Mukhopadhyay Baijayanta, Thambinathan Vivetha, Kinsella Elizabeth Anne
Office of Social Accountability and Community Engagement, Faculty of Medicine and Health Sciences, Institute of Health Sciences Education, McGill University, Montreal, QC, Canada.
Institute of Health Sciences Education, Faculty of Medicine and Health Sciences, McGill University, Montreal, QC, Canada.
Adv Health Sci Educ Theory Pract. 2025 Apr;30(2):359-381. doi: 10.1007/s10459-024-10343-1. Epub 2024 Jun 14.
Since 2020, brought to the forefront by movements such as Black Lives Matter and Idle No More, it has been widely acknowledged that systemic racism contributes to racially differentiated health outcomes. Health professional educators have been called to address such disparities within healthcare, policy, and practice. To tackle structural racism within healthcare, one avenue that has emerged is the creation of medical education interventions within postgraduate residency medical programming. The objective of this scoping review is to examine the current literature on anti-racist educational interventions, that integrate a systemic or structural view of racism, within postgraduate medical education. Through the identification and analysis of 23 papers, this review identified three major components of interest across medical interventions, including (a) conceptualization, (b) pedagogical issues, and (c) outcomes & evaluation. There were overlapping points of discussion and analysis within each of these components. Conceptualization addressed how researchers conceptualized racism in different ways, the range of curricular content educators chose to challenge racism, and the absence of community's role in curricular development. Pedagogical issues addressed knowledge vs. skills-based teaching, and tensions between one-time workshops and integrative curriculum. Outcomes and evaluation highlighted self-reported Likert scales as dominant types of evaluation, self-evaluation in educational interventions, and misalignments between intervention outcomes and learning objectives. The findings are unique in their in-depth exploration of anti-racist medical interventions within postgraduate medical education programming, specifically in relation to efforts to address systemic and structural racism. The findings contribute a meaningful review of the current state of the field of medical education and generate new conversations about future possibilities for a broader anti-racist health professions curriculum.
自2020年以来，在“黑人的命也是命”和“绝不闲置”等运动的推动下，系统性种族主义导致种族差异化健康结果这一现象已得到广泛认可。健康专业教育工作者被呼吁解决医疗保健、政策和实践中的此类差异。为了解决医疗保健领域的结构性种族主义问题，出现了一条途径，即在研究生住院医师医学课程中开展医学教育干预。本范围综述的目的是研究研究生医学教育中关于反种族主义教育干预的现有文献，这些干预整合了对种族主义的系统性或结构性观点。通过识别和分析23篇论文，本综述确定了医学干预中三个主要关注的组成部分，包括（a）概念化，（b）教学问题，以及（c）结果与评估。这些组成部分中的每一个都有重叠的讨论和分析点。概念化部分探讨了研究人员如何以不同方式对种族主义进行概念化、课程内容教育工作者选择挑战种族主义的范围，以及社区在课程开发中的缺失角色。教学问题涉及基于知识与基于技能的教学，以及一次性研讨会与综合课程之间的矛盾。结果与评估强调自我报告的李克特量表是主要的评估类型、教育干预中的自我评估，以及干预结果与学习目标之间的不一致。这些发现的独特之处在于其对研究生医学教育课程中的反种族主义医学干预进行了深入探索，特别是在解决系统性和结构性种族主义的努力方面。这些发现对医学教育领域的当前状况进行了有意义的综述，并引发了关于更广泛的反种族主义健康专业课程未来可能性的新讨论。
