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Acknowledging and Addressing REHD in Medical Education: Best Practices and Strategies for Curriculum Managers and Institutions

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Best Practices for Acknowledging and Addressing Racial and Ethnic Health Disparities in Medical Education

Part of the book series: IAMSE Manuals ((IAMSE))

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Abstract

Marginalized populations systematically face greater barriers to adequate health care than persons in the majority. These social determinants of health, including socioeconomic status, geographic location, and sociopolitical influences, lead to racial and ethnic health disparities (REHD). In order to reduce these health disparities, institutions of medical education must acknowledge and address REHD in their curricula, policies, and practices. Here, we provide best practices and strategies to guide institutional administrators and curriculum managers in this work. Key opportunities for curriculum managers exist within curriculum design and continuous quality improvement, feedback gathering, and faculty development. Specifically, strategies for integration of diversity, equity, and inclusivity (DEI) topics within the curriculum are reviewed. Regardless of how this goal is achieved, it is imperative that race is consistently presented as a social construct. Additional tools, tables, and checklists provide guidance for assessing DEI topics on course evaluations and delivery of faculty development to promote cultural humility among faculty. The primary role of the institution is to build and maintain a culture of inclusivity through race-conscious leadership and policies that hold all institutional stakeholders accountable. Key components of this process include hiring and retaining a diverse workforce; required DEI training for faculty, staff, and students; zero tolerance programs for micro- and macroaggressions; and annual assessments to identify and address areas of strength and opportunity. Through these practices and strategies, medical education institutions will advance health equity by producing culturally competent and socially conscious providers.

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Authors and Affiliations

  1. College of Osteopathic Medicine, Rocky Vista University, Englewood, CO, USA

    Ellet Stone, Sebastian Ramos & Kristoff Aragon

  2. Biomedical Sciences Department, Rocky Vista University, Englewood, CO, USA

    Rachel M. A. Linger

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  1. Ellet Stone
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Correspondence to Rachel M. A. Linger .

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Editors and Affiliations

  1. Department of Biomedical Sciences, Rocky Vista University, Ivins, UT, USA

    Jacqueline M. Powell

  2. Department of Biomedical Sciences, Rocky Vista University, Englewood, CO, USA

    Rachel M.A. Linger

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Stone, E., Ramos, S., Aragon, K., Linger, R.M.A. (2023). Acknowledging and Addressing REHD in Medical Education: Best Practices and Strategies for Curriculum Managers and Institutions. In: Powell, J.M., Linger, R.M. (eds) Best Practices for Acknowledging and Addressing Racial and Ethnic Health Disparities in Medical Education. IAMSE Manuals. Springer, Cham. https://doi.org/10.1007/978-3-031-31743-9_6

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  • DOI: https://doi.org/10.1007/978-3-031-31743-9_6

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