A critical qualitative study to understand current black women medical student perspectives on anti-racist reform in US medical education.

Autor:	Ghanem N; College of Public Health, Department of Health Administration and Policy, George Mason University, Fairfax, VA, USA., Goldberg DG; 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., Granger E; Private Practice Physician, Alexandria, VA, USA., Warren JR; Institute for Health Equity Education & Research, Atlantic City, NJ, USA., Gimm G; Department of Health Administration and Policy, College of Public Health, George Mason University, Fairfax, VA, USA.
Jazyk:	angličtina
Zdroj:	Medical education online [Med Educ Online] 2024 Dec 31; Vol. 29 (1), pp. 2393436. Date of Electronic Publication: 2024 Aug 20.
DOI:	10.1080/10872981.2024.2393436
Abstrakt:	Purpose: 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. Method: 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. Results: 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. Conclusions: This study provides actionable feedback on needed reforms to redress US medical school curriculum limitations as it relates to race, racism, and racial disparities.
Databáze:	MEDLINE
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