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STRUCTURAL COMPETENCY: A FACULTY DEVELOPMENT CURRICULUM FOR ANTI-RACISM IN MEDICAL EDUCATION
Journal of General Internal Medicine ; 37:S653, 2022.
Article in English | EMBASE | ID: covidwho-1995807
ABSTRACT
SETTING AND

PARTICIPANTS:

Structural racism is defined as the cumulative effects of policies, institutional practices, cultural representations, and other norms that work together to perpetuate racial inequity. This phenomenon extends to academic medicine and is exposed through how we teach, learn, and evaluate patients, students, trainees, and faculty physicians. Thus, the authors created a faculty development series to establish a knowledge of structural competency as a framework for teaching and to change participants' attitudes and confidence. Our participants consisted of clinician-educators (N=122) including internal medicine (generalists and subspecialists), pediatrics, psychiatry, and surgery who participated in sessions rooted in structural competency. The authors developed and facilitated the sessions over Zoom. DESCRIPTION In the wake of Black Lives Matter protests following the killing of George Floyd, and in light of alarming health disparities uncovered in the COVID-19 pandemic, our institution, like many across the country, realized the importance of actively training providers to address racism and its downstream effects. Despite this, there are few examples of curricula for clinician-educators. Structural competency offers a framework for practicing anti-racism in medical education. We developed a faculty development workshop series consisting of four 90-minute workshops administered in the spring and summer of 2021 and developed or adapted associated tools that could be directly applied to teaching. Session Developed Tools Introduction to Structural Competency & Revising Existing Curricula Structurally competent and anti-racist rubric for revising existing didactics Transforming Resident Report and Case-Based Presentations Using the Structural Differential Step by step guide for building a structural differential with learners Ambulatory Teaching The Structurally Competent Preceptor Structurally competent adaptations of the One Minute Preceptor and SNAPPS precepting models Inpatient Teaching Structurally Competent Hospital-Based Medicine Structurally competent inpatient discharge checklist EVALUATION Preliminary results showed significant improvements in overall faculty attitudes and confidence on pre-and post-intervention surveys (M=1.92, SD=2.29, p= 0.01;M=4.36, SD=3.32, p=.0.00) respectively. Additional results will evaluate whether there are improvements in faculty knowledge and behavior by tracking faculty use of the structural competency rubric and comparing faculty clinical documentation practices before and after the curriculum. DISCUSSION / REFLECTION / LESSONS LEARNED The potential next step is to integrate into a faculty development program aimed to bolster structurally competent communication with diverse patients, strengthen efficiencies in clinical data gathering, and deepen patient trust in treatment plans. Future investigations will center on the validation of a survey tool to assess anti-racism within an institution's teaching faculty and apply the workshop to various institutional settings.
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Full text: Available Collection: Databases of international organizations Database: EMBASE Language: English Journal: Journal of General Internal Medicine Year: 2022 Document Type: Article

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Full text: Available Collection: Databases of international organizations Database: EMBASE Language: English Journal: Journal of General Internal Medicine Year: 2022 Document Type: Article