Teaching About Racism in Medical Education: A Mixed-Method Analysis of a Train-the-Trainer Faculty Development Workshop

Abstract

Background and Objectives: Curriculum addressing racism as a driver of inequities is lacking at most health professional programs. We describe and evaluate a faculty development workshop on teaching about racism to facilitate curriculum development at home institutions. Methods: Following development of a curricular toolkit, a train-the-trainer workshop was delivered at the 2017 Society of Teachers of Family Medicine Annual Spring Conference. Preconference evaluation and a needs assessment collected demographic data of participants, their learning communities, and experience in teaching about racism. Post-conference evaluations were completed at 2- and 6-month intervals querying participants’ experiences with teaching about racism, including barriers; commitment to change expressed at the workshop; and development of the workshop-delivered curriculum. We analyzed quantitative data using Statistical Package for the Social Sciences (SPSS) software and qualitative data, through open thematic coding and content analysis. Results: Forty-nine people consented to participate. The needs assessment revealed anxiety but also an interest in obtaining skills to teach about racism. The most reported barriers to developing curriculum were institutional and educator related. The majority of respondents at 2 months (61%, n=14/23) and 6 months (70%, n=14/20) had used the toolkit. Respondents ranked all 10 components as useful. The three highest-ranked components were (1) definitions and developing common language; (2) facilitation training, exploring implicit bias, privilege, intersectionality and microaggressions, and videos/podcasts; and (3) Theater of the Oppressed and articles/books. Conclusions: Faculty development training, such as this day-long workshop and accompanying toolkit, can advance skills and increase confidence in teaching about racism.

Developing Awareness and Allies: Simulating Difficult Conversations about Microaggressions for Faculty and Students

“…Other studies, such as those by Roswell et al and Edgoose et al, report similar rates of faculty engagement and appreciation for these training sessions. 22,23 In almost all of the categories, faculty reported statistically significant improvement in confidence regarding the competencies identified.…”

The Rx-HEART Framework to Address Health Equity and Racism Within Pharmacy Education

“…The authors defined structure in terms of "social and economic policies; laws regulating the distribution of health and social resources; and social stratification based on race, ethnicity, religious affiliation, immigration status, abilities, gender identity, sexual orientation…" 24 Edgoose and colleagues described a train-the-trainer workshop for medical faculty on teaching racism in medical education. 25 The authors endorsed the need for addressing the systems and behaviors that perpetuate racism to ensure the development of "skills that facilitate dialogue, preserve safety, and address conflicts...discussions and dialogue, forming committees and workgroups, curriculum development, and professional growth and commitment". 25 The researchers conducted a needs assessment and administered pre-and post-surveys during the workshop, and post-workshop at 2 and 6 months to the participants.…”

“…25 The authors endorsed the need for addressing the systems and behaviors that perpetuate racism to ensure the development of "skills that facilitate dialogue, preserve safety, and address conflicts...discussions and dialogue, forming committees and workgroups, curriculum development, and professional growth and commitment". 25 The researchers conducted a needs assessment and administered pre-and post-surveys during the workshop, and post-workshop at 2 and 6 months to the participants. 25 While the participants expressed improved confidence in teaching racism in their respective medical institutions, they endorsed institutional challenges including lack of flexibility in the students' schedule and time constraints in their workload for deep discussion and debriefing sessions within the anti-racism curriculum.…”

“…25 The researchers conducted a needs assessment and administered pre-and post-surveys during the workshop, and post-workshop at 2 and 6 months to the participants. 25 While the participants expressed improved confidence in teaching racism in their respective medical institutions, they endorsed institutional challenges including lack of flexibility in the students' schedule and time constraints in their workload for deep discussion and debriefing sessions within the anti-racism curriculum. 25…”

“…25 While the participants expressed improved confidence in teaching racism in their respective medical institutions, they endorsed institutional challenges including lack of flexibility in the students' schedule and time constraints in their workload for deep discussion and debriefing sessions within the anti-racism curriculum. 25…”