Introduction: Microaggressions, subtle slights related to characteristics such as race, gender, or sexual orientation, in a clinical setting can sabotage the therapeutic alliance. Curricula tailored specifically towards medical students that raise awareness of microaggressions and aim to change behavior are absent. Methods: We created a 2-hour workshop to prepare preclinical medical and dental students to recognize and respond to microaggressions in clinical practice. The workshop consisted of a didactic portion describing microaggressions and strategies for responding to them and a case-based small-group portion to practice strategies. Participants completed electronic pre-and postworkshop surveys. Results: Of 163 students participating in the workshop, 121 (74%) completed the preworkshop survey, 105 (64%) completed the postworkshop survey, and 81 (50%) completed both. Preworkshop, 48% reported female gender, and 36% reported underrepresented in medicine status. The majority (77%) had witnessed or experienced microaggressions in the clinical setting, and 69% reported very good or excellent familiarity with the concept of microaggressions. The curriculum appeared to significantly mitigate challenges associated with microaggressions, including reductions in perceived difficulty in identifying microaggressions (p < .001), being unsure what to do or say (p < .001), improvements in familiarity with institutional support systems (p < .001), and awareness of the clinical relevance of microaggressions (p < .001). Discussion: Given the high self-reported prevalence of microaggressions in the clinical setting, students need the skills to respond. This innovative session improves readiness to address microaggressions by helping participants build and practice these skills in a supportive environment.

Over the past decade, medical schools across the United States have increasingly dedicated resources to advancing racial and social justice, such as by supporting diversity and inclusion efforts and by incorporating social medicine into the traditional medical curricula. While these changes are promising, the academic medicine community must apply an anti-racist lens to every aspect of medical education to equip trainees to recognize and address structural inequities. Notably, organizing and scholarly work led by medical students has been critical in advancing anti-racist curricula. In this article, the authors illustrate how student activism has reshaped medical education by highlighting examples of student-led efforts to advance anti-racist curricula at Harvard Medical School (HMS) and at the University of California, San Francisco (UCSF) School of Medicine. HMS students collaborated with faculty to address aspects of existing clinical practice that perpetuate racism, such as the racial correction factor in determining kidney function. They also responded to the existing curricula by noting missed opportunities to discuss structural racism, and they planned supplemental sessions to address these gaps. At UCSF, students identified specific avenues to improve the rigor of social medicine courses and developed new curricula to equip students with skills to confront and work to dismantle racism. The authors describe how HMS students, in an effort to improve the learning environment, developed a workshop to assist students in navigating microaggressions and discrimination in the clinical setting. At UCSF, students partnered with faculty and administration to advocate pass/fail grading for clerkships after university data revealed racial disparities in students' clerkship assessments. In reviewing these examples of students' advocacy to improve their own curricula and learning environments, the authors aim to provide support for students and faculty pursuing anti-racist curricular changes at their own institutions.

Embracing the principles of green building in development is crucial in creating a sustainable environment. However, research on its adoption in educational institutions is very low and students’ opinions are not given priority in the few research that are available in Nigeria. This study therefore investigated the perception of built environment students on the need to embrace the principles of green building in Covenant University, Ota, Ogun State, Nigeria. 101 questionnaires were administered to students in the Departments of Architecture, Building Technology and Estate Management of the university and a response rate of 94% was achieved. The data collected was analysed using descriptive statistics such as percentage, weighted mean and relative importance index (RII) and the data was presented in tables. The study revealed that 88.42% of the students are aware of the concept of green building. According to the students, the degree of embracing green building standards in Covenant University is very low. Moreover, the benefits the students perceive the university can derive from adopting green building principles are: improved indoor air and water quality, reduction in pollution and environmental degradation, energy efficiency and water conservation. In addition, the students identified the following as the main barriers to green building adoption: ignorance on green building principles and their benefits (RII = 0.91), high cost of green building technology (RII = 0.89), ignorance on professional knowledge and expertise on green building (RII = 0.89), ignorance on green building principles promotion by government (RII = 0.87) and ignorance on importance attached to green building principles by management of universities (RII = 0.87). The study recommended, amongst others, that there should be a forum where university management teams can be enlightened on the gains of embracing green building standards. This study is expected to broaden the knowledge of the Management of Covenant University on the importance of green development which will make the university environment to be conducive for learning, which will in turn aid better students’ academic performance. The study concluded that green building principles are vital to the physical and aesthetic planning of any development as it will reduce the amount of raw materials used in construction.

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The concept of big data though relatively new has brought a lot of solutions to modern day challenges. Many authors, particularly in developed countries, have adopted the concept in tackling the numerous challenges unfolding in the real estate profession. However, most of the findings from these authors are on individual bases and as such, there is a need to reach a general consensus on the relevance of big data to the real estate profession. The review shows the impact of big data to include digitization of records, information on user preferences, sensor information on the urban environment and sensor information on movement. The paper concludes that the relevance of big data to the real estate profession cannot be over-emphasised.