Multi-institutional exploration of pediatric residents' perspectives on anti-racism curricula: a qualitative study

Authors

Jessica Martin, Division of General Pediatrics, Boston Children's Hospital, Boston, MA, USA.
Rebecca Johnson, Stanford Department of Pediatrics, Stanford University School of Medicine, Palo Alto, CA, USA.
Lahia Yemane, Stanford Department of Pediatrics, Stanford University School of Medicine, Palo Alto, CA, USA.
Ndidi Unaka, Stanford Department of Pediatrics, Stanford University School of Medicine, Palo Alto, CA, USA.
Chineze Ebo, Department of Pediatrics, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA.
Jessica Hippolyte, Department of Pediatrics, Children's National Hospital and George Washington University School of Medicine and Health Sciences, Washington, DC, USA.
Margaret Jones, Department of Pediatrics, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA.
Monique Quinn, Department of Pediatrics, Children's National Hospital and George Washington University School of Medicine and Health Sciences, Washington, DC, USA.
Aisha Barber, Department of Pediatrics, Children's National Hospital and George Washington University School of Medicine and Health Sciences, Washington, DC, USA.
Baraka Floyd, Stanford Department of Pediatrics, Stanford University School of Medicine, Palo Alto, CA, USA.
Rebecca Blankenburg, Stanford Department of Pediatrics, Stanford University School of Medicine, Palo Alto, CA, USA.
Sarah L. Hilgenberg, Stanford Department of Pediatrics, Stanford University School of Medicine, Palo Alto, CA, USA.

Document Type

Journal Article

Publication Date

12-1-2025

Journal

Medical education online

Volume

30

Issue

1

DOI

10.1080/10872981.2025.2474134

Keywords

Anti-racism; curriculum; graduate medical education; pediatric resident; qualitative

Abstract

BACKGROUND: Anti-racism curricula are increasingly being recognized as an integral component of medical education. To our knowledge, there has not yet been a publication exploring resident perspectives from multiple institutions and explicitly representing both underrepresented in medicine (UIM) and non-UIM perspectives. OBJECTIVE: To explore and compare UIM and non-UIM pediatric residents' perspectives on the content and qualities of meaningful anti-racism curricula. METHODS: We performed an IRB-approved multi-institutional, qualitative study that incorporated Sotto-Santiago et al's conceptual framework for anti-racism education. Between February and May 2021, we conducted focus groups of UIM and non-UIM pediatric residents at three large residency programs in the United States. We developed focus group guides using literature review, expert consensus, feedback from study team racial equity experts, and piloting. Focus groups were conducted virtually, audio-recorded, and transcribed verbatim. We employed thematic analysis to code transcripts, create categories, and develop themes until we reached thematic sufficiency. We completed member checking to ensure trustworthiness of themes. RESULTS: Forty residents participated (19 UIM and 21 non-UIM) in a total of six focus groups. We identified 7 themes, summarized as: 1) racism in medicine is pervasive, therefore (2) anti-racism education is critical to the development of competent physicians, and 3) education should extend to all healthcare providers. 4) Residents desired education focused on action-oriented strategies to advance anti-racism, 5) taught by those with both learned and lived experiences with racism, 6) in a psychologically safe space for UIM residents, and 7) with adequate time and financial resources for successful implementation and engagement. CONCLUSION: Our multi-institutional study affirms the need for pediatric resident anti-racism education, promotes co-creation as a method to affect culture change, and provides practical strategies for curricular design and implementation.

APA Citation

Martin, Jessica; Johnson, Rebecca; Yemane, Lahia; Unaka, Ndidi; Ebo, Chineze; Hippolyte, Jessica; Jones, Margaret; Quinn, Monique; Barber, Aisha; Floyd, Baraka; Blankenburg, Rebecca; and Hilgenberg, Sarah L., "Multi-institutional exploration of pediatric residents' perspectives on anti-racism curricula: a qualitative study" (2025). GW Authored Works. Paper 6721.
https://hsrc.himmelfarb.gwu.edu/gwhpubs/6721

Department

Pediatrics