper, we aim to shift the focus by outlining mechanisms of structural racism within the institutions of science, healthcare, and residential segregation and educational systems in the United States (U.
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School of Nursing, Toronto Metropolitan University, Toronto, ON, Canada.
Although race is socially constructed, racism and racialization are social determinants of health. Over four centuries of colonial genocide and structural violence against Indigenous and Black peoples in Canada have resulted in intergeneration traumas and health disparities among Indigenous and Black people, sustained by ongoing social, political, and economic inequities. Evidence indicates the impact of contemporary and historical forms of racism on health outcomes.
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Department of Medical Education, University of Illinois College of Medicine, United States.
Simulation training provides health professions learners access to training not readily available to them and in a manner that does not harm patients. Simulation also supports learners to develop dispositions and professional communication and reflect on their biases. This study examines how learners, clinical education faculty, and simulation professionals reflect on diversity and antiracism in simulation and contextualize these reflections with their lived experience.
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Department of Community Health Sciences, University of Calgary, Calgary, Alberta, Canada.
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