Teaching the Teachers: Development and Evaluation of a Racial Health Equity Curriculum for Faculty

Olanrewaju Falusi, Assistant Professor, Department of Pediatrics, The George Washington University School of Medicine and Health Sciences; Associate Program Director, Pediatric Residency Program, Children's National Hospital; Medical Director of Advocacy Education, Child Health Advocacy Institute, Children's National Hospital.
Lin Chun-Seeley, Program Lead, Advocacy Education and Community Affairs, Pediatric Resident Health Equity Education, Child Health Advocacy Institute, Children's National Hospital.
Desiree de la Torre, Director, Community Affairs and Population Health Improvement, Child Health Advocacy Institute, Children's National Hospital.
Danielle G. Dooley, Assistant Professor, Department of Pediatrics, The George Washington University School of Medicine and Health Sciences; Medical Director of Community Affairs, Child Health Advocacy Institute, Children's National Hospital.
Melissa Baiyewu, Program Manager, Health Promotion and Disease Prevention Programs, Child Health Advocacy Institute, Children's National Hospital.
Theiline T. Gborkorquellie, Assistant Professor, Department of Pediatrics, The George Washington University School of Medicine and Health Sciences; Assistant Director of Health Equity Education, Pediatric Residency Program, Children's National Hospital; Affiliate Faculty, Child Health Advocacy Institute, Children's National Hospital.
Chaya T. Merrill, Assistant Professor, Department of Pediatrics, The George Washington University School of Medicine and Health Sciences; Director, Child Health Data Lab, Child Health Advocacy Institute, Children's National Hospital.
Elizabeth Davis, Manager, Government Affairs, Child Health Advocacy Institute, Children's National Hospital.
Maranda C. Ward, Assistant Professor and Director of Equity, Department of Clinical Research and Leadership, The George Washington University School of Medicine and Health Sciences.

Document Type

Journal Article

Publication Date

1-1-2023

Journal

MedEdPORTAL : the journal of teaching and learning resources

Volume

19

DOI

10.15766/mep_2374-8265.11305

Keywords

Anti-racism; Bias; Case-Based Learning; Diversity; Equity; Faculty Development; Health Equity; Inclusion; Systems-Based Practice

Abstract

INTRODUCTION: Faculty are increasingly expected to teach about the impact of racism on health and to model the principles of health equity. However, they often feel ill-equipped to do so, and there is limited literature on faculty development on these topics. We developed a curriculum for faculty education on racism and actions to advance racial health equity. METHODS: The curriculum design was based on a literature review and needs assessments. Implementation consisted of four live virtual 1-hour sessions incorporating interactive didactics, cases, reflection, goal setting, and discussion offered to a multidisciplinary group of pediatric faculty at a children's hospital. Topics included the history of racism, racism in health care, interacting with trainees and colleagues, and racial equity in policy. Evaluation consisted of pre- and postsurveys at the beginning and end of the curriculum and a survey after each session. RESULTS: A mean of 78 faculty members attended each session (range: 66-94). Participants reported high satisfaction and increased knowledge at the end of each session. Qualitative themes included self-reflection on personal biases, application of health equity frameworks and tools, becoming disruptors of racism, and the importance of systemic change and policy. DISCUSSION: This curriculum is an effective method for increasing faculty knowledge and comfort. The materials can be adapted for various audiences.

Department

Pediatrics

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