PDF(Pubmed)
Abstract：
Understanding the legacy of slavery in the United States is crucial for engaging in anti-racism that challenges racial health inequities\' root causes. However, few medical educational curricula exist to guide this process. We created a workshop illustrating key historical themes pertaining to this legacy and grounded in critical race theory.
During a preclinical psychiatry block, a second-year medical school class, divided into three groups of 50-60, attended the workshop, which comprised a 90-minute lecture, 30-minute break, and 60-minute small-group debriefing. Afterwards, participants completed an evaluation assessing self-reported knowledge, attitudes and beliefs, and satisfaction with the workshop.
One hundred eighty students watched the lecture, 15 attended small-group debriefings, and 132 completed the survey. Seventy-six percent (100) reported receiving no, very little, or some prior exposure to the legacy of slavery in American medicine and psychiatry. Over 80% agreed or strongly agreed that the workshop made them more aware of this legacy and that the artwork, photographs, storytelling, and media (videos) facilitated learning. Qualitative feedback highlighted how the workshop improved students\' knowledge about the legacy of slavery\'s presence in medicine and psychiatry. However, students criticized the lecture\'s scripted approach and requested more discussion, dialogue, interaction, and connection of this history to anti-racist action they could engage in now.
Though this workshop improved awareness of the legacy of slavery, students criticized its structure and approach. When teaching this legacy, medical schools should consider expanding content, ensuring opportunities for discussion in safe spaces, and connecting it to immediate anti-racist action.
During a preclinical psychiatry block, a second-year medical school class, divided into three groups of 50-60, attended the workshop, which comprised a 90-minute lecture, 30-minute break, and 60-minute small-group debriefing. Afterwards, participants completed an evaluation assessing self-reported knowledge, attitudes and beliefs, and satisfaction with the workshop.
One hundred eighty students watched the lecture, 15 attended small-group debriefings, and 132 completed the survey. Seventy-six percent (100) reported receiving no, very little, or some prior exposure to the legacy of slavery in American medicine and psychiatry. Over 80% agreed or strongly agreed that the workshop made them more aware of this legacy and that the artwork, photographs, storytelling, and media (videos) facilitated learning. Qualitative feedback highlighted how the workshop improved students\' knowledge about the legacy of slavery\'s presence in medicine and psychiatry. However, students criticized the lecture\'s scripted approach and requested more discussion, dialogue, interaction, and connection of this history to anti-racist action they could engage in now.
Though this workshop improved awareness of the legacy of slavery, students criticized its structure and approach. When teaching this legacy, medical schools should consider expanding content, ensuring opportunities for discussion in safe spaces, and connecting it to immediate anti-racist action.
摘要：
了解美国奴隶制的遗产对于参与反种族主义至关重要，因为种族主义挑战种族健康不平等的根源。然而,很少有医学教育课程来指导这一过程。我们创建了一个研讨会，说明了与这一遗产有关的关键历史主题，并以关键的种族理论为基础。
■在临床前精神病学阻滞期间，医学院二年级的课，分为三组，每组50-60人，参加了研讨会，包括90分钟的讲座，休息30分钟,和60分钟的小组汇报。之后,参与者完成了评估自我报告知识的评估，态度和信仰，以及对车间的满意度。
■一百八十名学生观看了讲座，15人出席小团体汇报会，132人完成了调查。百分之七十六（100）报告没有收到，很小,或者一些先前接触到美国医学和精神病学中奴隶制的遗产。超过80％的人同意或强烈同意研讨会使他们更加了解这一遗产，照片,讲故事,和媒体（视频）促进学习。定性反馈强调了研讨会如何提高学生对奴隶制在医学和精神病学中的存在的遗产的知识。然而,学生们批评了讲座的脚本化方法，并要求更多的讨论，对话,互动,以及这段历史与他们现在可以参与的反种族主义行动的联系。
■尽管这次研讨会提高了人们对奴隶制遗产的认识，学生批评它的结构和方法。在教授这一遗产时，医学院应该考虑扩大内容，确保在安全空间进行讨论的机会，并将其与立即的反种族主义行动联系起来。
■在临床前精神病学阻滞期间，医学院二年级的课，分为三组，每组50-60人，参加了研讨会，包括90分钟的讲座，休息30分钟,和60分钟的小组汇报。之后,参与者完成了评估自我报告知识的评估，态度和信仰，以及对车间的满意度。
■一百八十名学生观看了讲座，15人出席小团体汇报会，132人完成了调查。百分之七十六（100）报告没有收到，很小,或者一些先前接触到美国医学和精神病学中奴隶制的遗产。超过80％的人同意或强烈同意研讨会使他们更加了解这一遗产，照片,讲故事,和媒体（视频）促进学习。定性反馈强调了研讨会如何提高学生对奴隶制在医学和精神病学中的存在的遗产的知识。然而,学生们批评了讲座的脚本化方法，并要求更多的讨论，对话,互动,以及这段历史与他们现在可以参与的反种族主义行动的联系。
■尽管这次研讨会提高了人们对奴隶制遗产的认识，学生批评它的结构和方法。在教授这一遗产时，医学院应该考虑扩大内容，确保在安全空间进行讨论的机会，并将其与立即的反种族主义行动联系起来。
