Twelve tips for implementing and teaching anti-racism curriculum in medical education

Abstract

Racism has implicit and explicit manifestations that perpetuate disparities and negatively influence patient-centered health outcomes. Subsequently, a list of action items was provided to assist medical schools in becoming anti-racist institutions. A deep subject matter knowledge, beliefs, and reflections were a driving force for the management of medical schools or faculty members involved in undergraduate and postgraduate medical education to move forward toward inclusion of anti-racism in traditional medical curriculum or adapting existing training modules on diversity, equity, and inclusion. This paper proposes twelve practical and specific tips for implementing and teaching anti-racism in medical education. These twelve tips elaborate on the proposed actions for leaders in undergraduate and postgraduate medical education, valuable for designing future curricula and educational activities.

Keywords:

• Racism
• curriculum
• medical education
• diversity
• health equity

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article.

Additional information

Funding

The author(s) reported there is no funding associated with the work featured in this article.

Notes on contributors

Maja Racic

Maja Racic, MD, PhD, research specialists at Comprehensive Cancer Center, at the Ohio State University, Columbus, Ohio.

Marcos I. Roche-Miranda

Marcos I. Roche Miranda, MSIII, BS, is a medical student at the School of Medicine of the University of Puerto Rico, Medical Sciences Campus, San Juan, Puerto Rico.

Gina Fatahi

Gina Fatahi, MD, is a research project manager at Comprehensive Cancer Center, at the Ohio State University, Columbus, Ohio.