Karani Reena, Varpio Lara, May Win, Horsley Tanya, Chenault John, Miller Karen Hughes, O'Brien Bridget
R. Karani is senior associate dean for undergraduate medical education and curricular affairs and professor of medical education, medicine and geriatrics and palliative medicine, Icahn School of Medicine at Mount Sinai, New York, New York. L. Varpio is associate professor, Department of Medicine, Uniformed Services University of Health Sciences, Bethesda, Maryland. W. May is director and professor, Clinical Skills Education and Evaluation Center, Keck School of Medicine of USC, Los Angeles, California. T. Horsley is associate director, Research Unit, Royal College of Physicians and Surgeons of Canada, Ottawa, Ontario, Canada. J. Chenault is associate professor, Reference Department, Kornhauser Health Sciences Library, University of Louisville, Louisville, Kentucky. K.H. Miller is 2017 chair, Research in Medical Education Program Planning Committee, and associate professor of graduate medical education, University of Louisville School of Medicine, Louisville, Kentucky. B. O'Brien is associate professor, Department of Medicine, University of California, San Francisco, San Francisco, California.
Acad Med. 2017 Nov;92(11S Association of American Medical Colleges Learn Serve Lead: Proceedings of the 56th Annual Research in Medical Education Sessions):S1-S6. doi: 10.1097/ACM.0000000000001928.
The Research in Medical Education (RIME) Program Planning Committee is committed to advancing scholarship in and promoting dialogue about the critical issues of racism and bias in health professions education (HPE). From the call for studies focused on underrepresented learners and faculty in medicine to the invited 2016 RIME plenary address by Dr. Camara Jones, the committee strongly believes that dismantling racism is critical to the future of HPE.The evidence is glaring: Dramatic racial and ethnic health disparities persist in the United States, people of color remain deeply underrepresented in medical school and academic health systems as faculty, learner experiences across the medical education continuum are fraught with bias, and current approaches to teaching perpetuate stereotypes and insufficiently challenge structural inequities. To achieve racial justice in HPE, academic medicine must commit to leveraging positions of influence and contributing from these positions. In this Commentary, the authors consider three roles (educator, faculty developer, and researcher) represented by the community of scholars and pose potential research questions as well as suggestions for advancing educational research relevant to eliminating racism and bias in HPE.
医学教育研究（RIME）项目规划委员会致力于推动学术研究，并促进关于健康职业教育（HPE）中种族主义和偏见等关键问题的对话。从呼吁开展针对医学领域中代表性不足的学习者和教师的研究，到邀请卡马拉·琼斯博士在2016年RIME全体会议上发表演讲，该委员会坚信消除种族主义对HPE的未来至关重要。证据显而易见：美国存在巨大的种族和族裔健康差距，有色人种在医学院和学术健康系统中担任教师的比例仍然极低，医学教育连续过程中学习者的经历充满偏见，而且当前的教学方法延续了刻板印象，对结构性不平等的挑战不足。为了在HPE中实现种族正义，学术医学必须致力于利用其影响力地位并从这些地位做出贡献。在本评论中，作者们思考了学者群体所代表的三个角色（教育工作者、教师发展者和研究者），并提出了潜在的研究问题以及推进与消除HPE中的种族主义和偏见相关的教育研究的建议。
