Professionalism 101 for Black Physicians

Particularising 'experiences': Naming whiteness in the academy

“…11 In medical education, in particular, it is also reflected in the ways female Black and Indigenous physicians are called upon to teach and practise medicine in systems that often fail to recognise their dignity and humanity as patients and as people. [12][13][14] Racism is also a dominant ideology in medical education that collides with sexism to result in the under-representation of racialised women, specifically, at the full professor ranking in medical education.…”

“…Practically, research has found these differences reflected across the academy in teaching evaluations, 9 service work expectations, 10 and the lesser value accorded to research approaches practised more often by racialised, feminised scholars in tenure reviews 11 . In medical education, in particular, it is also reflected in the ways female Black and Indigenous physicians are called upon to teach and practise medicine in systems that often fail to recognise their dignity and humanity as patients and as people 12‐14 . Racism is also a dominant ideology in medical education that collides with sexism to result in the under‐representation of racialised women, specifically, at the full professor ranking in medical education.…”

Using a time out: Reimagining professional identity formation after the pandemic

“…One resident physician conveyed this struggle noting, ‘I have not mastered the art of reconciling my identity as a Black woman with my identity as a physician. I frequently feel I have to silence the Black woman and simply be a physician, colourless, un‐Black’ 22 . Navigating this tension is essential for PIF instructional methods to stay relevant to both students who enter the profession and the society they serve.…”

Connecting During the Virtual Interview Process: Lessons from Experience

“…Lack of access to certain resources or spaces should not be construed as indicative of performance during fellowship. Professionalism standards are important, but should not disadvantage certain socioeconomic, cultural, racial, and ethnic groupsconducting interviews through the lens of mitigating bias for underrepresented applicants is essential [7,8]. Indeed, a potential benefit to this new virtual process is reducing travel expense inequities as a barrier to enter the field [9,10].…”