College of Public Health, Department of Health Administration and Policy, George Mason University, Fairfax, VA, USA.
Department of Health Administration and Policy, College of Public Health, and Affiliate Faculty, Center for Evidenced-Based Behavioral Health, Department of Psychology, George Mason University, Fairfax, VA, USA.
Med Educ Online. 2024 Dec 31;29(1):2393436. doi: 10.1080/10872981.2024.2393436. Epub 2024 Aug 20.
The US medical education system has a long-standing history of omitting evidence and perpetuating false pseudo-scientific beliefs on the complex and nuanced relationships between race, racism, and health disparities. There is an urgent need to identify and address the historical influence of systemic racism on the current curriculum, organization, and culture of US medical education. The goal of this study was to understand Black women medical student perspectives on race and racism in current medical school training and their recommendations to inform anti-racist action in US medical education.
The authors conducted a critical qualitative study to understand the perspectives of Black women medical students on issues surrounding race and racism in relation to US medical education. To their knowledge, this is the first study to use qualitative research methods to understand current thinking on the need for anti-racist pedagogy in medical school education among Black women medical students in the US.
The interviews revealed critical limitations in the teaching of race, racism, and racial disparities, including a lack of historical depth, continuity, and evaluation of this content; lack of actionable guidance to address racial disparities in clinical practice; and dissonance between emerging anti-racist content and national licensing examinations. The qualitative data yielded several anti-racist strategies and practices that can be implemented in US medical schools to redress historical curriculum limitations and better prepare future generations of physicians to care for marginalized populations.
This study provides actionable feedback on needed reforms to redress US medical school curriculum limitations as it relates to race, racism, and racial disparities.
美国医学教育体系长期以来一直忽视证据，并延续关于种族、种族主义与健康差异之间复杂而微妙关系的虚假伪科学观念。现在迫切需要确定并解决系统性种族主义对美国医学教育当前课程、组织和文化的历史影响。本研究的目的是了解黑人女医学生对当前医学院培训中种族和种族主义的看法，以及她们对美国医学教育中反种族主义行动的建议。
作者进行了一项批判性定性研究，以了解黑人女医学生对与美国医学教育相关的种族和种族主义问题的看法。据作者所知，这是第一项使用定性研究方法来了解美国黑人女医学生对医学院教育中反种族主义教学法的需求的研究。
访谈揭示了种族、种族主义和种族差异教学的一些关键局限性，包括缺乏历史深度、连续性和对此内容的评估；缺乏解决临床实践中种族差异的可行指导；以及新兴反种族主义内容与国家执照考试之间的不和谐。定性数据产生了一些反种族主义策略和实践，可以在美国医学院实施，以纠正历史课程的局限性，更好地培养未来几代医生为边缘化人群服务。
本研究就美国医学院课程中与种族、种族主义和种族差异相关的改革提供了可行的反馈，以纠正课程局限性。
