TY - JOUR
T1 - Commentary
T2 - Racism and Bias in Health Professions Education: How Educators, Faculty Developers, and Researchers Can Make a Difference
AU - Karani, Reena
AU - Varpio, Lara
AU - May, Win
AU - Horsley, Tanya
AU - Chenault, John
AU - Miller, Karen Hughes
AU - O'Brien, Bridget
N1 - Publisher Copyright:
© 2017 Lippincott Williams and Wilkins. All rights reserved.
PY - 2017
Y1 - 2017
N2 - The Research in Medical Education (RIME) Program Planning Committee is committed to advancing scholarship in and promoting dialogue about the critical issues of racism and bias in health professions education (HPE). From the call for studies focused on underrepresented learners and faculty in medicine to the invited 2016 RIME plenary address by Dr. Camara Jones, the committee strongly believes that dismantling racism is critical to the future of HPE. The evidence is glaring: Dramatic racial and ethnic health disparities persist in the United States, people of color remain deeply underrepresented in medical school and academic health systems as faculty, learner experiences across the medical education continuum are fraught with bias, and current approaches to teaching perpetuate stereotypes and insufficiently challenge structural inequities. To achieve racial justice in HPE, academic medicine must commit to leveraging positions of influence and contributing from these positions. In this Commentary, the authors consider three roles (educator, faculty developer, and researcher) represented by the community of scholars and pose potential research questions as well as suggestions for advancing educational research relevant to eliminating racism and bias in HPE.
AB - The Research in Medical Education (RIME) Program Planning Committee is committed to advancing scholarship in and promoting dialogue about the critical issues of racism and bias in health professions education (HPE). From the call for studies focused on underrepresented learners and faculty in medicine to the invited 2016 RIME plenary address by Dr. Camara Jones, the committee strongly believes that dismantling racism is critical to the future of HPE. The evidence is glaring: Dramatic racial and ethnic health disparities persist in the United States, people of color remain deeply underrepresented in medical school and academic health systems as faculty, learner experiences across the medical education continuum are fraught with bias, and current approaches to teaching perpetuate stereotypes and insufficiently challenge structural inequities. To achieve racial justice in HPE, academic medicine must commit to leveraging positions of influence and contributing from these positions. In this Commentary, the authors consider three roles (educator, faculty developer, and researcher) represented by the community of scholars and pose potential research questions as well as suggestions for advancing educational research relevant to eliminating racism and bias in HPE.
UR - http://www.scopus.com/inward/record.url?scp=85032434007&partnerID=8YFLogxK
U2 - 10.1097/ACM.0000000000001928
DO - 10.1097/ACM.0000000000001928
M3 - Review article
C2 - 29065016
AN - SCOPUS:85032434007
SN - 1040-2446
VL - 92
SP - S1-S6
JO - Academic Medicine
JF - Academic Medicine
IS - null
ER -