Pickerl Paige, Sorrell Tanya, Blue Mennefer, Patterson Kamaria, Sheth Neeral, Givens Sahara
Department of Psychiatry and Behavioral Sciences, Rush University Medical Center, 1645 W Jackson Blvd Ste 302, Chicago Illinois, Chicago, IL, 60612, United States of America.
BMC Med Ethics. 2025 Apr 28;26(1):53. doi: 10.1186/s12910-025-01215-3.
Current research documents both the historical impact of racism in healthcare as well as studies piloting antiracist interventions as part of medical training to ameliorate its stigma, bias, and consequences in medicine. The purpose of this study was to qualitatively analyze the impact of a one session lecture surrounding racial issues in psychiatry on third-year medical students' thoughts and reflections surrounding the content.
Remote methodologies were used to engage medical students in a lecture created by a major University's Substance Use Disorder Center of Excellence to address the legacy of racial issues in psychiatry as well as present interventions. The team collected anonymous evaluations via anonymous chat submission after each lecture. Qualitative evaluation data were compiled from 108 students across 11 sessions over the course of a year. The team reviewed major and minor themes and synthesized following the Standards for Reporting Qualitative Research (SRQR) guidelines for qualitative reporting.
We identified the following five themes:1) appreciation and notes on the content itself; 2) how the information presented can impact future clinical care; 3) the interconnectedness of social determinants of health and racism; 4) recognizing power dynamics with patients; and 5) opportunities for future education.
Information compiled both from participating students and the available literature can inform future education efforts to build opportunities for antiracist training in medical education.
当前的研究记录了种族主义在医疗保健方面的历史影响，以及作为医学培训一部分试点反种族主义干预措施的研究，以减轻其在医学中的污名、偏见和后果。本研究的目的是定性分析一场关于精神病学中种族问题的讲座对三年级医学生围绕该内容的想法和反思的影响。
采用远程方法让医学生参与一所主要大学的物质使用障碍卓越中心创建的一场讲座，以探讨精神病学中种族问题的遗留影响并介绍干预措施。团队在每次讲座后通过匿名聊天提交的方式收集匿名评估。在一年的时间里，从11场讲座的108名学生中收集了定性评估数据。团队按照定性报告的《定性研究报告标准》（SRQR）指南审查了主要和次要主题并进行了综合。
我们确定了以下五个主题：1）对内容本身的欣赏和笔记；2）所呈现的信息如何影响未来的临床护理；3）健康的社会决定因素与种族主义的相互联系；4）认识与患者的权力动态；5）未来教育的机会。
从参与学生和现有文献中收集的信息可为未来的教育工作提供参考，以便在医学教育中建立反种族主义培训的机会。
