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Background <p>Graduate medical education (GME) on diversity, equity, and inclusion rarely&#xa0;teaches strategies for developing anti-racist mindsets and behaviors, and understanding of the impact of these programs and particular curricular components is lacking.</p> Objective <p>To evaluate the format, content, and impact of a longitudinal anti-racism&#xa0;conference series (ARC) on resident physicians within an urban internal medicine program through a qualitative analysis, with the goal of informing the development and implementation of other evidence-based anti-racism curricula in graduate medical education (GME).</p> Design <p>The ARC consisted of eight mandatory, 60-min virtual conferences held between August 2020 and June 2021 within an internal medicine residency program’s primary care track sub-group. The conference’s content synthesized previous anti-racism curricula, scholarly readings, and practical experiences, and emphasized internal reflection and behavior change.</p> Participants <p>Thirty internal medicine resident physicians and six faculty members.</p> Main Measures <p>Seven voluntary, semi-structured, hour-long focus groups were conducted to document resident perspectives on the ARC’s format, content, and impact of the curriculum on learner’s professional and personal development. Constructivist grounded theory was used to analyze resident responses.</p> Key Results <p>In total, 17/30 (57%) residents participated in focus groups. Analysis of course format, content, and impact revealed the following: (1) The most valued aspect of the course’s instructional format was its perceived psychological safety. (2) Residents desired course content with more outward action steps than were offered. (3) Residents noted personal and professional impact across three main domains: intrapersonal, interpersonal, and institutional.</p> Conclusions <p>In this longitudinal GME internal medicine anti-racism curriculum, participants felt that the curriculum format provided safe spaces to engage with topics on systemic racism and patient care, but content lacked sufficient action-oriented strategies. The curriculum’s impact was multi-dimensional and could be studied more deeply in the future through simulation or direct observation.</p>

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Addressing a Gap in Health Equity Education: A Qualitative Analysis of a Longitudinal GME Course

  • 期刊论文

  • 发表日期：

    2025年4月17日

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  • Elaine De Leon,
  • Katherine Otto Chebly,
  • Blen Girmay,
  • Lisa Altshuler,
  • Cristina M. Gonzalez,
  • Richard E. Greene

摘要

Background

Graduate medical education (GME) on diversity, equity, and inclusion rarely teaches strategies for developing anti-racist mindsets and behaviors, and understanding of the impact of these programs and particular curricular components is lacking.

Objective

To evaluate the format, content, and impact of a longitudinal anti-racism conference series (ARC) on resident physicians within an urban internal medicine program through a qualitative analysis, with the goal of informing the development and implementation of other evidence-based anti-racism curricula in graduate medical education (GME).

Design

The ARC consisted of eight mandatory, 60-min virtual conferences held between August 2020 and June 2021 within an internal medicine residency program’s primary care track sub-group. The conference’s content synthesized previous anti-racism curricula, scholarly readings, and practical experiences, and emphasized internal reflection and behavior change.

Participants

Thirty internal medicine resident physicians and six faculty members.

Main Measures

Seven voluntary, semi-structured, hour-long focus groups were conducted to document resident perspectives on the ARC’s format, content, and impact of the curriculum on learner’s professional and personal development. Constructivist grounded theory was used to analyze resident responses.

Key Results

In total, 17/30 (57%) residents participated in focus groups. Analysis of course format, content, and impact revealed the following: (1) The most valued aspect of the course’s instructional format was its perceived psychological safety. (2) Residents desired course content with more outward action steps than were offered. (3) Residents noted personal and professional impact across three main domains: intrapersonal, interpersonal, and institutional.

Conclusions

In this longitudinal GME internal medicine anti-racism curriculum, participants felt that the curriculum format provided safe spaces to engage with topics on systemic racism and patient care, but content lacked sufficient action-oriented strategies. The curriculum’s impact was multi-dimensional and could be studied more deeply in the future through simulation or direct observation.