Antiracism in Academic Medicine: Fixing the Leak in the Pipeline of Black Physicians

Avakame, Elorm; October, Tessie W.; Dixon, Gabrina

doi:10.34197/ats-scholar.2020-0133ps

Cited by 14 publications

(14 citation statements)

References 22 publications

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“…In the absence of Black faculty, medical schools relied extensively on Black students to guide their institutional responses. The paucity of Black faculty in these institutions, particularly in positions of leadership, is the result of historical and ongoing exclusion of Black people from the profession and practice of medicine through discriminatory policies and practices at admissions, hiring, promotion, tenure and retention -known as the "leaky pipeline" for Black physicians in academic medicine 31 and corroborates an existing body of evidence about how structural racism operates in academic medicine.…”

Section: Discussionsupporting

confidence: 55%

“This shouldn’t be our job to help you do this”: exploring the responses of medical schools across Canada to address anti-Black racism in 2020

Kalifa

Okuori

Kamdem

et al. 2022

CMAJ

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Systemic anti-Black racism is deeply entrenched in health systems and all aspects of medical training -from admissions and assessment, to the everyday discrimination experienced by Black medical students and physicians. [1][2][3] Medical schools in Canada have directly upheld anti-Black racism through institutional policies and practices that exclude Black people from the profession of medicine. A direct example of this is Queen's University's official ban on the admission of Black students that was enforced between 1918 and 1965 -and revoked only in 2018. 4 Although Black people constitute 3.5% of Canada's total population, they continue to be critically underrepresented in the population of practising physicians and medical students, 5 and this historical and ongoing exclusion of Black people from medical education has direct implications for the quality of patient care and health outcomes. [6][7][8][9] Institutional commitment of medical schools to prioritize combatting anti-Black racism and promote racial justice is lacking, especially in Canada, where the historical and ongoing legacy of systemic anti-Black racism has largely been minimized. 10 After the widely publicized murder of George Floyd in May 2020 and subsequent Black Lives Matter protests, medical schools -like many public and private organizations around the world -released

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Section: Discussionsupporting

confidence: 55%

“This shouldn’t be our job to help you do this”: exploring the responses of medical schools across Canada to address anti-Black racism in 2020

Kalifa

Okuori

Kamdem

et al. 2022

CMAJ

View full text Add to dashboard Cite

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“…This is vital to creating a culture of inclusion as well as supporting the pathway of Black learners into health care fields. 23 …”

Section: Discussionmentioning

confidence: 99%

Presence 5 for Racial Justice Workshop: Fostering Dialogue Across Medical Education to Disrupt Anti-Black Racism in Clinical Encounters

et al. 2022

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Introduction: Anti-Black racism has strong roots in American health care and medical education. While curricula on social determinants of health are increasingly common in medical training, curricula directly addressing anti-Black racism are limited. Existing frameworks like the Presence 5 framework for humanism in medicine can be adapted to develop a novel workshop that promotes anti-racism communication. Methods: We performed a literature review of anti-racism collections and categorized anti-racism communication practices using the Presence 5 framework to develop the Presence 5 for Racial Justice Workshop. Implementation included an introductory didactic, a small-group discussion, and a large-group debrief. Participants evaluated the workshop via an online survey, and we analyzed the resulting qualitative feedback. Results: A total of 17 participants took part in two workshops, with nine of the participants responding to the evaluation survey. Themes that emerged from survey responses included strengths of and improvements for the workshop structure (protected time for anti-racism discussion, dialogue between learners and faculty) and content (specific phrases and language, practicing self-reflection). Discussion: The workshop provides participants with a semistructured discussion around the five anti-racism communication practices. Barriers to implementation include incorporating the workshop into existing curricula and ensuring diverse learners. Barriers to evaluating the workshop include the low survey response rate. Recommendations to improve the workshop include using case-based discussion and varying the workshop structure according to institutional needs. Next steps include an implementation study to evaluate the acceptability, feasibility, and effectiveness of the workshop.

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“…Physicians’ intention to leave patient care has been tied to work dissatisfaction and burnout, all of which has been worsened by COVID-19 (Degen et al, 2015 ; Garcia et al, 2020 ). In addition, extant literature has shown high attrition rates among minoritized physicians who have been treated unfairly in academia (Avakame et al, 2021 ; Blackstock, 2020 ). Therefore, allowing for more protected time could help career longevity that would provide more direct patient care in the long run.…”

Section: Potential Costs Of These Recommendationsmentioning

confidence: 99%

Moving Beyond Words: Leveraging Financial Resources to Improve Diversity, Equity, and Inclusion in Academic Medical Centers

Clark

Cohen

Heard-Garris

2022

J Clin Psychol Med Settings

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Diversity, equity, and inclusion (DEI) efforts at academic medical centers (AMCs) began prior to 2020, but have been accelerated after the death of George Floyd, leading many AMCs to recommit their support for DEI. Institutions crafted statements to decry racism, but we assert that institutions must make a transparent, continuous, and robust financial investment to truly show their commitment to DEI. This financial investment should focus on (1) advocacy efforts for programs that will contribute to DEI in health, (2) pipeline programs to support and guide minoritized students to enter health professions, and (3) the recruitment and retention of minoritized faculty. While financial investments will not eliminate all DEI concerns within AMCs, investing significant financial resources consistently and intentionally will better position AMCs to truly advance diversity, equity, and inclusion within healthcare, the community, and beyond.

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Antiracism in Academic Medicine: Fixing the Leak in the Pipeline of Black Physicians

Cited by 14 publications

References 22 publications

“This shouldn’t be our job to help you do this”: exploring the responses of medical schools across Canada to address anti-Black racism in 2020

“This shouldn’t be our job to help you do this”: exploring the responses of medical schools across Canada to address anti-Black racism in 2020

Presence 5 for Racial Justice Workshop: Fostering Dialogue Across Medical Education to Disrupt Anti-Black Racism in Clinical Encounters

Moving Beyond Words: Leveraging Financial Resources to Improve Diversity, Equity, and Inclusion in Academic Medical Centers

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