PDF(Pubmed)
Abstract：
UNASSIGNED: Medical schools seeking to correct and reform curricula towards anti-racist perspectives need to address anti-Black forms of racism specifically and teach students critical upstander skills to interrupt manifestations of racism. We developed a course to teach preclinical medical students basic anti-racism competencies including recognition and awareness of anti-Black racism in medicine and upstander skills to advocate for patients and colleagues.
UNASSIGNED: In 2021 and 2022, we designed, implemented, and evaluated an elective course for second-year medical students (N = 149) to introduce competencies of anti-racism focusing on upstander skills for addressing anti-Blackness. We designed three patient cases and one student-centered case to illustrate manifestations of anti-Black racism in medicine and used these cases to stimulate small-group discussions and guide students toward recognizing and understanding ways of responding to racism. We designed pre- and postassessments to evaluate the effectiveness of the course and utilized anonymous feedback surveys.
UNASSIGNED: Participants showed significant improvement in pre- to postassessment scores in both years of the course. The anonymous feedback survey showed that 97% of students rated the course at least somewhat effective, and the qualitative responses revealed five core themes: course timing, case complexity, learner differentiation, direct instruction, and access to resources.
UNASSIGNED: This course reinforces upstander competencies necessary for advancing anti-racism in medicine. It addresses a gap in medical education by reckoning with the entrenched nature of anti-Black racism in the culture of medicine and seeks to empower undergraduate medical students to advocate for Black-identifying patients and colleagues.
UNASSIGNED: In 2021 and 2022, we designed, implemented, and evaluated an elective course for second-year medical students (N = 149) to introduce competencies of anti-racism focusing on upstander skills for addressing anti-Blackness. We designed three patient cases and one student-centered case to illustrate manifestations of anti-Black racism in medicine and used these cases to stimulate small-group discussions and guide students toward recognizing and understanding ways of responding to racism. We designed pre- and postassessments to evaluate the effectiveness of the course and utilized anonymous feedback surveys.
UNASSIGNED: Participants showed significant improvement in pre- to postassessment scores in both years of the course. The anonymous feedback survey showed that 97% of students rated the course at least somewhat effective, and the qualitative responses revealed five core themes: course timing, case complexity, learner differentiation, direct instruction, and access to resources.
UNASSIGNED: This course reinforces upstander competencies necessary for advancing anti-racism in medicine. It addresses a gap in medical education by reckoning with the entrenched nature of anti-Black racism in the culture of medicine and seeks to empower undergraduate medical students to advocate for Black-identifying patients and colleagues.
摘要：
■寻求纠正和改革反种族主义观点课程的医学院需要专门解决反黑人形式的种族主义，并向学生传授关键的领导技能，以打断种族主义的表现。我们开发了一门课程，教授临床前医学生基本的反种族主义能力，包括对医学中反黑人种族主义的认识和认识以及为患者和同事倡导的高端技能。
■在2021年和2022年，我们设计了，已实施，并评估了针对二年级医学生（N=149）的选修课程，以介绍反种族主义的能力，重点是解决反黑人问题的高级技能。我们设计了三个患者案例和一个以学生为中心的案例来说明医学中反黑人种族主义的表现，并使用这些案例来激发小组讨论，并引导学生认识和理解应对种族主义的方式。我们设计了评估前和评估后，以评估课程的有效性，并利用匿名反馈调查。
■参与者在课程的两个年份中，评估前后分数均有显着提高。匿名反馈调查显示，97%的学生认为该课程至少有些有效，定性回答揭示了五个核心主题：课程时间，案例复杂性，学习者差异化，直接指示,和获取资源。
■本课程加强了在医学中推进反种族主义所必需的领导能力。它通过考虑到医学文化中反黑人种族主义的根深蒂固的性质，解决了医学教育中的差距，并试图授权本科医学生倡导黑人识别患者和同事。
■在2021年和2022年，我们设计了，已实施，并评估了针对二年级医学生（N=149）的选修课程，以介绍反种族主义的能力，重点是解决反黑人问题的高级技能。我们设计了三个患者案例和一个以学生为中心的案例来说明医学中反黑人种族主义的表现，并使用这些案例来激发小组讨论，并引导学生认识和理解应对种族主义的方式。我们设计了评估前和评估后，以评估课程的有效性，并利用匿名反馈调查。
■参与者在课程的两个年份中，评估前后分数均有显着提高。匿名反馈调查显示，97%的学生认为该课程至少有些有效，定性回答揭示了五个核心主题：课程时间，案例复杂性，学习者差异化，直接指示,和获取资源。
■本课程加强了在医学中推进反种族主义所必需的领导能力。它通过考虑到医学文化中反黑人种族主义的根深蒂固的性质，解决了医学教育中的差距，并试图授权本科医学生倡导黑人识别患者和同事。
