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Table of Contents
Intro
Preface
Acknowledgments
Contents
About the Editors
Contributors
Chapter 1: An Introductory Framework for Acknowledging and Addressing Racial and Ethnic Health Disparities in Medical Education
1.1 Introduction
1.2 Race as a Social Construct
1.3 The Capitalization of Race in This Text
1.4 How to Use This Manual
1.5 Executive Summary
1.6 Addendum: Glossary of Terms
1.7 Who Is This Manual for?
1.8 Defining Key Terms
1.9 What Are Health Disparities?
1.10 Why Address REHD in the Classroom?
1.11 Cultural Humility
1.12 Addressing REHD in the Classroom and Institution for Health Sciences Education
References
Chapter 2: What Are Health Disparities?
2.1 Introduction
2.2 Defining Health Disparity and Health Inequity
2.2.1 Health Disparities
2.2.2 Health Inequity and Health Inequality
2.2.3 Methodology and Measuring Health Disparity and Health Inequity
2.2.4 Using Historical Lenses to Describe Health Disparities Around the World
2.2.5 Modern-Day Health Disparity in the Global Sphere
2.3 Conclusion
References
Chapter 3: The State of Current Integration of Race and Ethnicity in Medical Education
3.1 Introduction
3.2 Implicit Race Bias in Medical Education and Healthcare
3.2.1 Explicit and Implicit Bias: An Overview
3.3 Implicit Bias: From Classroom to Clinic
3.3.1 Race-Based Vs. Race-Conscious
3.4 The History of Race and Medicine and the Future
3.5 Factors That Impact Success for Students of Color
3.5.1 Microaggressions - Its Role and Implications in Medicine
3.5.2 Microassaults Vs. Microinsults Vs. Microinvalidations
3.5.3 How Microaggressions Affect Medical Students' Ability to Learn
3.5.4 Practicing Micro-Affirmations
3.6 Elaborating on the Correlation Between Students' Thoughts and Their Ability to Excel
3.6.1 Perceived Contributors to Success in Medical School
3.6.2 Achievement Through Equity in Healthcare Training
3.6.3 Causes and Consequences of Lower Assessed Performances
3.7 Conclusion
References
Chapter 4: Cultural Humility: An Approach to Mitigate the Challenges of Teaching About Race and Racism
4.1 Introduction
4.2 Shift in Pedagogy & Its Dilemmas
4.3 Challenges with Teaching Race, Racism, and Racial Justice
4.4 Cultural Humility: An Evolved Practice from Cultural Competency
4.4.1 Model Case
4.4.2 Contrary Case
4.5 Conclusion
References
Chapter 5: Best Practices and Strategies for Medical Educators to Acknowledge and Address REHD in Educational Materials
5.1 Introduction
5.2 Understand the Impact of Race and Racism on Health Outcomes
5.2.1 Do Accurately Identify Race as a Social Construct
5.2.2 Do Use the Correct Biological Language
5.3 Contextualize Racial and Ethnic Differences
Preface
Acknowledgments
Contents
About the Editors
Contributors
Chapter 1: An Introductory Framework for Acknowledging and Addressing Racial and Ethnic Health Disparities in Medical Education
1.1 Introduction
1.2 Race as a Social Construct
1.3 The Capitalization of Race in This Text
1.4 How to Use This Manual
1.5 Executive Summary
1.6 Addendum: Glossary of Terms
1.7 Who Is This Manual for?
1.8 Defining Key Terms
1.9 What Are Health Disparities?
1.10 Why Address REHD in the Classroom?
1.11 Cultural Humility
1.12 Addressing REHD in the Classroom and Institution for Health Sciences Education
References
Chapter 2: What Are Health Disparities?
2.1 Introduction
2.2 Defining Health Disparity and Health Inequity
2.2.1 Health Disparities
2.2.2 Health Inequity and Health Inequality
2.2.3 Methodology and Measuring Health Disparity and Health Inequity
2.2.4 Using Historical Lenses to Describe Health Disparities Around the World
2.2.5 Modern-Day Health Disparity in the Global Sphere
2.3 Conclusion
References
Chapter 3: The State of Current Integration of Race and Ethnicity in Medical Education
3.1 Introduction
3.2 Implicit Race Bias in Medical Education and Healthcare
3.2.1 Explicit and Implicit Bias: An Overview
3.3 Implicit Bias: From Classroom to Clinic
3.3.1 Race-Based Vs. Race-Conscious
3.4 The History of Race and Medicine and the Future
3.5 Factors That Impact Success for Students of Color
3.5.1 Microaggressions - Its Role and Implications in Medicine
3.5.2 Microassaults Vs. Microinsults Vs. Microinvalidations
3.5.3 How Microaggressions Affect Medical Students' Ability to Learn
3.5.4 Practicing Micro-Affirmations
3.6 Elaborating on the Correlation Between Students' Thoughts and Their Ability to Excel
3.6.1 Perceived Contributors to Success in Medical School
3.6.2 Achievement Through Equity in Healthcare Training
3.6.3 Causes and Consequences of Lower Assessed Performances
3.7 Conclusion
References
Chapter 4: Cultural Humility: An Approach to Mitigate the Challenges of Teaching About Race and Racism
4.1 Introduction
4.2 Shift in Pedagogy & Its Dilemmas
4.3 Challenges with Teaching Race, Racism, and Racial Justice
4.4 Cultural Humility: An Evolved Practice from Cultural Competency
4.4.1 Model Case
4.4.2 Contrary Case
4.5 Conclusion
References
Chapter 5: Best Practices and Strategies for Medical Educators to Acknowledge and Address REHD in Educational Materials
5.1 Introduction
5.2 Understand the Impact of Race and Racism on Health Outcomes
5.2.1 Do Accurately Identify Race as a Social Construct
5.2.2 Do Use the Correct Biological Language
5.3 Contextualize Racial and Ethnic Differences