Evaluating the impact of an educational intervention on the history of racism in America for teaching structural competency to medical academicians.

Autor: Glenn JE; Department of History and Philosophy of Medicine, University of Kansas Medical Center, Kansas City, KS, USA. jglenn4@kumc.edu., Bridges KM; Department of Family Medicine and Community Health, University of Kansas Medical Center, Kansas City, KS, USA., Boye-Doe K; Department of Psychiatry, Northwestern University School of Medicine, Chicago, IL, USA., Taylor L; Department of Physical Therapy, Rehabilitation Science, and Athletic Training, University of Kansas Medical Center, Kansas City, KS, USA., Peltzer JN; School of Nursing, University of Kansas Medical Center, Kansas City, KS, USA., Alexander SL; Department of African and African American Studies, University of Kansas, Lawrence, KS, USA., Binion D; Office for Diversity, Equity and Inclusion, University of Kansas Medical Center, Kansas City, KS, USA., Schuette M; Director of Institutional Research and Academic Analytics, University of Kansas Medical Center, Kansas City, KS, USA., Francis CL; Otolaryngology-Head and Neck Surgery, University of Kansas Medical Center, Kansas City, KS, USA., McGee JL; School of Nursing, University of Kansas Medical Center, Kansas City, KS, USA.
Jazyk: angličtina
Zdroj: BMC medical education [BMC Med Educ] 2024 Jun 07; Vol. 24 (1), pp. 638. Date of Electronic Publication: 2024 Jun 07.
DOI: 10.1186/s12909-024-05626-5
Abstrakt: Background: A challenge facing many Academic Health Centers (AHCs) attempting to revise health professions education to include the impact of racism as a social and structural determinant of health (SSDoH) is a lack of broad faculty expertise to reinforce and avoid undermining learning modules addressing this topic. To encourage an institutional culture that is in line with new anti-racism instruction, we developed a six-part educational series on the history of racism in America and its impact on contemporary health inequities for teaching structural competency to health professions academicians.
Methods: We developed a six-hour elective continuing education (CE) series for faculty and staff with the following objectives: (1) describe and discuss race as a social construct; (2) describe and discuss the decolonization of the health sciences and health care; (3) describe and discuss the history of systemic racism and structural violence from a socio-ecological perspective; and (4) describe and discuss reconciliation and repair in biomedicine. The series was spread over a six-month period and each monthly lecture was followed one week later by an open discussion debriefing session. Attendees were assessed on their understanding of each objective before and after each series segment.
Results: We found significant increases in knowledge and understanding of each objective as the series progressed. Attendees reported that the series helped them grapple with their discomfort in a constructive manner. Self-selected attendees were overwhelmingly women (81.8%), indicating a greater willingness to engage with this material than men.
Conclusions: The series provides a model for AHCs looking to promote anti-racism and structural competency among their faculty and staff.
(© 2024. The Author(s).)
Databáze: MEDLINE
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